YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 1
LESSON 1: DESCRIPTIVE AND INDEFINITE ADJECTIVES Follow through with Grammar Words that modify nouns and pronouns by describing, identifying, or quantifying them are called ADJECTIVES. You often see them in a sentence before the noun or pronoun which they modify. The italicized words in the following sentences are adjectives: The young boy played with his friends. The five students who the contest were given cash gifts. Try it. Underline the adjectives in each of the following sentences. 1. Abraham was already an old man when Isaac was born. 2. God promise this gift to his faithful father twenty-five years earlier. 3. He was circumcised on the eight day after his birth. 4. This circumcision was a sign that he had been set apart for God. 5. It was a sign that he would serve the true God of the universe all his life. Descriptive Adjectives: Descriptive adjectives are words that describe persons, places, things, ideas, or eve. They come in different categories such as color, texture, ideas, or eve. They come in different categories such as color, texture, shape, or size. Examples: 1. I gave my teacher a red rose. 2. The students memorized the short poem. 3. The government funded the rehabilitation of the rough roads in our town. Write 5 sentences using descriptive adjectives to describe Jelly Jake and Butter Bill. 1. ___________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ Indefinite adjectives modify nouns, noun phrases, or other pronouns. They answer the pronouns. “How much?� Examples:
many
any
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 2
Many scientists believe that the world came into existence because of a Big Bang. (many modifies scientist.) Any man can be a hero to his fellowman. (any modifies man.) -Try It. Choose an indefinite adjective from the word pool to complete each sentence below. Indefinite Adjectives Both
Many
Several
More
Most
Much
Some
Each
Either
All
Any
Few
Note: Two or more indefinite adjectives from this list can be used for some of the items. 1. _____________ things are created by God. 2. Godâ€&#x;s will is that __________________ men would know him as their Lord and Savior. 3. There are ____________ students and teachers who are involved in this project. 4. _______________ people in the city donâ€&#x;t know that there are still places in the country without electricity. 5. It is obvious that ________________ students are not following the school rules. They are not wearing their uniforms. ANALYZE: A. Under at least ten descriptive and indefinite adjectives in the following paragraph. When God created all things, He saw that everything He created was good. The mountains had beautiful snow-capped peaks. The animals had silky furs and different colors. The little birds sang melodiously as they soared in the heavens. The tiny fishes swam gracefully in the oceans, rivers, and seas. The dark sky at night was adorned with heavenly lights. The day was bright with the rays of the magnificent sun. Then, God fashioned man with heavenly lights. The day was bright with the rays of the magnificent sun. Then, God fashioned man with His hands out of dust from the ground and breathed into him the breath of life. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 3
B. Is the underlined word used as an adjective? Write Yes on the blank if it is If it isn‟t, write what part of speech it is in the blank. The first sentences is done for you. INDEFINITE PRONOUN___ 1. everything that God created is good. _______________________ 2. The blue sky radiates with the light of the sun. _______________________ 3. The dark sky is adorned with stars at night. _______________________ 4. The birds fly swiftly in the cold wind. _______________________ 5. The clear waters of the oceans reflect the blue sky. _______________________ 6. None compares to the beauty of everything that God created. _______________________ 7. Man is the center of God‟s creation. _______________________ 8. God has a purpose for all mankind. _______________________ 9. His purpose is good. _______________________ 10. His purpose is to prosper us, not to harm us. Integrate Jelly Jake and Butter Bill portrays the consequences of greediness. Jake and Bill invade the pantry when no one is watching. You see, they want to hide because the food is not thiers. Afterwards, Jake and Bill are nowhere to be seen ever again. Archan was a Bible character who was not greedy for food like Jake and Bill. Instead, he wanted a beautiful robe, 200 pieces of silver, and a gold bar. Archan‟s greediness of these things led him to disobey his leader‟s instructions to destroy everything in the place that the Lord commanded them destroy. His whole family and household were put to death of his disobedience. His greediness caused much trouble for all of Israel. You can read about his story in Joshua chapter 7. THINK TROUGH/TELL ABOUT: Greedy is a descriptive adjective that describes a person who wants more than what he needs or deserves. Find an antonym for greedy and work on the cause and effect chart below.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 4
What greed?
causes -adjective
What is the effect of greediness?
greedy
What makes you Antonym the opposite of greedy
of What happens when you are
Think about a time when you gave in to greed. What other negative acts did you commit because of this? How did you redeem yourself? Vividly illustrate your experience with the use of descriptive and indefinite in a paragraph of five sentences. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Highlight Learning Circle the adjective(s) in each of the following sentences. Draw an arrow from the adjectives(s) to the noun, noun phrase, pronoun it/they modify. 1. The Israelites conquered the city of Jericho with a deafening shout of victory. 2. The thick walls of the city collapsed when Godâ€&#x;s people shouted their praises to God. 3. The lord commanded the Israelites not to take any of the beautiful things that they found in Jericho. 4. God wanted every precious thing in Jericho to be destroyed. 5. Achan was a hard-headed Israelite. 6. In spite of the clear instruction God gave, Achan took some things for himself and hid them under his tent. 7. At first, the Israelite people were ignorant about what had happened. 8. After a few days, they battled the small city of Ai and they were severely beaten. 9. They inquired why they were defeated and were told Achanâ€&#x;s grave sin. 10. Disobedient Achan was severely punished along with his whole family. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 5
Lesson 2:
Demonstrative and Interrogative Adjective
Follow through with Grammar: Demonstrative Adjectives
There are four common demonstrative – This, these, that and those that are used to modify or describe nouns or noun phrases. Examples: These are precious stones. (these modifies stones ) Those are luxury cars. (those modifies cars ) More Examples: This is a nice dress. (this modifies dress) That was a moving performance. (that modifies performance) This blue dress is expensive. (that modifies dress) That song is particularly memorable (That modifies song) THIS AND THAT ARE USED TO MODIFY SINGULAR NOUNS. Circle the demonstrative adjective that best modifies (describes) the noun in each of the following sentences. 1. Will wear (this, these) dress for school program next week. 2. (These, those) plants here need to be watered. 3. (This, That) garden near the water faucet looks better than the others. 4. The weatherman says that (this, that) hour spell will end tomorrow. 5. The principal asked me to carry (these, those) papers for him.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 6
INTERROGATIVE ADJECTIVES An interrogative adjective is another type of adjective that modifies a noun or noun phrase, but it does not stand alone. The most common interrogative adjectives are which and What. EXAMPLES: Which room is used by the grade5 pupils?(which modifies room) What book you use as a reference for our assignment? (what modifies book) Write two interrogative sentences (questions) using the interrogative adjectives which and what. 1.) ___________________________________________________________ 2.) ___________________________________________________________
Lesson 3:
Personal Narrative- What makes a Good Personal Narrative?
Objective: the student will develop there skills through oral recitation. A personal narrative tells a story about something that happened to the writer. You can see personal narratives in many kinds of writing. It can be an e-mail from a friend or a personal letter to a relative. Audience- the kind of information and language you include in your writing will depend on your audience. Reading Comprehension: Each example below describes the same event, but each uses a different voice. Read the example. Last night I saw the worldâ€&#x;s most popular rock band, Jelly, performed at the Horse Castle. Fans jammed the entrances and the aisles, but I managed to get a seat. For the first two hours, the performers delighted us with their classic songs. After intermission the high-spirited Jelly pulled out all the stops. Under the flashing lights, the performers stunned us with hits from their recent albums. We lingered long afterwards just to recover from hours of thrills and excitement. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 7
Spelling: Study the spelling words. 1. phrases 2. excited 3. voice 4. taught 5. science 6. readers 7. narrative 8. lingered 9. flashing 10. figure 11. concert 12. aisles 13. details 14. anybody 15. jammed Grammar: Read the Writers Corner
Lesson 4:
Introduction, Body, and Conclusion
Objective: The student will practice or learn to the following: Like most writing, personal narratives have parts that can be easily identified. The introduction, body, and conclusion are the parts of a personal narrative. Write a conclusion for this personal narrative. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What a Fish Story! I usually hate fishing because I never catch anything, but last Saturday was different. I removed out to the middle of the lake with my cousin, who loves fishing and who always catches a lot of fish, I baited my hook and cast it into the water. Almost immediately I felt a tug on the line. I reeled in the biggest fish I‟d ever seen! Ten minutes late, I landed another huge fish! By the end of the day, I‟d caught 17 beauties. And my cousin? Well, she didn‟t catch a thing. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 8
Spelling: Continue to review Spelling words. 1. phrases 2. excited 3. voice 4. taught 5. science 6. readers 7. narrative 8. lingered 9. flashing 10. figure 11. concert 12. aisles 13. details 14. anybody 15. jammed Writing: Prewriting strategies. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Sentence variety Objective: the student will practice or learn to the following. Change a sentence to a question Change a sentence to an conclusion Change the order of the words in a sentence Reading: Self-monitor comprehension when reading: apply reading strategies. Spelling: Complete a Spelling assessment covering the following words. 1. phrases 2. excited 3. voice 4. taught 5. science 6. readers 7. narrative 8. lingered 9. flashing 10. figure YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 9
11. concert 12. aisles 13. details 14. anybody 15. jammed Writing: Change the sentences to make the paragraphs more interesting. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Lesson 5:
Thesaurus
Objective: The student will practice or learn the following. A dictionary can help you check that you use words correctly. But where do you turn if you think of a word, but it isnâ€&#x;t the exact word you want? A dictionary thesaurus is organized by words in alphabetical order. An indexed thesaurus is organized by ideas or categories. In an indexed thesaurus, words that express the same idea are listed together on one entry. Spelling: New spelling words. 1. jump 2. leap 3. hop 4. spring 5. skip 6. outlaw 7. lumber 8. friends 9. soldiers 10. director 11. attack 12. synonyms YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 10
13. indexed 14. thesaurus 15. creek Grammar: Identify the verbs. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Lesson 6:
Exact Words
Objective: The student will display understand of first and third person in narration and gain mastery of spelling the frequently encountered Spelling words. Exact Nouns Read these two sentences A bird swooped down and knocked leaves from the tree. A raven swooped down and knocked leaves from the oak. Spelling: Write spelling words in sentences. 1. jump 2. leap 3. hop 4. spring 5. skip 6. outlaw 7. lumber 8. friends 9. soldiers 10. director 11. attack 12. synonyms 13. indexed 14. thesaurus 15. creek Writing: Rewrite these sentences by replacing the words in italics with exact words. 1. When Maria bit into her piece of fruit, the juice dribbled. 2. The weather yesterday was bad. 3. The mountains were beautiful. 4. We shared a good meal. 5. Have you seen his fury pet. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 11
Grammar: Identify the nouns and adjectives. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Lesson 7:
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 your voice to show your feelings, use the Listening Tips to help you be a good listener.
Spelling: Write spelling words in sentences. 1. jump 2. leap 3. hop 4. spring 5. skip 6. outlaw 7. lumber 8. 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 Speakerâ€&#x;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 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 12
___________________________________________________________________ ___________________________________________________________________ Writers Workshop ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Copyediting and Proofreading ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Lesson 8:
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 howto article.
Spelling: A Spelling assessment covering the following words. 1. jump 2. leap 3. hop 4. spring 5. skip 6. outlaw 7. lumber 8. friends 9. soldiers 10. director 11. attack 12. synonyms 13. indexed YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 13
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
Lesson 9:
Order, Accuracy, and Completeness
Objective; The student will practice or learn the following. Logical Order Imagine that you are reading an article about how to fix a hole in a bicycle tire. What would happen if the step for putting air in the tire came before patching the hole? In a how-to article, the steps are presented in logical order, or the order in which the steps will be completed. Putting the steps in a numbered list before you write them in a paragraph form can help you keep steps in order. Spelling: New spelling words 1. plant 2. seeds 3. weeds 4. garden 5. asked 6. worked 7. corner 8. puzzle 9. yourself 10. shows 11. slips 12. separate 13. answer 14. limit 15. gestures YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 14
Reading: Self-monitor comprehension when reading. Apply reading comprehension. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________________
Lesson 10: Transition Words Objective: The student will practice or learn to the following: You can help your readers follow the steps in how-to article by using transition words. Transition words identify the order of the steps. They help to carry the reader from one step to the next. Read this list of common transition words. after that afterward last later first
finally second soon next now
one day at first at last then third
Spelling: Continue to review Spelling words. 1. plant 2. seeds 3. weeds 4. garden 5. asked 6. worked 7. corner 8. puzzle 9. yourself 10. shows 11. slips 12. separate 13. answer 14. limit 15. gestures Reading: Self-monitor comprehension when reading. Apply reading comprehension. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 15
Lesson 11: 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. Spelling: Continue to review Spelling words. 1. plant 2. seeds 3. weeds 4. garden 5. asked 6. worked 7. corner 8. puzzle 9. yourself 10. shows 11. slips 12. separate 13. answer 14. limit 15. gestures Writer’s Corner Awesome, happy, and nice are word that are often overused in speaking and writing. List three synonyms for each of these overused words. Then use each synonym is\n a sentence to show the different meaning. Save your lists and sentences. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 16
Lesson 12: Using the Internet Objective: The student will practice or learn to the following: Reliable Information The main challenge for writers who conduct Internet research is to determine how reliable the information on a Web site really is. You need to be sure that the information is correct. Spelling: Continue to review Spelling words. 1. plant 2. seeds 3. weeds 4. garden 5. asked 6. worked 7. corner 8. puzzle 9. yourself 10. shows 11. slips 12. separate 13. answer 14. limit 15. gestures Writing: Prewriting strategies ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 17
Lesson 13: How-to Talks Objective: The student will practice or learn to the following: If you ever give directions to your home or explained to a friend how to blow bubbles, then you have given a how-to-talk
How-to talk to teach audience how to do or make something. Topic Audience Organization Spelling: Complete a Spelling assessment covering the following words. 1. plant 2. seeds 3. weeds 4. garden 5. asked 6. worked 7. corner 8. puzzle 9. yourself 10. shows 11. slips 12. separate 13. answer 14. limit 15. gestures Reading: Self-monitor comprehension when reading. Apply reading strategies.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 18
Lesson 14: What Makes a Good Business Letter? Objective: The student will practice or learn the following: Correct form of writing of business letter. Language The language of a business letter is more than the language of a personal letter. Choose words carefully. Keep description and explanations brief and to the point. Don‟t include unnecessary details.
Spelling: Continue to review Spelling words. 1. plant 2. seeds 3. weeds 4. garden 5. asked 6. worked 7. corner 8. puzzle 9. yourself 10. shows 11. slips 12. separate 13. answer 14. limit 15. gestures Writer’s Corner: Use one of these sentence starters in a body paragraph of a business letter. Use formal language and a polite tone. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ a. Please send me ……… b. I am enclosing……. c. I would like to inquire about……. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 19
Lesson 15: Purpose Objective: the student will gain or learn the following: Business people have many things to do at their jobs. So when you write a business letter, it‟s important to state the purpose of your letter quickly and clearly. When you write a business letter, state briefly why are writing the letter, and state what actions you want the person to take. Ordering a Product Inquiry or Request Complaint Spelling: New spelling words. 1. business 2. request 3. complaint 4. sentence 5. product 6. letter 7. number 8. scholarship 9. Graduate 10. excellent 11. replacement 12. state 13. clearly 14. treasurer 15. requirements The Body of a Business Letter The body of a business letter is where you tell the person or company what you want. You might ask for product or service, make a complaint, or offer a complain The body of a business letter usually has three parts. Beginning Middle Ending Writing: Journal writing in 3 different notebooks for specific skills assignment. Reading: Writing, and Spelling and Vocabulary, Cursive writing. ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 20
Lesson 15: Roots Objective: The student will practice or learn to the following. Identify the meaning of the common root in the words below. Then use the words in separate sentences that show the meaning of each word. audible
audiovisual
audience
auditorium
Spelling: Continue to review Spelling words. 1. business 2. request 3. complaint 4. sentence 5. product 6. letter 7. number 8. scholarship 9. Graduate 10. excellent 11. replacement 12. state 13. clearly 14. treasurer 15. requirements Writing: Narrow down writing topics ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 21
Lesson 17: Combining Sentences and Sentence Parts Combining sentences and sentence parts can help your writing read more smoothly. You use conjunctions when you combine sentences. Study the chart below to know when to use the conjunctions and, but, or or. and- connects ideas that are alike in some way but- connects ideas that are different or- connects ideas that give a choice Spelling: Continue to review Spelling words. 1. business 2. request 3. complaint 4. sentence 5. product 6. letter 7. number 8. scholarship 9. Graduate 10. excellent 11. replacement 12. state 13. clearly 14. treasurer 15. requirements Writing: Identifying and combining simple sentences. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 22
Lesson 18: Filling Out Forms Objective: The student will learn or gain the following: A form contains information that you might also put in a business letter, such as your name and your address. When you order a product from a company, apply for a library card, or join a sports league, you might fill out a form. Spelling: Complete a Spelling assessment covering the following words. 1. business 2. request 3. complaint 4. sentence 5. product 6. letter 7. number 8. scholarship 9. Graduate 10. excellent 11. replacement 12. state 13. clearly 14. treasurer 15. requirements Writers Corner: Imagine that you are staring a new club in your school. List the information you might need from new members. Then use the information to create a form your club. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 23
Lesson 21: Ordering a Description Objective: The student will learn or gain the following. A good description is well organized. The reader is led from detail to detail in a way that makes sense. Irrelevant details, things that do not stick to the topic, are left out. The result is a vivid snapshot of a person a thing, a place, or an event. Spelling: Have the student continue to study the Spelling words. 1. basketball, 2. sidewalk, 3. something, 4. playground, 5. cardboard, 6. everyone, 7. sunshine, 8. bedroom, 9. eyebrow, 10. butterfly, 11. myself, 12. weekend, 13. broomstick, 14. skateboard, 15. doorbell. Reading: Writerâ€&#x;s corner Look at the list you wrote for the Activity D. number the details in the order you would use them in a description organized by spatial order. Then use the details to write a paragraph describing the person. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 24
Lesson 22: Graphic Organizers A graphic organizer is a chart or diagram that a writer uses to map out ideas in a visual way. A word web is a type of graphic organizer that can help organize the details related to chosen topic. It can also keep you from introducing irrelevant details. Spelling: Use the following words in sentences.
1. basketball, 2. sidewalk, 3. something, 4. playground, 5. cardboard, 6. everyone, 7. sunshine, 8. bedroom, 9. eyebrow, 10. butterfly, 11. myself, 12. weekend, 13. broomstick, 14. skateboard, 15. doorbell. Writer’s corner: Make a word webs for three of the following topics. A. your favorite childhood toy B. an animal that lives in your part of the country C. a storm you experienced D. the front of your home E. a warm spring day F. a body of water you have visited G. a costume you have worn H. yourself YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 25
Lesson 23: 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 -able -al -ful -ic -ish -y
Meaning capable of being relating to full of like a, relating to like a, resembling full of
Example climbable parental hopeful artistic childish 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 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. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 26
Lesson 24: Dictionary A dictionary is a book of words that are listed in alphabetical order. When you look up a word, you find the spelling, pronunciation, part of speech, and definition of the word. The words that are defined in the dictionary are called entry words.
Objective: the student will learn or gain the following: Write each set of entry words in alphabetical order. 1. animated appealing alien actual anxious
2 dolphin diver delightful deliberate direction
3 curious cat cuddle cute creep
4 soft sandy smooth seaside seclude
Writer’s corner Use a dictionary to find where your first name would appear if it were an entry word. Write down the entry word just before and the entry word juts after where your name would appear. Then write down the guide words for that page of your dictionary. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 27
Lesson 26: Oral Descriptions Objective: The student will learn or practice the following: Audience- it is important to consider the audience as you plan your description. Choose a topic that your audience will find interesting. Plan your use of language. You will probably use different word if you are talking to five-year-olds than if you are talking to fifth graders.
Sensory Details- to begin planning your oral description, visualize your topic. Jot down notes about how it appeals to each of the five senses: sight, hearing, taste, smell, and touch.
Organization- thinks about the best way to organize your description. You don‟t want your audience to become confused because you jump around in your description.
Spelling: Continue to review Spelling words. Carpenter, airport, ambulance, beetle, daughter, cemetery, apron, crocodile, Dentist, church, blackboard, elephant, guest, drugstore, cactus, giraffe, hero, factory, charcoal, gorilla, nephew, hall, cotton, hamster, niece, hospital, diamond, leopard, pilot, jail, guitar, lizard, pirate, library, melon, school, wheel, starfish, pupil, queen, star, sword, penguin, zookeeper. Speaker’s Corner Work in small groups and share your notes about your special event. After each presentation, tell what you especially liked and offer suggestions about anything that might be rearranged or put into clearer sensory details. Make notes of your classmates‟ suggestions and keep them to use in planning an oral description to present for a larger audience. Prewriting and Drafting Content Editing Revising Copyediting and Proofreading Publishing
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 28
Lesson 27: What Makes a Good Book Report Objective: The student will learn or gain the following: Writing a book report gives you the opportunity to tell others about a book you have read. In a book report, you give information about a book through description, explanation, and example. Then give your personal information/opinion about the book, stating the reasons why you feel as you do about it. Keep these things in mind when writing a book report. Characters and Setting Ploy Summary Theme Personal Opinion Spelling: Complete a Spelling assessment covering the following words: carpenter, airport, ambulance, beetle, daughter, cemetery, apron, crocodile, dentist, church, blackboard, elephant, guest, drugstore, cactus, giraffe, hero, factory, charcoal, gorilla, nephew, hall, cotton, hamster, niece, hospital, diamond, leopard, pilot, jail, guitar, lizard, pirate, library, melon, school, wheel, starfish, pupil, queen, star, sword, penguin, zookeeper. Reading: Self-monitor comprehension when reading; Apply reading strategies. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 29
Lesson 28: Writing a 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.
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? ______________________________________________________________ ______________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 30
3. What main events are included in the plot summary? ______________________________________________________________ ______________________________________________________________ 4. What is the theme of the book? ______________________________________________________________ ______________________________________________________________ 5. What is the writer‟s opinion of the book? ______________________________________________________________ ______________________________________________________________
Lesson 29: Revising Sentences Objective: The student will practice the following: The following paragraph is one long, rambling sentence. Break it up to shorter sentences. I love Karen Cushman‟s books, and Rodzina is no exception, and this historical fiction story is about the orphan trains that carried children to the West to be adopted and work as farm laborers, and Rodzina herself tells the story, but the way she tells it made me feel like I was living it with her, and now I can appreciate that time in our history. Spelling: Spell frequently encountered words. baby, today, going together, ring, seed sandals, bucket, window shoulders, sunflower, untreated examined, treasures, determined made, caught, worked borrowed, asked, recycle Writer’s corner Use your imagination and write a long sentence with several conjunctions. Then exchange your sentence with a partner and break up the sentences you receive into several shorter sentences. Compare the finished with the original sentence. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 31
Lesson 30: Prefixes Objective: The student will learn or gain the following idea: 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. mislead 2. reabsorb 3. misread 4. reuse 5. recharge 6. precut 7. misbehave 8. prepay Writer’s corner Pick one prefix from this lesson. Then brainstorm a list of as many words as you can that begin with that prefix. Write five sentences. Use one or more words from your list in each sentence. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 32
Lesson 31: Fact and Opinion Objective: The student will learn or gain the following: Both facts and opinions are used in book reports. A fact is a statement that can be proved true. You can us the library of the Internet to find out if the fact is true. Opinion Words- knowing opinion words can help you decide if what you are reading is fact or opinion. Opinion words signal that the writer is telling his or her opinion on a subject. Here are some common opinion words you might find. believe think should feel
good favorite ugly best
bad horrible beautiful worst
Activity Choose two of the following items. Use opinion words to write a few sentences about each. 1. year-round school 2. curfews 3. skateboarding 4. horseback riding 5. dress codes 6. exercise 7. watching television Writer’s corner Think of a book you have recently read. Write two opinions you have about book. Then support your opinions by writing a fact for each opinion.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 33
Lesson 32: 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. 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. Spelling: Studying the Spelling words. Black, loud, long Rough, smooth, broad Fair, dark, gray, Small, tall, slim, Round, big, short, Plump, pale, happy Curly, oval, soft
Lesson 33: What Makes a Good Tall Tale? Objective: The student will learn or gain the following: Reading Comprehension Spelling: Spell frequently encountered words. baby, today, going together, ring, seed sandals, bucket, windows Shoulders, sunflower, untreated examined, treasures, determined made, caught, worked YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 34
borrowed, asked, recycle Writer’s Corner Reread the model on page 197. Think about what else Paul might have eaten or worn. Write a few sentences giving exaggerated details about Paul‟s food and clothing. Activity: Tell whether each of the following sentences describes a larger than-life hero. 1. The baby fussed and cried all night. 2. The boy studied six hours for his final exams. 3. The girl whooped so loud that the moon started to spin. 4. The bricklayer worked so fast that he could build a whole town in an hour. 5. The children skied to school after the big blizzard. 6. The woman was so hungry that she ate three cheese sandwich.
Lesson 34 Writing a Tall Tale Objective: The student will learn or gain the following activities: Think of a special quality that each of these people might have. Then write a sentence that makes the person larger than life. Example: fifth grader The fifth grader was so smart that she could finish a whole math chapter in less than a minute. 1. 2. 3. 4. 5. 6.
football player news reporter zoo keeper deep-sea fisher in-line skater taxi driver
Reading Comprehension: Read the Creating Problems and Solutions Writer’s corner Write down a problem that the hero of a tale would need to solve. Trade papers with a partner. Write a solution to your partner‟s problem. Use exaggeration to make your problem and solution as humorous as possible. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 35
Lesson 35: Figurative Language Objective: The student will learn or gain the following: Good writers try to create vivid pictures in their readers‟ minds. One way to do this is to use sensory language-words and ideas that appeal to sight, hearing, taste, touch, and smell. Another way is to use figurative language-language that compares one thing to another in anew and revealing way. Here are some types of figurative language.
Exaggeration- is used to make a dramatic or humorous point by describing something in impossible terms.
Simile- a simile describes one thing by telling how it is like something else. A simile uses the word like or as. In the examples below, Annie Christmas‟s height is compared to a paddle wheel, and her voice is compared to thunder. These details help create a vivid picture of Annie. Annie Christmas was as tall as a paddle wheel Her voice was like a roll of thunder.
Metaphor- is a way of comparing two things without using like or as. A simile that one thing is like another thing. A metaphor states that one thing is another thing.
Activity: Explain each of this metaphor by telling what two things are being compared and how they are alike. 1. His laughter is sunshine on gloomy day. 2. My room was a refrigerator when I got home. 3. The snow was a white blanket on the lawn. 4. Her hat was a garden of wildflowers. 5. The party was a three-ring circus. Writer’s corner Think of a person you admire. It can be a person you know or a character you have read about in a book. Write a description of the person, using similes and metaphors. You may use exaggerations to make your description humorous or dramatic. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 36
Lesson 36: Homophones Objective: The student will learn he following strategies/activities: Homophones are words that sound alike but have different spelling and meaning. There are many homophones in the English language. They can sometimes be confusing for writers. Activity: Choose the correct homophones for each of these definitions. Then use the word you did not choose in a sentence. Use a dictionary if necessary. 1. a material used in making paper (would, wood) 2. a survey of peopleâ€&#x;s opinions on an issue (poll, pole0 3. a time of calm and quiet (piece, peace) 4. a place to dock a boat (pier, peer) 5. the head of a school (principle, principal) 6. a word used in asking a question (witch, which) 7. a street or highway (road, rode) 8. a period of seven days (week, weak) Writer’s corner: Work with a partner to write with a homophone for each these words. Then try to use each pair of homophones in one sentence. Be creative and write some fun sentences. Use a dictionary if necessary. made hare
seller hour
urn allowed
prints doe
Lesson 37: Nonsense Verse Objective: The student will gain or learn the following ideas. Nonsense verse is poetry that is completely silly. It describes things that are so strange that they could never happen in the real world. Writers of nonsense verse dream up weird creatures and unbelievable situations. Poets use rhyme, choose funny-sounding words, and even made words up. The purpose for writing nonsense verse is to have fun and make readers laugh. Spelling: Correctly spelling frequently encountered words. 1. gave 2. helped 3. shall YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 37
4. threw 5. think 6. brought 7. will tell 8. will pray 9. hugs 10. like 11. spent 12. eat 13. shall go 14. fell 15. will sing Reading: Recognizing basic sight words and common noun; self-monitor comprehension when reading by automatically applying reading strategies. Writer’s Corner Choose an idea from Activity A or one of your own to use in a rhyming nonsense couplet. You might try making up an animal name combination. Examples: The ostrich spins with style and grace. But sometimes she falls on her face. When the alligatortoise comes over to play, Will the eerie elephantom scarred him away?
Lesson 38: Storytellers’ Contests Objective: The student will learn or gain the following. Reading Comprehension. Audience- a storyteller to think about the ages and interest of the audience. Body Language and Voice Spelling: Recognizing basic sight words and common nouns as well as correctly spell frequently encountered words Speaker’s Corner Your class is going to have a storytellers‟ contest. The topic is “why I can‟t turn in my homework today,” and the story cannot be longer than two minutes. Start writing down ideas. Make them as wild and as imaginative as possible. Remember that this story is not supposed to be true. It‟s supposed to make people laugh. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 38
UNIT III. Lesson 1:
Descriptive Adjectives
An adjective describes a noun. Adjectives that tell about the size, shape, color, or weight of the things they describe are called descriptive adjectives. They can tell how something looks, tastes, smells, or feels. Mark made a model of a dinosaur with claws. Mark made a model of gigantic brown dinosaur with long sharp claws. The word gigantic, brown, long and sharp were added to the second sentence. These words are adjectives. Gigantic and brown tell about the noun dinosaur. Long and sharp tell about the noun claws. A descriptive adjective generally comes before a noun. Can you find the descriptive adjectives in these sentences? Which noun does each describe? Dinosaurs are large animals. Dinosaurs could be fierce hunters. In the first sentences the adjective large describes the noun animals. In the second sentence the adjective fierce describe the noun hunters.
Exercise 1 Find the descriptive adjectives in these sentences. The number of adjectives in each is in parentheses. 1. Dinosaur means “terrible lizard�. (1) 2. Dinosaurs were the dominants species on earth for millions of years. (1) 3. Like modern reptiles, dinosaurs probably had green or brown skin. (3) 4. Small dinosaurs that ate meat were usually speedy animals so that they could escapee large predators. (3) 5. Dinosaurs that ate plants were often huge animals. (1) 6. Tracks show that big dinosaurs walked in long, easy steps. (3) Exercise 2 Find the descriptive adjectives in these sentences. Tell which noun each describes. 1. Pleontoloists have difficult jobs. 2. They spend long hours looking for fossils of dinosaurs. 3. They do slow, painstaking work. 4. New dinosaurs are always being discovered. 5. Fossils form as the hard, bony parts of an animals turn to stone. 6. The soft parts just dissolve and disappear.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 39
Exercise: 3 Add a noun after each descriptive adjective: 1. loud ______________ 2. delicious ___________ 3. muddy ____________ 4. smooth ________________ 5. polite _____________ 6. swift ______________ 7. green ______________ 8. funny ____________
Practice Power Choose three objects or people. Use three descriptive adjectives to describe each. Think of three items you use that were made in another country. Think of at least two descriptive adjectives for each item. Write three sentences in which you use the adjectives to describe the items.
Lesson 2:
Proper adjectives
In English orthography, the term proper adjective is sometimes applied to adjectives that take initial capital letters, and the term "common adjective" to those that do not. These terms are used informally only; they are not used by grammarians or linguists. In general, an adjective is capitalized if its meaning is "pertaining to X", where X is some specific person, place, language, or organized group. Most capitalized adjectives are derived from proper nouns; for example, the proper adjective American is derived from the proper noun America. Sometimes, an adjective is capitalized because it designates an ethnic group with a shared culture, heritage, or ancestry. This usage asserts the existence of a unified group with common goals. For example, in Canadian government documents, Native and Aboriginal are capitalized. Proper Noun Africa America Arab Celt France Greece YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Proper Adjective African American Arabic, Arabian Celtic French Greek Page 40
Hungry Japan
Hungarian Japanese
Exercise: 1 Write a proper adjective for each proper noun. Use a dictionary to check your spelling. 1. Russia _______________ 2. George ______________ 3. Spain ______________ 4. Carolina ___________________ 5. Bible ____________________ 6. Cuba __________________ 7. Edward __________________ 8. Ireland ______________ 9. Amazon ________________ 10. Egypt ____________ 11. Elizabeth __________ 12. Vietnam ______________. Exercise 2 Choose five proper adjectives that you wrote in Exercise 1. Write five sentences, each using one of the proper adjectives. Practice Power: Imagine you have just returned from a trip around the world. Use proper adjectives in sentences that tell about five things you brought back with you as souvenirs.
Lesson 3: Articles A definite article indicates that its noun is a particular one (or ones) identifiable to the listener. It may be something that the speaker has already mentioned, or it may be something uniquely specified. The definite article in English, for both singular and plural nouns, is the. The children know the fastest way home. The sentence above refers to specific children and a specific way home; it contrasts with the much more general observation that: Children know the fastest way home. The latter sentence refers to children in general and their specific ways home. Likewise, YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 41
Give me the book. Refers to a specific book whose identity is known or obvious to the listener; as such it has a markedly different meaning from Give me a book. Which does not specify what book is to be given. The definite article can also be used in English to indicate a specific class among other classes: The cabbage white butterfly lays its eggs on members of the Brassica genus. However, recent developments show that definite articles are morphological elements linked to certain noun types due to lexicalization. Under this point of view, definiteness does not play a role in the selection of a definite article more than the lexical entry attached to the article. Exercise 1 Write the correct indefinite article, a or an, before each item. 1. _____________ ocean 2. _____________ pebble 3. _____________ archeologist 4. _____________ bug 5. _____________ web 6. _____________ insect 7. _____________ eagle 8. _____________ geologist 9. ____________ fossil 10. ____________ ancient fossil Exercise 2 Identify the articles in each sentence. Tell whether each is a definite article or an indefinite article. 1. A fossils of a cockroach was found by geologist, and the ancient insect was about three-and-a-half inches long. 2. The insect was twice as large as the typical modern roach. 3. It was discovered in a coal mine in Ohio. 4. The color pattern of the ancient cockroach was still visible. 5. The well-presented cockroach was a welcome find, but a live roach generally remains an unwelcome guest in most places! YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 42
Practice Power Write about any strange animal that you know about. Underline each you use in your sentences.
Lesson 4:
Repetition of Articles
When two or more nouns joined by and refer to different people, places, or things, use an article before each noun. The paleontologist and the geologist worked together to find the fossils. In the above example two different people are mentioned. The repetition of the article before the two nouns shows this. When two or more nouns joined by and refer to the same person, place, or thing, uses an article before the first noun only. The paleontologist and professor organized a dig. In the above example one person is mentioned. The article the is used only before the first noun. Which of the following refers to more than one person? a. A student and aspiring paleontologist b. The photographer and the biochemist c. The professor and leader of the dig crew The correct answer is B because the photographer and the biochemists are two different people. Exercise 1 1. A writer and an illustrator worked together on the book about dinosaurs that I used for my report. 2. A writer and editor have written an interesting book about dinosaurs. 3. A young rancher and rodeo cowboy discovered a dinosaur skeleton in 1998. 4. The museum guide and volunteer gave us a lecture about dinosaurs. 5. Scientist and Professor Paul Serrano have made some amazing discoveries of early dinosaurs in Argentina. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 43
Exercise 2 Add an article where an article is needed. Put x if none is needed. Look at the description of the number of people. 1. There was one judge: _____ science teacher and _____ fair director picked the best project. 2. There were two presenters: _____ principal and _____ district superinyendent presented the prize. 3. One student did the project: ____ writer and ____ illustration of the project on dinosaurs was a fifth grader. 4. Two students worked on the project together, doing different tasks: _____ writer and _____ illustration of the winning project on dinosaurs were fifthgrade students. Practice Power Have you ever seen a dinosaur exhibit in a museum? Have you ever watched a film about dinosaurs? Write a letter to friend what you saw. Underline the articles in your sentences.
Lesson 5:
Demonstrative Adjectives
A demonstrative adjective points out a specific person, place, or things and is more specific than an a, an, or the. The demonstrative adjectives are this, that, these, and those. They come before nouns and point out which one or which ones. This and that point out one person, place, or thing. These and those point out more than one person, place, or thing. This and these point out items that are near. That and those point out items that are farther away. This fossils belonged to a raptor. (singular, near) That tool is used by paleontologists. (singular, far) These teeth are from a T. rex. (plural, near) Those horns are from a Triceratops. (plural, far)
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 44
Which noun do the demonstrative adjectives point out? I think these skeletons are amazing. That dinosaur is a Velociraptor. In the first sentence these points out the plural noun skeletons. In the second sentence that goes with the singular dinosaur. Exercise: 1 Put the correct demonstrate adjective below each noun to name an object or objects near at hand. 1. _________ skeleton 2. ________ guide 3. ________ eggs 4. ________ pictures 5. _______ fossils 6. _______ tool Exercise 2 Put the correct demonstrative adjective before each noun to name an object or objects far away. 1. 2. 3. 4. 5. 6.
__________plants __________skull __________ trees __________ nest __________ behavior __________ exhibit
Exercise 3 Identify the demonstrative adjective in each sentence. Tell whether it is singular or plural and tell the noun it goes with. 1. 2. 3. 4. 5. 6. 7. 8.
This skull is form a Herrerasaurus, an early dinosaur from the Triassic period. That period is often called “the age of reptiles‟. These drawings show the plants that grew during the Jurassic period. During this period dinosaurs were dominant. Look at those two huge skeletons of Tyrannosaurus rex. They‟re attacking that Triceratops. Those animals lived during the cretaceous period. At the end of that period, dinosaurs became extinct.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 45
Practice Power Write a paragraph that details a tour of a place you find interesting-any place, such as the school cafeteria, a museum, or even a room in your home. Uses demonstrate adjectives as you point out objects. Underline those adjectives in your writing.
Lesson 6:
Adjectives That Tell How Many
Some descriptive tell how many or about how many. Each of these adjectives comes before a count noun. A number can be used as an adjective that tells how many. one photograph fifty bones 20 tour guides A word that tells number order can be adjective that tells how many. The first visit the 10th trip the hundredth visitor The following words can be used as adjective that tell about how many. All each few much some Any either many neither Both every most several All dinosaurs died out millions of years ago. Every student in my class is interested in dinosaurs. What is the adjective that tells how many in the sentence? The huge Brachiosaurus ate many plants in order to survive. Youâ€&#x;re correct if you said many. It tells about the noun plants. Exercise: 1 Add an adjective that tells how many or about how many. The adjective should go with the noun. 1. ___________ horns 2. ___________ bones 3. __________ feet 4. __________ miles per hour 5. __________ teeth 6. __________ years 7. __________ scientists 8. __________ fossil
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 46
Exercise 2 Use the phrases you wrote in Exercise 1 in sentences of your own. Practice Power Describe an animal that interest you. Give facts about it, using adjectives that tell how many or about how many in your paragraph. Underline the adjectives you use.
Lesson 7:
Subjects Complements
An adjective that follows a linking verb and completes the sentence is called a subject complement. The subject complement describes the subject of the sentence. The T-rex was powerful. The adjective powerful is a subject complement. It follows the linking verb was and it describes the subject T. rex. Common linking verbs are forms of the verb be and words such as become, feel, grow, look, remain, seem, sound, and taste. Can you identify the adjective subject complements is these sentences? a. The T. rex‟s teeth were sharp with cutting edges. b. T. rex was not necessarily green, as some myths claim. You‟re right if you said that in sentence A sharp describes teeth, and in sentence B green describes T. rex. Exercise: 1 Identify the subject complement in each sentence. Then identify the noun it describes. 1. The Triceratops was huge. 2. Its three horns were gigantic. 3. The horn on its nose was smallest. 4. The creature‟s body seems bulky. 5. The dinosaur looks clumsy to me. Exercise 2 Add adjectives to complete the sentences. Tell whether the adjective comes before the noun or whether it is a subject complement. 1. The work of a paleontologist seems ____ to me. 2. To me, dinosaurs are ______. 3. Dinosaurs were ______ animals. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 47
4. I saw ______ skeletons at a museum. 5. The _____ T. rex fascinates many people. Practice Power Write two sentences for each of the following adjectives. Use the adjectives before a noun in one sentence and as a subject complement inn h other. 1. unusual 2. colorful 3. adventurous 4. green 5. hot 6. beautiful
Lesson 8:
Adjectives That Compare
Most adjectives have three degrees of comparison: positive, comparative, and superlative. The positive degree of an adjective shows a quality of noun. The comparative degree is used to compare two items or two sets of items. It is often used with than. The superlative degree is used to compare three or more items. For adjectives of one syllable and some adjectives of two syllables (generally those ending in y) the comparative is formed by adding –er to the positive. The superlative is formed by adding-est to the positive. Positive Smart Narrow
Comparative smarter narrower
Superlative smartest narrowest
To form the comparative and superlative degrees, follow these rules. If an adjective end in e, just add –r or –st. Tame tamer tamest
If an adjective ends in y preceded by a consonant, change the y to I before adding –er or –est. Clumsy clumsier clumsiest
If a single-syllable adjective ends in a consonant preceded by a vowel, double the consonant before adding –er or est. Hot hotter hottest
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 48
Some adjectives have irregular forms of comparison. Positive Good Well Bad
Comparative better better worse
Superlative best best worst
Exercise 1 Write the comparative and the superlative forms of these. 1. tiny 2. sad 3. brave 4. pretty 5. good 6. thin 7. light 8. happy Exercise 2 Identify the adjectives in the comparative or the superlative degree in each sentence. Tell the degree of each adjective. 1. The earliest dinosaurs lived during the Triassic period. 2. the Jurassic period was later than the Triassic. 3. During the Jurassic period, the climate was wetter and warmer than before, and dinosaurs flourished. 4. The longest dinosaur was probably Seismosaurus, a sauropod that way 120 to 150 feet long. Practice Power Use each of these adjectives in a sentence. 1. scarier 2. hardest 3. softest 4. smarter 5. crunchier
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 49
Lesson 9:
More, Most and Less, Least
Most adjectives of three or more syllables and some adjectives of two syllables do not add –er or -est to form the comparative and superlative degrees. Instead, the comparative is formed by adding more or less before the positive form of the adjective. Form the superlative by adding most or least before the positive form of the adjective.
Positive Mysterious
Comparative more mysterious Less mysterious
Superlative most mysterious least mysterious
Famous
more famous Less famous
most famous least famous
You can check a dictionary for the proper forms of adjective. It is incorrect to use more or less and –er together, or most or least and –est together. Do not say “more smarter dinosaur” or “the most smartest dinosaur.”
Exercise: 1 Write the comparative and superlative degrees for each positive degree adjective. Use more or less and most or least. 1. powerful 2. difficult 3. generous 4. important 5. intelligent 6. courteous 7. frightful 8. fortunate 9. courageous 10.beautiful
Practice Power Write your opinion about two or more movies., TV shows, foods, or another general tiopic. Use these adjectives in the comparative or superlative form: interesting, boring, delicious, humorous, and difficult.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 50
Lesson 10: Fewer, Fewest, and Less, Least Count nouns name things that can be counted: birds, trees, children. They have plural forms. Noncountnouns name things that cannot be counted: water, food, patience. They do not have plural forms. Less and fewer are comparative forms and are used to compare two things or two sets of things. Least and fewest are superlative forms and are used to compare more than two things. Comparative There were fewer types of plants during the Jurassic period than during the Cretaceous. (with a count noun) There was less rain during the Triassic period. (with a noncount noun) Superlative The fewest plants existed during the Triassic period. (with a count noun) The least moisture was present during the Triassic period. (with a noncount noun) Exercise: 1 Write phrases with each noun and least or fewest. Tell if each noun is a count or a noncount noun. 1. land 2. eggs 3. evidence 4. bones 5. intelligence 6. babies Exercise 2 Write pharases with each noun an dless or fewer. Tell if each noun is a count or a noncount noun. Example: creatures
fewer creatures, count
1. mammals 2. water 3. interest YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 51
4. information 5. time 6. teeth Exercise 3 Choose the correct word to compete each sentence. 1. The (fewest fewer) animals are at the top of a food chain. 2. (less fewer) food for animals at the bottom of the food chain can mean starvation for animals at the top. 3. (fewer less) grass for animals at the bottom of the food chain can affect entire chain. 4. (fewer less) trees can also have a negative effect. 5. There were (fewer less) carnivores than herbivores because the carnivores were at the top of the food chain. 6. There are (fewer less) fossils of dinosaurs than most people think. 7. Scientist have (fewer less) evidence about individual dinosaurs than a person might expect. Practice Power Write sentences using five phrases from those you wrote for Exercises 1 and 2.
Lesson 11: Interrogative Adjectives An interrogative adjective is used in asking a question. The interrogative adjectives are what, which, and whose. An integrative adjective comes before a noun. What prey did T. rex eat? Which dinosaurs had spoon-shaped teeth? Whose dinosaur sketches are on the table? What is used for asking about people or things. What animals should we have in our classroom? Which is usually used to ask about one of two or more people or things. Which dinosaurs was bigger-Argentinosaurus or seismosaurus? YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 52
Whose about the possession Whose model of a T. rex is this? Exercise: 1 Identify the interrogative adjective in each sentence. Then identify the noun it goes with. 1. Which dinosaur had long, sharp, curved claws? 2. What discoveries did Paul Sereno make? 3. Which dinosaur was a meat eater-Branchiosaurus or Gigantosaurus? 4. Whose presentation on the Allosaurus was best? 5. What question would you like to ask about T.rex? 6. Which carnivore was the largest member of the Allosaurid family? 7. Which dinpsaur ate fish primarily-baryonyx or Velociraptor? 8. Whose favorite dinosaur is the Spinosaurus/
Exercise 2 Complete each sentence with the correct interrogative adjective. More than one choice may be correct. 1. 2. 3. 4. 5. 6. 7. 8.
______________ large group of animals did dinosaurs belong to? ______________ group of dinosaurs had clubs on their tails______________ event might have ended the era of the dinosaurs? ______________theory is it that a meteorite cause the extinction of the dinosaurs? ______________ tools do paleontologist use? ______________ turn is it to make the next presentation on dinosaurs? ______________ interesting fact did you learn about dinosaurs? _______________ presentation was most interesting?
Practice Power Work with a partner to choose a topic you are studying in class. Write 10 questions with interrogative adjectives to ask about the topic. Use encyclopedias, library books, and the Internet to help find the answers. How many answers did you find?
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 53
Lesson 12: Action Verbs and being Verbs Verb is a word used to express action or being. The ice cream melts in the sun. (action verb) The ice cream is delicious. (being verb) In each sentence the subject is ice cream. In the fist sentence melts expresses action. In the second sentence is expressing being Both words are verbs. An action verb expresses action. Here are a few action verbs, dance, run, dream, sing, study, ring, chime, clang, toll, and jingle. A being verb expresses a state of being. The verb be and its various forms are the most common being verbs: is, are, was, were, am, be, been, and being. Exercise 1 Add a verb to each sentence. Tell whether each is an action verb or a being verb. 1. The most popular ice cream flavor __________ vanilla. 2. Many people also ______ chocolate. 3. Many people ________ sprinkles on their ice cream. 4. Fruit _______ a healthful addition to many snacks. 5. People _________ ice cream in cones. Exercise 2 Identify the action verb or verbs in each sentence. 1. Americans eat a lot of ice cream. 2. I read a fascinating article about the history of ice cream. 3. The Chinese discovered an ice-preservation method-the use of ice houses. 4. They used this technique three thousand years ago. 5. Over time, people added syrups and flavoring to the ice. 6. At first chefs kept the audition of cream to the ice a secret. 7. Only royalty served ice cream at meals in the 1600s. 8. By the 1700s, however, many people made and sold ice cream. Exercise 2 Identify the being verb in each sentence. 1. Crushed ice with syrup or fruit was probably the original iced dessert. 2. The Emperor Neroâ€&#x;s favorite dessert was snow mixed with honey and fresh fruit. 3. Fruit, ice, and milk are the typical ingredients for sherbet. 4. The major ingredients of ice cream is cream. 5. Various sweet syrups are still popular additions to ice cream.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 54
Practice Power Supply at least two action verbs for each of the following nouns. Write two sentences with each noun as a subject. 1. chefs 2. volcanoes 3. acrobats 5. musicians 6. boats 7. horse
Lesson 13: Verb Phrases A verb phrase is a group of words that does the work of a single verb. A verb phrase contains a main verb and one or more helping verbs such as is, are, has, have, can, and do. One –Word Verb Manufactures use cacao Beans for chocolate
Rain forest in the Americas Have cacao trees
verb Phrase manufactures have used cacao beans for chocolate For hundred years. The cacao tree can be found in the rain forests of the Americas.
Here are some common helping verbs. am, is, are, was, were, be, being, been has, have, had do, does, did may, can, might, could, must, should, would, will Exercise 1 Identify the verb phrase in each sentence. 1. The seeds from cacao tree are processed for chocolate. 2. The ancestors of people in Mexico and Central America have been credited with the discovery of chocolate. 3. The maya and the Aztec people did process chocolate centuries ago. 4. Did they mix the ground seeds with spices and water? 5. Such a minute could have been become popular in Europe. 6. Its taste and texture have changed over the years. 7. Its many varieties are enjoyed by people the world over. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 55
Practice Power Write sentences using these verb phrases: can eat, will finish, have been, have seen, had traveled, and might try.
Lesson 14: Principal parts of Verbs A verb has four principal parts: the present,the present participle, the past, and the past participle. Present talk name stop
Present Participle talking naming stopping
Past talked
Past Participle
talked named named stopped stopped
The present principle is formed by adding –ing to the present. The present participle is often used with a form of the helping verb be( am, is, are, was, were, and been)
The past and the past participle of regular verbs are formed by adding –d or – ed to the present. The past participle is often used with the helping verb has, have, or had.
To form the presnt particple of verbs ending in e, drop the final e and add –ing , prepare + ing = preparing
Exercise 1 Write the present participle, the past, and the past participle of each verb. 1. Call 2. Skate 3. Visit 4. Serve 5. Explore 6. Skip 7. Look 8. Carry
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 56
Exercise 2 Tell whether the verb in italics is present, present participle, past or past participle. For verbs ending –ed, look for a helping verb to see if the form is a past participle. 1. 2. 3. 4. 5.
People are consuming more and more yogurt nowadays. People obtain it in small cartons in supermarkets. Yougurt has existed for thousands of years. Yougurt is produced by special bacteria in milk. The Bulgar people are credited with the discovery of yogurt.
Practice Power Write a sentence using each verb in the principal part noted in parentheses. 1. describe (present) 2. try (past participle) 3. study (present participle) 4. provide (past)
Lesson 15: Irregular Verb 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. Present bring come have know teach
Past brought came had knew taught
Past Participle brought come had known taught
Exercise 1 Write the present, the past, and the past participle of each verb. Check a dictionary if you need help. 1. 2. 3. 4. 5. 6. 7.
Give Leave Fall Do Stand Swim Write
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 57
8. Sink 9. Grow 10. Make 11. Hurt 12. See Exercise 2 Complete each sentence with the past or the past participle of the irregular verb in parenthesis. Remember to use the past participle if the sentence has a helping verb. 1. The Spanish explorers ________ (find) many foods new to Europe in South America. 2. Potatoes were _____________ ( grow) in the Andes. 3. Fried potatoes _____ (become) popular in the 1800s. 4. Joseph Malines, a British restaurant owner, ______ (put) a dish of fried fish an fried potatoes on his menu. 5. The French also _________ (make) fried potatoes 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 16: Adverbs of Time, Place, and Manner An adverb is a word that describes a verb, an adjective, or another adverb. An adverb of time answers the questions when or how often and usually modifies a verb. Adverbs of time include again, already, always, before, early, ever, finally, first, frequently, immediately, later, never, now, often, once, recently, seldom, sometimes, soon, still,today and usually. An adverb of place answers the question where and usually modifies a verb. Adverb of place include above, away, back, down, far, forward, here, in, inside, outside, there, and up. An adverb of manner answers the question how or in what manner. It usually describes a verb. Some adverbs of manners are bravely, carefully, clearly, nicely, steadily, quickly, and softly. Many adverbs of manner end in –ly and are formed by adding –ly to n adjective (sad-sadly). Three common exceptions are fast, well, and hard. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 58
Practice Power: Choose paragraph to describe. Write five sentences describe the image. Use adverbs in your sentences that tell when, where, and how.
Lesson 17: Adverbs of degree, Affirmation, and Negation An adverb of degree answers the question how much or how little. It describes a verb, an adjective, or another adverb. Adverbs of degree include almost, barely, extremely, fully, greatly, hardly, less, merely, most, much, nearly, partly, quite, rather, scarcely, too, and very. The ancient monuments were extremely impressive. (describes the adjective impressive) An adverb of affirmation or an adverb of negation tells whether a statement is true or false. Exercise: 1 Identify the adverb or adverbs of affirmation and negation in each sentences. 1. Yes, Rhodes is an island southwest of Asia Minor. 2. The Colossus of Rhodes is not still standing. 3. The huge statue was undoubtedly magnificent. 4. Yes, the statue was indeed a statement of power and independence of the people. 5. I have never visited Rhodes. Practice Power Write sentences that give opinions about current movies, TV programs, songs, or events. Use adverbs of degree to describe adjectives such as boring, exciting, fascinating, amazing, and confusing in your sentences.
Lesson 18: Comparative and Superlative Adverbs Some adverbs can be compared. Like adjectives, these adverbs have comparative and superlative forms. The comparative and superlative forms of most adverbs that end in –ly are made by adding more or most (or less or least) before the positive form of the adverb.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 59
The comparative and superlative forms of many adverbs that don‟t end in –ly are formed by adding –er or –est. Positive carefully fast
Comparative more carefully faster
Superlative most carefully fastest
Some adverbs have irregular comparative and superlative forms. Positive well far little much
Comparative better farther less more
Superlative best farthest least most
Practice Power: Use six adverbs you listed in Exercise 1 in sentences. Tell what degree of comparison each adverb is.
Lesson 19: Adverbs and Adjectives An adverb modifies a verb, an adjective, or another adverb. An adjective modifies a noun or a pronoun. Remember that the word following and describing an action verb should always be an adverb. Incorrect: She dressed nice. Correct; She dressed nicely. A linking verb is often followed by an adjective that refers bask to and modifies the subject. The waves look rough. Mom‟s stew smelled delicious. To decide whether to use an adverb or an adjective, first determine which word is being modified. If that word is a noun, use an adjective. If that word is a verb, use an adverb. Practice Power: Use the following pairs of words in separate sentences. Be sure your sentences indicate clearly which adjectives are and which adverbs are. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 60
1. 2. 3. 4. 5. 6.
good, well enthusiastic, enthusiastically bad, badly quick, quickly different, differently sharp, sharply
Lesson 20: Negative Words Using two negative words where only one is needed is called a double negative. If a sentence already has a negative word, whether an adverb or an adjective, avoid using another negative word. The most common negative adverbs are no, not, and never. Incorrect: I haven‟t never seen Mount Everest. Correct: I haven‟t ever seen Mount Everest. Incorrect: Nobody didn‟t attend the correct. Correct: Nobody attended the correct. Spelling: New spelling words. 1. remainder 2. youngest 3. scarcely 4. attended 5. adjective 6. negative 7. should 8. climbed 9. wonders 10. imagination 11. following 12. rewrite 13. correctly 14. wondering 15. should Practice Power Write 10 sentences about things you haven‟t done and things you don‟t ever want to do. Use negative words correctly.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 61
Lesson 21: Adverb Phrases and Clauses A prepositional phrase is made up of a preposition and its object. When a prepositional phrase is used as an adverb, it is an adverb phrase and, like an adverb, modifies a verb, an adjective, or an adverb. A clause is a group of words with a subject and a predicate. A dependent clause does not express a complete though. Adverb clauses are depended clauses used as adverbs to describe verbs, adjectives, or adverbs. Adverb clauses answer the same questions as adverb phrase. Practice Power: Write a short paragraph about a historic place that you would like to visit. Include a little about the history of the place and tell why you want to visit it. Identify any adverb phrases and clauses.
Lesson 22: Subject and Predicate Objective: The student will be able to use and apply the SQ3R process and knowledge of how to read informational texts in order to understand the research process. The simple subject of a sentence is the noun or pronoun that names who or what a sentence is about. Determine the subject, ask who or what before the verb. The subject of a sentence names the person, place, or thing the sentence is about. To determine the subject of a sentence, ask who or what before the verb. The simple predicate is the verb or verb phrase that describes the action or the state of being of the subject. Practice power Write a brief paragraph about your favorite sport. Underline the simple predicates and circle the simple subjects in your sentences.
Lesson 22: Natural and Inverted Order A sentence is in natural order when the verb follows the subject. The simple predicate is lies. Ask who or what lies? To find the subject. It is Niagara Falls. The verb comes after the subject, so the sentence is in natural order. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 62
A sentence is in inverted order when the main verb or an auxiliary verb comes before the subject. Exercise: Tell whether each sentence is in natural or inverted order. 1. Niagara Falls has two main waterfalls. 2. On the Canadian side is Horseshoe Falls. 3. Water roars over the falls into a gorge below. 4. Into the air rise vast amounts of spray. 5. Have you ever been to Niagara Falls. Practice Power: Write a description of your bedroom or some other place special to you. Describe the things in the room and their locations. Use some inverted sentences for variety in your writing.
Lesson 23: Types of Sentences There are four types of sentences. A declarative sentence makes a statement. A declarative ends with a period. An interrogative sentence asks a question. An interrogative sentence ends with a questions mark. Example: Stonehenge is in England. An imperative sentence gives a command. An imperative sentence ends with a period. Example: Shouldnâ€&#x;t Stonehenge b reconsider one of the Wonders of the Ancient World? An exclamatory sentence expresses a strong emotion. An exclamatory sentence ends with an exclamation mark. Example: Stonehenge is magnificent! Exercise1: Tell whether each sentence is imperative or exclamatory. Rewrite the sentences to show the correct end punctuation. 1. What an impressive sight Stonehenge must be. 2. Tell me about the placement of the stones at Stonehenge 3. Explain the difficulty of transporting such huge stones 4. Wow, you know a lot about Stonehenge 5. Name some Web sites with good pictures of Stonehenge YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 63
Practice Power: Write about something in future that fascinates you. Use at least one of each of the four sentence types: declarative, interrogative, imperative, and exclamatory.
Lesson 24: 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. 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. arcs, rays- as the compound subject of a simple sentence and as subject in a compound sentence. Appear, shine- as the compound predicate of a simple sentence and as predicates in a compound sentence
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 64
UNIT IV Lesson 1:
Paragraphs
Follow Through Grammar 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. ______ In a rush to get to the line first, Anton thoughtlessly dashed through the crowd of people. _______ He accidentally shoved a little boy who was thrown to the floor. 2. _______ Jeff is the new kid at Red Hill School. _______He went into the girlâ€&#x;s bathroom by mistake. _______The school is so big the corridors and doors all look the same to him. 3. ________I should not have doubted that the weatherman was right. ________It rained hard and I got soaked. ________I did not bother to bring my raincoat and umbrella because the weather report could be wrong. 4. _______Carla is Miss Davis _______Jeff cannot believe that he has a new friend in Carla. _______Miss Davis offers her friendship to Jeff. 5. _______New children in school often feel afraid of the new place and new people. _______It is up to you whether their experience will be good or bad. _______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 personâ€&#x;s fitness must be one of his biggest concerns. A balanced diet and exercise are the best ways to keep oneself healthy. _____________________________________________________________ _____________________________________________________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 65
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. _____________________________________________________________ ____________________________________________________________ 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. ____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.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 66
___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. Whatâ€&#x;s in a name? So many people indulge themselves in branded or signature merchandise notwithstanding the price tag that comes with it. Are they truly after the quality and investment or just the prestige it carries? ________________________________________________________________ ________________________________________________________________
Lesson 2:
Topic Sentences
Follow through with Grammar Paragraphs have a topic sentence. All other sentences in the paragraph should provide supporting details for the topic sentence. The topic sentence is usually at the beginning, near the beginning, or at the end of the paragraph. Example: Laur is my hometown. It is seated at the foot of the mountain and surrounded by the Sierra Madre. I can remember how it was in 1925 when only carabao-drawn carts could reach it by rugged paths. It is a green valley with cool gentle winds from the Pacific that are hushed by its towering fence to the east. Laur is quiet and unassuming, a refuge I always seek.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 67
The topic sentence is Laur is my hometown. All the other sentences describe or tell more about the topic.
Analyze Underline the topic sentence of each paragraph. 1. Have you ever experienced a moment when a seemingly random event also seemed strangely meaningful, or even miraculous? Whether it was as simple as anticipating a phone call, or as dramatic as rekindling a lost love, what you experienced may be more significant than you thought. It may be nothing less than a small miracle-possibly the work of angels, or a message from a higher power. 2. Then Ezra called twelve of the priests and counted out to them the money and the gold and silver bowls and dishes the king had given to the temple. “These silver and gold are an offering to the Lord,” he told the priests, “so guard them carefully.” Count them again when you arrive to be sure you have them all, and then give them to the priests and Levites at the temple.” 3. The heart weighs about 11 ounces and is the size of a clenched fist. The heart of a man at about 60 to 80 beats a minute. In a year it beats some 40 million times. At each beat it takes in nearly a quarter of a pint of blood; in a single day it pumps 2,200 gallons of blood, and in the course of a single lifetime about 56 million gallons. Is there any other engine capable of carrying on such heavy ork over such a long period of time without needing to be repaired? Obviously the human heart is a small yet highly efficient piece of equipment. 4. Anthropology is the study of humankind, especially of Homo sapiens, the biological species to which we human beings belong. It is the study of how our species evolves from more primitive organisms; it is also the study of how our species developed a mode of communication known as language and a mode of social life known as culture. It is the study of how culture, people, and nature interact wherever human beings are found.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 68
5. The last unexplored place on Earth is the ocean floor. We know more about the surface of the moon than what it loks like at the bottom of the deep sea trenches. Who knows what strange animals are waiting to be discovered? There may also be supplies of minerals such as oil or ores that will compensate for their gradual disappearance from the Earth‟s land surfaces.
Think Through/Tell About Believers long for the day when they will finally reach their home in the presence of the Father in heaven. While on Earth, what is one place you consider home? Why is it dear to you? What memories have you collected and are still gathering about your home? Write a paragraph to explain your answer on the following lines. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Highlight Learning Put a check (/) in the blank if the sentences support the given topic sentence. My most valuable possession is an old, slightly warped, brown guitar- The first instrument that I ever taught myself how to play.
___ it is a Cebu-made folk guitar, all scratched and worn-out and finger-printed. ___Cebu is known for guitars of high quality, as well as, for sweet delicacies like dried mangoes. ___My dad gave it to me on my eleventh birthday. ___He got it when he was still a member of his college band. ___The guitar‟s body, though old, was still intact. ___It still sounded great after I changed band too. ___When I grow up, I will join a collage band too. ___Interestingly, having an „inherited‟ guitar inspired me to explore and play the basic chords.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 69
Lesson3:
Supporting Details
Follow through with Grammar Developing a paragraph requires a good topic sentence and appropriate supporting details. The topic sentence (which has the main idea) tells what the paragraph is about.
The supporting details provide information about the topic sentence and form the body of the paragraph. They help the reader understand more about the topic sentence. A paragraph should contain supporting details that are arranged in a logical manner. Different kinds of supporting details can be used to develop a paragraph. Supporting details can be developed according to:
1. Description-using the five senses to describe something 2. Narration-telling a story, usually in past tense and according to a sequence of events 3. Comparison-showing how two things are similar even though they seem different 4. Contrast-differentiating between two seemingly similar things 5. Cause/Effect-explaining why something happens and telling about its effects 6. Argument of Persuasion-stating and defending oneâ€&#x;s opinion on an issue 7. Definition-telling what something is, often by giving examples. Analyze Write the kind of development used for each paragraph. 1. The flash of light as the bomb exploded wsa seared into her memory. When Sadako grew up, she looked healthy enough with clumsy, long legs that would have earned her medals on the school running team. Mrs. Sasaki found it hard to accept the leukemia, that dreadfulleagacy of the bombâ€&#x;s radiation, would keep her daughter from the tracks she loved. Kind:______________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 70
Think Through/Tell About If you were Sadako, how would you live the remaining days of your life? What things would you do or not do? How would you face your illness? Write your answer in paragraph form in the blanks below. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Highlight Learning A. Write the letter of the supporting detail from Column B in the blank of its definition in column A. Column A
Column B
___1. telling a story, usually in past tense and according to a sequence of events ___2. telling what something is, often by giving examples ___3. explaining why something happens and telling about its effect ___4. using the five senses to describe something ___5. stating and defending oneâ€&#x;s opinion on an issue ___6. showing how two things are similar even though ___7. Differentiating between two seemingly similar
A. Description B. Narration C. Argument or Persuasion D. Contrast E. Definition F. Comparison G. Contrast
B. Paragraph writing. Choose one from of paragraph development from Activity A and use it to write an interesting paragraph with a good topic sentence and appropriate supporting details in the blanks below. Add a title. Example: Description
Title:
Mica
Topic Sentence:
Mica is my familyâ€&#x;s six-year old golden retriever.
Supporting detail 1:
She weighs about 30 kilos, and stands approximately20 inches high.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 71
Supporting detail 2:
Unlike any other retriever, she has a unique fur coat. The right side of her face is solid white, while the left side is a beautiful brownish gold pattern.
Supporting detail 3:
She is a lively dog that loves to jump and chew things up.
Closing sentence/s:
We had Mica since she was two weeks old, and she is a cherished member of our family. She is and has always been a very loving, beautiful, and unique dog.
Now try it. Title: __________________________________________ Topic Sentence: __________________________________________ Supporting detail 1: __________________________________________ Supporting detail 2: __________________________________________ Supporting detail 3: __________________________________________ Closing sentence/s: _________________________________________
Lesson 4:
Developing your Paragraph
The key ingredients of a paragraph are:
1. the main idea 2. a good topic sentence 3. the supporting details or sentences The process: 1. Make a list of your ideas. Examples:
Events, animals, pets, heroes
2. Break down your idea in a smaller and more focused matter. Examples: heroes
- What do you want to write about heroes? Is it about the characteristics, events, or circumstances that make one a hero?
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 72
3. Make a plan to develop your main idea by including the following ingredients. Example: Main idea: Topic sentence:
Circumstances that make one a hero Anybody can be a hero at any time and at any place.
Supporting details: By definition -when someone is ready to make a sacrifice for the good of others -helping those in a life-threatening situation like a calamity -battling homesickness to earn for the family -standing up for those who cannot fight for themselves 4. Write good opening sentence Your topic sentence (which also tells your main idea) can be the beginning sentence. However, you can use a different beginning sentence that is interesting or catchy enough to attract the interest of the reader. Example: They say that heroes are born not made, but I think otherwise.
Analyze A. The paragraph that follows is the first paragraph of Many Jews Return to Israel. Number the sentences accordingly. Note: The topic sentence may or may not be the beginning sentence of any paragraph. 1-topic sentence 2-opening sentence 3-supporting details ___
At long last the seventy years of capacity in Babylon ended, and the time came for the Jews to go back to their own land.
___
Cyrus was king of the Babylonian empire at the time, and God made him willing to let the Jews go home again to Jerusalem.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 73
___
Then the words came true that were written long before by the prophet Isaiah, that God would raise up a great king named Cyrus who would send the Jew back to rebuild Jerusalem and the temple again.
___
It had been nearly 200 years since the prophet Isaiah had said this!
___
Cyrus had not even been born when the prophet told what he would do!
___
And the Jews were still in their own land and didnâ€&#x;t think anyone would do!
___
But God knew all that was going to happen, and He told His prophet to tell about these things long before they happened.
B. What is the main idea of the previous paragraph? Circle the number of your answer from the choices below: 1. Cyrus is born to give freedom to the Jews. 2. The prophecy of the Jews going back to Israel at the time of Cyrus comes true. 3. Isaiah is a true prophet. C. Put a check (/) in the blank before the topic sentence for each main idea: 1. loyal pets ____People like to take care of animals. ____there are different kinds of pets. ____I have had many pets, but there is one which I can say has become a great friend. 2. greenhouse effect ____The greenhouse effect is the phenomenon that has made the temperatures rise around the world. ____The greenhouse is where young plants are placed so they can be Nurtured to grow healthy. ____The greenhouse effect is a problem of the earth.
Think Through/Tell About Practice the process of developing a parapgraph by writing a topic sentence for the main idea below.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 74
An experience when you heeded advice and it turned out for your good
Topic sentence: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ List 3-5 supporting details: (circle the kind of supporting details that you will use: Description, narration, comparison, contrast, cause/effect, argument or persuasion, definition) 1. 2. 3. 4. 5.
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
A. Circle the letter of the paragraph element being described: 1. The focus of a paragraph a. Topic sentence
b. main idea
c. supporting detail
2. Her dress is yellow and her curly hair is tied in a neat ponytail. Is an example of a good: a. Topic sentence b. main idea c. supporting detail 3. James is nut for chocolate. Is an example of a good: a. Topic sentence b. main idea c. supporting detail 4. A good plan for a well-thought of paragraph begins with a a. Topic sentence b. main idea c. supporting detail 5. All other sentences in a paragraph expect for one forms part of an important ingredient called the a. Topic sentence b. main idea c. supporting detail B. Put a (/) in the blank before the appropriate supporting detail for each topic sentence. 1. He was sleepy. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 75
___Was it true that there was a full moon last night? ___He hardly had a full nightâ€&#x;s rest since the dog got sick.
2. There was a feeling of excitement all over the town. ___Johnny went to check what the commotion was all about. ___The chocolate was so tasty James could not resist the temptation. 3. She quietly sat at the breakfast table. ___Her brother ate cornflakes while mother finished with the omelette. ___Frank already left for school. 4. Teddy is your ultimate Good Samaritan. ___Sometimes I think he is addicted to random acts of kindness. ___He is always waiting for someone to help him. 5. Matilde is a wrinkled old lady. ___she is cranky and impatient. ___she stoops low with a big bent back.
Lesson V – Developing Your Main Idea Follow through with Grammar A main idea can be developed in more than one paragraph. You can have three or more sub-ideas that support the main idea and develop those sub-ideas into independent paragraphs. Those paragraphs are all supporting details for the main idea. Each paragraph has its own topic sentence and sentences that support the topic sentence and sub-idea. The title is an interesting detail about the main idea.
Analyze Go back to the reading selection The filling Station to answer the following: 1. What do you think is the main idea of the selection? ________________________________________________________________ ________________________________________________________________ 2. What kind or kinds of supporting details did the writer use to develop the story? Give an example: ________________________________________________________________ ________________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 76
3. Why do you think the selection is entitled The Filling Station? ________________________________________________________________ ________________________________________________________________ 4. How many paragraphs (more than one sentence) does the selection have? _______________________________________________________________ 5. What is the common idea each of the paragraphs? _______________________________________________________________
Think Through/Tell About Not all children grow up with their parents. Sometimes this happens by choice or because unavoidable circumstance. But there are those of you who are not living with your parents. Regardless of your situation, you have someone who takes care of you and serves as your mother and father. Make an outline of three sub-ideas that can help you develop the main idea of “How I Am Cared for.� Include three to five items as supporting details for each sub-idea.
How I Am Cared For I._____________________________________________________ A.________________________________ B.________________________________ C.________________________________ D.________________________________ E.________________________________ II._____________________________________________________ A._______________________________ B._______________________________ C._______________________________ D._______________________________ E._______________________________ III.____________________________________________________ A._______________________________ B._______________________________ C._______________________________ D._______________________________ E._______________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 77
Highlight Learning A. Explain how you understand of the following terms: 1. Main idea- ___________________________________________________ ___________________________________________________________ 2. Sub-ideas-____________________________________________________ ___________________________________________________________ 3. Topic sentence-______________________________________________ ___________________________________________________________ 4. Supporting sentences-_________________________________________ ___________________________________________________________ 5. Title-________________________________________________________ __________________________________________________________
B. Check three sub-ideas that can help develop the main idea or title. 1. My name is Sam ____ Where I was born ____ My family ____ The parents of my friends ____ What I am good at ____ The book I brought to school 2. Kindness given and received ____Honesty is the best policy. ____ To give is better than to receive. ____ Definition of kindness ____ anything you do always comes back to you. ____ It is a pity when no one is there when you need a helping hand. 3. Books can make your dreams come true. ____ They can take you to places you want to go but cannot. ____ They can reveal secrets you want to know. ____ They can make you fall asleep. ____ Books are very expensive. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 78
4. A terrible, no-good day ____ I slept late because of my homework and left it at home. ____ My breakfast was good. ____ The school bus left me. ____ My team and I won the contest. ____ I was started to see the teacherâ€&#x;s face right in front of mine. 5. Promises are not meant to be broken. ____ Let your yes be yes and your no a no. ____ Do not promise anything you are not sure of. ____ When you keep a promise you show respect. ____ Broken promises are lies. ____ It is good to break a promise.
Lesson 6:
Composing Poems
Follow through with Grammar A poem is a composition where words are carefully put together, often through the use of symbolism and personification. A poem may be developed in two ways: 1. It can have a strict line count, rhyme, beat, and pattern. For example:
A All things bright and beautiful B All creatures great and small A All things wise and wonderful B The Lord God made them all.
(7 syllables) (6 syllables) (7 syllables) (6 syllables)
The lines make up a verse. Verses are sub-ideas off the main idea. The line count refers to the number of syllables in the line of a poem. Rhyme pattern is a system of ending lines of a poem with words that sound alike.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 79
2. It can be a free verse with a specified number of syllable counts per line, much like Pleasant sounds by John Clare. There is no definite count for each of the lines, nor a pattern of rhyme. For example: Rustling through a wood or rather rushing, while the wind halloos in the oak-top like thunder; The rustle of birdâ€&#x;s wings startled from their nests or flying unseen into the bushes;
Highlight Learning A. Match Column A to Column B. Write only the letter of your answer in the blank. Column A ____1. Rhyme pattern ____2. line count ____3. verses ____4. lines ____5. poem
Column B A. a composition where line count, pattern, and rhythm are important B. these make up a verse C. a system of how words sound alike D. the number of syllables pronounced per line E. serves like sub-ideas of the main idea
B. Answer the following questions briefly. 1. What is the difference between developing your main idea through a paragraph and through a poem? _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ 2. Most poems are turned into songs. Why do you think this happens? _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ 3. Will the process of developing a paragraph be helpful in the compositions of a poem? Why or why not? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 80
Lesson 7:
Types of Personal Letters
Follow through with Grammar Using appropriate words for different types of personal letters Personal Letters are defined as those that carry on communication between two people. These letters may be addressed to more than one named recipient, but the nature is still personal, from the writer directly to the recipient. Personal letters may be; 1. friendly or an invitation 2. for business as in a complaint or request 3. as an announcement or information drive between and amongst members of a small group like a class It is important to correctly address the recipient of the letter and use the correct salutation and ending for the type of letter you will write. Example of a friendly letter and its parts:
Analyze A. Underline your answer to the following situation. Recall the situation of Guavain and his mother when the knights came to take Gauvain to the king. If you were Gauvain and wanted to send a note to the king refusing his offer: 1. How would you write your salutation? Dear king, To our dearest king, mighty and good To His Majesty, The King 2. How would you begin your letter?
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 81
It is with honor that we receive good news from your knights. Your knights have come and we think you are unfair. Why have you sent your knights to separate a child from his mother? 3. What ending would you use in your letter? Love lots, Sincerely yours, Your loyal subjects, B. Write the number of the type of letter in wich each of the following items would be appropriate. 1. Invitation
2. Announcement
3. Business
4. Friendly
____ Dear Maggie, ____ To whom this may concern, ____ Who, What, When, Where ____ Dear Sir/Madam, ____ Your loving child, ____ I will greatly appreciate the careful attention you will give to this request. ____ Please come in your casual wear. ____ The meeting starts promptly at 9:00 am ____ Respectfully yours, ____ From the Office of the Principal ____ I would really love for us to see each other again when vacation comes. ____ Attendance is a must! Think Through/Tell About Writing a personal letter is much like developing a paragraph. You have to make a good plan around the main idea that you wish to convey to the receiver. A prayer in writing is like a personal letter to God. Write a prayer below in the form of a friendly letter to God asking him to help you be more kind and good towards others. Make sure to use proper sentences, a salutation, and an ending that shows your respect to the receiver of your letter, in this case, God.
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 82
_______________________
___________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ______________________________
__________________________ __________________________
Highlight Learning A. What type of personal letter dco you send for the following: friendly, announcement, invitation, business? Write your answers on the blanks. 1. 2. 3. 4. 5. 6.
to your parents _____________________ to the manager of a store _____________________ a party _____________________ a new dress code _____________________ commendation for good service _____________________ congratulations to the coming of a new baby _____________________ in the family 7. a cousin who lives abroad _____________________ 8. join the celebration for a victory party _____________________ 9. Permission to visit an office for a field trip _____________________ 10. Schedule of the Parent-Teacher conference _____________________ in school B. Write the letter of the type of personal letter that matches each of the following opening sentences. A. friendly
B. business
C. announcement
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
D. invitation
Page 83
____1. It has come to our attention that many students neglect to wear their IDs. ____2. Do you remember the last time you were here? We had great fun then! ____3. This is regarding the oven toaster that we purchased from your store last week. ____4. Come and join the fun! ____5. The president of the company will pay us a visit on Wednesday, the 4th of October. All employees must be punctual in attendance. ____6. Congratulations, you passed the exam! ____7. May we request your honorable presence as the speaker for the anniversary celebration of our organization? ____8. Hi! How have you been? ____9. Join us at the cafeteria for light snacks on Tuesday. ____10. I pray this letter finds you in the best of health.
Lesson 8:
Composing Personal Letters
Follow through with Grammar An outline is a visual map of the ideas that you want to present in your writing. Sample outline for a Letter Main idea (What do you want to write about?) I want to write about summer camp. Topic sentence (Expresses your main idea in a clear way and tells what you will be writing about) Summer camp was eally fun because I met many new friends, learned to swim, and won a talent contest. Introduce three sub-details to support your topic sentence. 1.new friends______ 2.learned to swim___ 3.talent contest_____
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 84
Supporting Detail 1 – Paragraph 1 (What three things about or in support of #1?) 1.When I arrived I didn‟t know anyone there._____ 2.I had some fun guys in my cabin._____________ 3.We did everything together.__________________ Supporting Detail 2 – Paragraph 2 (what three things about or in support of #2?) 1.I was scared to get in the pool.______________________ 2.I had a nice counselor who spent a lot of time teaching me. 3.I swam across the pool by myself.___________________ Supporting Detail 3- Paragraph 3 (what three things about or in support of #3?) 1.Every year the camp ends with a big talent show.______ 2.I decided to sing a song.__________________________ 3.Everyone stood up and cheered.____________________ Closing (How do you want to end your letter?) I had a blast at camp! I love all of the friends I made and the things I got to do. I would recommended it to anyone.
Analyze Cross out the sentences in the letter below that do not fit the paragraphs. Dear Sir/Madam, 1 A friend of ours told us about his school‟s recent educational trip to your beautiful Garden that has a big butterfly house. It was a sunny day when they went there. In this regard, we would like to seek your permission for an opportunity to visit your place. Our class discussions have focused on plants and life cycles and we are sure that we can learn a lot from your garden. 2
Our planned trip would be on the third Tuesday of January, 2013. We expect a total of 75 people, 50 children and 25 adults, to join us on that day. We will bring our own snacks and drinks. We hope that you can accommodate us on this date
Circle the letter of the correct answer:. YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 85
1. A personal letter to a family member a. Friendly b. Announcement c. Invitation d. Business 2. One of the ingredient of a well-planned paragraph a. Announcement b. List of ideas c. Routine d. Topic sentences 3. Dear Sir/Madam, is appropriate for which type sentences a. Friendly b. Announcement c. Invitation d. Business 4. Sentences that tell more about the topic sentences a. Outline b. Supporting ideas c. Main idea d. Topic sentences 5. An appropriate paragraph should always include this. a. Outline b. Supporting sentence c. Main ideas d. Topic sentences 6. To all officer of the Young Warriors Club, is a salutation appropriate for. a. Friendly b. Announcement c. Topic sentences d. Main idea 7. Come in your best attire, is best found in. a. Topic sentence b. Main idea c. business letter d. invitation 8. She is tall has long arms that can reach up 6 feet above the ground is a good. a. Announcement b. Supporting sentences c. Main idea d. Friendly letter 9. A letter you would write to complain about a service rendered. a. Business b. Friendly c. Main ideas d. Invitation 10. An organized way to write down your thoughts for your composition a. Outline b. Main idea c. Topic sentences d. Supporting sentences Create the letter ________________________ ________________________ ____________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________ ___________________
YOUNG JI INTERNATIONAL SCHOOL/COLLEGEASSSSSASSZ
Page 86