Embed Size (px)
Citation preview
LITERATURE HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
TEKS AND FOCUS
LITERATURE LITERATURE
HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW LITERATURE
Scaffold LessonsSpiraled LessonsSelf- Edit Uno mismo – edición, Peer- Edit par – edición, Teacher Edit maestro edición
Microsoft® Translator
Week 18 English -- Week 20Semana 18 Inglés -- Week 20 Secret Code: oops…. You will have to find it in this ppt.January 5 - 22
This Week’s Expectations
LITERATUREHOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
GRADE SHEET 3 GRADES / WEEKI. PARTICIPATION GRADE: NAME DATE
1DAILY – PARTICIPATION -- WARM UP – READ OVER THE PREVIOUS DAYS LESSON AND HAVE YOUR ITEMS READY TO GO IN 3 MINS
5
2VOCABULARY STATION WORK -- WEDNESDAY TURN IN SPIRAL LEARNING 5
3 DAILY -- WORK (NEWSPAPER/CHOICES MAGAZINE) 5
II WRITING – STRATEGIES PRACTICE
WRITING PLAY, LESSON FOR THE WEEK AND PROMPT 13
III POETRY: ADD TO YOUR POETRY BOOK
1MAKE MY OWN ANALOGY AND LIMERICK-- W 2
2CREATE YOUR OWN IAMBIC PENTAMETER PUT IN YOUR POETRY BOOK 2 SETS OF STANZAS -- F 4
IV WORD SKILLS: VOCABULARY/DICTIONARY SKILLS:
1SCAVENGER HUNT DENOTATION AND CONNOTATION W 3
2VOCABULARY, TRANSITIONS, CONJUNCTIONS, FOREIGN WORDS AND PARTS OF SPEECH REVIEW-PRONOUN-W 3
V EDITING: PUNCTUATION
COMBINING AND CORRECTING SENTENCES– T 10
VI READING : NEWS PAPER / CHOICES MAGAZINE:
1ANALYSIS : NEWSPAPER OR CHOICES MAGAZINE-- T 3
2CHOICES MAGAZINE ACTIVITY -- W 3
3PARAPHRASE -- H 3
4QUOTATION -- F 3
VII LIBRARY BOOK: READING JOURNAL/ANSWER ONE QUESTION/EACH CATEGORY ON THE DAY SHOWN
5ANALYZE CHARACTERIZATION -- T 4
7CREATE -- W 2
8EVALUATE -- H 2
9CHARACTERIZATION BOARD – NEXT WEEK CK PROGRESS
VIII ASSESSMENTS:
1VOCABULARY ASSESSMENT -- H 10
2READING ASSESSMENT -- F 10
3PRE-WRITING AND PROMPT RESPONSE -- H 30
TOTAL A = 110 98PTS; B = 97-90PTS; C =89-78 PTS 77= FAILING
Extra Practice: Extra Credit:Pronouns, Putting words, phrases, together Making words workFOLDER GAMES
Return to Driver
GRADE SHEET 3 GRADES / WEEKI. THE SECRET CODE IS: I AM EXCITED ABOUT JANUARY. THIS PPT IS STILL UNDER CONSTRUCTION
1DAILY – PARTICIPATION -- WARM UP – READ OVER THE PREVIOUS DAYS LESSON AND HAVE YOUR ITEMS READY TO GO IN 3 MINS
5
2VOCABULARY STATION WORK -- WEDNESDAY TURN IN SPIRAL LEARNING 5
3 DAILY -- WORK (NEWSPAPER/CHOICES MAGAZINE) 5
II WRITING – STRATEGIES PRACTICE
WRITING PLAY, LESSON FOR THE WEEK AND PROMPT 13
III POETRY: ADD TO YOUR POETRY BOOK
1MAKE MY OWN ANALOGY AND LIMERICK-- W 2
2CREATE YOUR OWN IAMBIC PENTAMETER PUT IN YOUR POETRY BOOK 2 SETS OF STANZAS -- F 4
IV WORD SKILLS: VOCABULARY/DICTIONARY SKILLS:
1SCAVENGER HUNT DENOTATION AND CONNOTATION W 3
2VOCABULARY, TRANSITIONS, CONJUNCTIONS, FOREIGN WORDS AND PARTS OF SPEECH REVIEW-PRONOUN-W 3
V EDITING: PUNCTUATION
COMBINING AND CORRECTING SENTENCES– T 10
VI READING : NEWS PAPER / CHOICES MAGAZINE:
1ANALYSIS : NEWSPAPER OR CHOICES MAGAZINE-- T 3
2CHOICES MAGAZINE ACTIVITY -- W 3
3PARAPHRASE -- H 3
4QUOTATION -- F 3
VII LIBRARY BOOK: READING JOURNAL/ANSWER ONE QUESTION/EACH CATEGORY ON THE DAY SHOWN
5ANALYZE CHARACTERIZATION -- T 4
7CREATE -- W 2
8EVALUATE -- H 2
9CHARACTERIZATION BOARD – NEXT WEEK CK PROGRESS
VIII ASSESSMENTS:
1VOCABULARY ASSESSMENT -- H 10
2READING ASSESSMENT -- F 10
3PRE-WRITING AND PROMPT RESPONSE -- H 30
TOTAL A = 110 98PTS; B = 97-90PTS; C =89-78 PTS 77= FAILING
Extra Practice: Extra Credit:Pronouns, Putting words, phrases, together Making words workFOLDER GAMES
Daily Assignment List
+ M LITERATURE T READ W VOCABULARY H & F ASSESSMENT
5-10
ROMEO AND JULIET
DRAMA VOCABULARY
READING AND QUESTION: ROMEO AND JULIET
READING: ROMEO AND JULIET Dictionary Skills: SCAVENGER HUNTDENOTATION AND CONNOTATIONROOT WORDS
H: STUDY VOCABULARY ASSESSMENTPROMPTPRE-WRITINGWRITING HOMEWORK
F – READING ASSESSMENT/ PRACTICE TEST TAKING SKILLS
5-10
23-28
PRE-READING ACTIVITY SNIPPET TO DEVELOP INTEREST: ROMEO AND JULIET
TRANSITION WORDS WORD CHOICEUNIT---WRITING CREATE: ANALOGY: ROMEO / JULIET LIMERICK: ROMEO / JULIET
READING: ROMEO/JULIET
PAIR UP: CHARACTERIZATION10 MIN DEAR
Analyzing Words:
CONJUNCTIONSREADING: ROMEO AND JULIET
ADDITIONAL INFORMATIONROMEO AND JULIET USE YOUR READING STRATEGIES: FIND THE LITERARY TERMS IN THE STORYWARM – UPS: READ THROUGH YESTERDAY’S WORK -- ROMEO AND JULIET. *STUDENTS DEMONSTRATE A LITERARY EFFECTS OF CHARACTERS IN A SELF-CREATED IAMBIC PENTAMETER VERSE IN THE STYLE OF SHAKESPEARE.*HANDOUT: SELECT A STANZA AND ANALYZE THE EFFECTS OF THE AUTHOR’S USE OF LITERARY ELEMENTS. ( PEER - EDIT) *PRESENT: FINDINGS IN A VISUAL FORMAT ( E.G., CHARACTER BOARD) AND PROVIDE TEXT EVIDENCE TO SUPPORT YOUR ANALYSIS. *BY THE END OF THIS UNIT, STUDENTS WILL CREATE AN ANALOGY, A LIMERICK, 1 STANZA OF IAMBIC PENTAMETER, WRITE A PLAY, STORYBOARDS .
WRITING: IAMBIC PENTAMETER PERSUASIVE STORYBOARD CLASS EFFORT: WRITE A PLAY
PRESENTATION REQUIREMENTS
DUE: ASSIGNMENT GRADE SHEET
CONTRACTIONS,PRONOUNS FOREIGN WORDS
VOCABULARY PRE-LOAD CONJUNCTIONS EXAMPLES OF LITERARY TERMS
TURN IN YOUR HOMEWORK: NEWS PAPER / CHOICES MAGAZINE ANALYZE THIS CHOICES MAGAZINE ASSIGNMENT PARAPHRAS
LIBRARY BOOK WRITE IN READING JOURNAL ANSWER 1 QUESTION EACH NIGHT:ANALYZE QS: CHARACTERIZATION EVALUATE CREATE
CONTEXT CLUESCOMBINING/CORRECTING SENTENCES
PREDICT THE GENRE OF BOOK FROM PICTURE
Daily Assignment List
M LITERATURE T READ W VOCABULARY H & F ASSESSMENT
5-10 ROMEO Y JULIETA PREDICEN EL
GÉNERO DE LIBRO DE PICTLECTURA: ROMEO Y JULIETA
LECTURA: ROMEO Y JULIETA DICCIONARIO HABILIDADES: búsqueda del tesoroDENOTACIÓN Y CONNOTACIÓN
H: ESTUDIO VOCABULARIO EVALUACIÓN INDICADOR PRE-ESCRITURA ESCRITURA TAREA F – EVALUACIÓN DE LA LECTURA PRÁCTICA DE HABILIDADES PARA TOMAR PRUEBAS
5-10
23-28
FRAGMENTO DE LA ACTIVIDAD DE PRE-LECTURA A DESARROLLAR INTERÉS: ROMEO Y JULIETAUNIDAD---CREAR ESCRITURA: ANALOGÍA: ROMEO/JULIETA
Lectura: Romeo / JulietaEMPAREJAR: CARACTERIZACIÓN ESTIMADO DE 10 MINUTOS
Lectura: Romeo / Julieta
Información Adicional Romeo y Julieta Utilice sus estrategias de lectura : Encuentra los Términos Literarios en la Historia Calentamientos: Leer a través de trabajo de ayer - Romeo y Julieta. * Los estudiantes demuestran una Efectos literario de personajes de una de creación propia yámbico verso endecasílabo al estilo de Shakespeare . * Folleto: Seleccione una estrofa y analizar los efectos de la uso del autor de elementos literarios . (Estudiante - CORRECTO ) * Presente : hallazgos en una representación visual formato (por ejemplo , tabla de caracteres ) y aportar pruebas de texto para apoyar su análisis. * Al final de esta unidad , estudiantes crearán Analogía y juegos de palabras 4 estrofa de Yámbico endecasílabo , Escribir una obra , CUENTO TABLA
WRITING: IAMBIC PENTAMETER STORYBOARD CLASS EFFORT: WRITE A PLAY
requisitos de presentación
DUE: ASSIGNMENT GRADE SHEET
Contracciones , palabras extranjeras
CONJUNCIONES DE PRECARGA DE VOCABULARIO TÉRMINOS EJEMPLOS LITERARIOS
GIRAR EN SU TAREA: PERIÓDICO / REVISTA OPCIONES ANALIZAR ESTA ASIGNACIÓN REVISTA OPCIONES PARAPHRAS
BIBLIOTECA LIBRO ESCRIBIR EN LECTURA DIARIO RESPUESTA 1 PREGUNTA CADA NOCHE: ANALIZAR QS: CARACTERIZACIÓN EVALUAR CREAR
CLAVES DE CONTEXTO
Combinatorio / De corrección Frase
NEWSPAPER AND MAGAZINE
Assignment For Choices Magazine
www.scholastic.com/choices
HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
Choices Magazine Online NEWSPAPER PERIÓDICO1. Describe the cover page.2. Choose one article.3. Read it using the reading strategies.4. Answer the questions or participate in the activity on the Choices Magazine site for that article: www.scholastic.com/choices
5. Turn this in by Friday of each week. You may use this for one of the “Newspaper” assignments.
http://www.scholastic.com/scholastic_thanksgiving/?esp=SBC/ib/20151101////thanksgiving/TeacherContent/SiteWideTheme//
1. Describir la portada. 2. Elija un artículo. 3. Lea usando las estrategias de lectura. 4. Responda a las preguntas o participar en la actividad en el sitio
Revista opciones para ese artículo. 5. Gire esto en el viernes de cada semana. Usted puede usar esto
para una de las asignaciones de " diario".
LITERATURE
Newspaper
HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
This week, use your newspaper activity and add this step. Find the grammar examples in the article you chose to read. Find Hyphens in the text of the articles. ---Microsoft® Translator
Esta semana, utilice su actividad
diario y añadir este paso. Encontrar los ejemplos de gramática en el artículo que ha elegido leer. Encontrar guiones en el texto de los artículos. -----
http://bijleszaanstad.nl/oefenblaadjes/taal/engels/texts/text6e.pdf
https://www.google.com/search?q=summarize&sa=X&biw=1420&bih=758&tbm=isch&tbo=u&source=univ&ved=0CD4QsARqFQoTCMiDg6n7gMgCFQrOgAodJEIKTQ&dpr=0.9
LITERATURE
HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
2. Using your strategies read “________________________________.” Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information.Usando sus estrategias leen " ________________________________ . " El uso de oraciones completas , escribir tres ideas que usted notado durante la lectura. Añada su propia " dicción / voz / tono. " No copie la información
____________________________________________________________________
3. Find three sentences in ___________ that support the ideas above. “_______” Encuentra tres frases en ____________ que apoyan las ideas anteriores . " _____"
_____________________________________________________________________4. What did you think or feel about the subject? ¿Qué es lo que usted piensa o siente sobre el tema?
_____________________________________________________________________
1. ANALYZE THIS__________________________
LITERATURE
ASIGNACIÓNHOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
Utilizar el proceso de escritura para componer un ensayo argumentativo utilizando una variedad de técnicas literarias. Utilizar habilidades de hablantes eficaces para presentar su argumento de la clase o un pequeño grupo.
Aplicaciones de aprendizaje: Análisis de literatura / lista de verificación:1. Considerar la: finalidad y caracteres del autor:punto de vista el tono tema imágenes de lenguaje figurado
2. Pre – escritura: (lluvia de ideas: escribir todas palabras usted puede pensar de la. Utilice las categorías para pensar en palabras. ) La categorización (¿quién? ¿Qué? ¿Donde? ¿Cuando? ¿Por qué? ¿Cómo? ¿Sentidos? ¿Las emociones? ¿Otros? ) Escritura de la hoja burbuja
3. peer conferencias y uso el par Editar lista no escriba en papeles del autor intercambiar papeles y analizar entre sí es escritura utilice la hoja de análisis: Análisis de lista de verificación durante la revisión y edición. Un
4. creo que en voz alta: • identificar y subrayar el ambiente de las técnicas literarias específicas. • analizar los efectos en el poema.
5. mañana se le presente su argumento: aquí están algunas pautas: presentaciones efectivas deben incluir:• Contacto visual • hablar tarifa (p. ej. pausas de efecto) • volumen • enunciación determinados gestos • convenciones del lenguaje
LITERATURE
BUBBLE SHEET
HOMEWORK
READING AND WRITING
VOCABULARY GAMES
ASSESSMENT DEAR
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENTS: VOCABULARY AND DEW
LITERATURE
Begin, Middle, End
• Michael • Saul
• Mr. Elder
• gave candy canes to the children
• threw candy at the parade
• and it scared Mr. Elder to death
• Jaqui
• and watched the children open the gifts
• and lit a candle
• at the restaurant
• with red and green ribbons
• and were warm all night
• during the story
• at Grandmas’ house
• grabbed a cup of hot chocolate
• Mrs. Coultas
• followed an elf.
• watched a holiday movie
• went to the Christmas party
• baked a dozen Christmas cookies
• Mrs. Moore
• ______ (your name)
Coincidir con la frase de español a la frase inglesa.
dio dulces cañas a los niños lanzaron dulces en el desfile y miedo el Sr. Elder muerte
y observó que los niños abren los regalos
y encendió una vela
en el restaurante con cintas rojas y verdes
y eran caliente toda la noche
durante la historia en casa de abuelas cogió una taza de caliente chocolate
seguido un elfo. visto que una película de vacaciones fui a la fiesta de Navidad al horno galletas de Navidad una docena _______(tu nombre)
MAIN DRIVERMAIN DRIVER
Figurative LanguageSimile MetaphorPersonification HyperboleOxymoron Paradox
Figurado lenguaje símil metáfora personificación hipérbole oxímoron paradoja
Sound DevicesAlliteration ConsonanceAssonance Onomatopoeia Sonido dispositivos aliteración consonancia asonancia onomatopeya
Imagery or SensoryVisual AuditoryTactile OlfactoryKinesthetic/Tactile Gustatory
Imágenes o sensorial Visual auditivo táctil olfativa cinestésica/táctil gustativa
MeterMonometer DimeterTrimeter TetrameterPentameter HexameterHeptameter Octameter
metro Monometer Dimeter Trimeter Tetrameter Pentameter Hexameter Heptameter Octameter
Types of PoemsHaiku CinquainLimerick NarrativeBallad EpicLyric SonnetsFree Verse RhythmIamb TrocheeAnapest DactylSpondee Pyrrhic
tipos de poemas Haiku Cinquain Limerick narrativa balada épica lírica sonetos verso libre ritmo Iamb Trochee Anapest Dactyl Spondee pírrica
LITERATURE HOMEWORK
READING AND WRITING
VOCABULARY GAMES
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENT DEAR
ASSESSMENTS: VOCABULARY AND DEW
POETRY VOCABULARY VOCABULARIO DE POESÍA Review and Pre Loading Poetry Terms
LIBRARY BOOK ASSIGNMENT
• READ DAILY• ANSWER THE FOLLOWING TYPES OF
QUESTIONS– ANALYSIS– EVALUATIVE– CREATIVE– CHARACTERIZATION– RECALL
READING ASSESSMENT: Show Evidence from the Text “We believe in bravery. We believe in taking action. We believe in freedom from fear and in acquiring the skills to force the bad out of our world so that the good can prosper and thrive. If you also believe in those things, we welcome you.” (Eric, chapter 32 page 412)
1. List at least two ways in which the protagonist has lived by these ideals using evidence from the text.2. List one example in which the protagonist has not lived by these ideals.3. How has the antagonist lived by these ideals? Give two examples from the novel. 4. Which of the characters have not followed these ideals? Choose one character and give at least one example. “The pain has been so constant for the past few minutes that I have gotten used to it, like a person gets used to a siren’s wail if it remains consistent.” (chapter 34, page 431)
Some words or phrases the author uses triggers additional questions in the reader’s mind. For example, the words “a siren’s wail” may cause the reader to wonder what kind of siren she is referring to. It is questionable because the narrator has never mentioned a siren, or a police or emergency force (besides Dauntless). Perhaps it is a city-wide siren. Which then prompts further questions, like: Who controls the sirens for the city? What are they used for? Why is Tris familiar with a constant siren wail?
What are some phrases/words in the book that make YOU wonder or prompts further questions? Are there any words the author has used that you question? Write your thoughts on a separate sheet of paper.
Creemos en el valor. Creemos en la adopción de medidas . Creemos en la libertad del miedo y en la adquisición de las habilidades a forzar el mal de nuestro mundo de manera que el bien puede prosperar y prosperar . Si también crees en esas cosas , te damos la bienvenida."(Eric , capítulo 32 página 412) 1. Haga una lista de al menos dos formas en las que el protagonista ha vivido por estos ideales utilizando evidencia del texto . 2. Lista de un ejemplo en el que el protagonista no ha vivido por estos ideales. 3. ¿Cómo ha vivido el antagonista por estos ideales? Dé dos ejemplos de la novela. 4. ¿Cuál de los personajes no han seguido estos ideales ? Elige un personaje y dar por lo menos un ejemplo.
"El dolor ha sido tan constante durante los últimos pocos minutos que yo hemos acostumbrado a ella , como un persona se acostumbra a ulular de una sirena si se mantiene constante." ( capítulo 34 , página 431 )
Algunas palabras o frases las autor utiliza disparadores adicionales preguntas en la mente del lector . Por ejemplo, las palabras " una de las sirenas Wail " puede hacer que el lector se preguntan qué tipo de sirena es refiriéndose a. Es cuestionable porque el narrador nunca ha mencionado una sirena , o un policía o de emergencia fuerza (además Dauntless). Tal vez es una sirena en toda la ciudad. ¿Qué le pide más preguntas,como:¿Quién controla las sirenas para la ciudad ? ¿Para qué se usan? ¿Por qué el carácter familiar con un gemido sirena constante? ¿Cuáles son algunas frases / palabras el libro que hará preguntarse o le pide más preguntas ? ¿Hay palabras del autor ha usado que usted pregunta ?
Escriba sus pensamientos en un hoja de papel.
END OF NOVEL QUESTIONS1. Survival of the Fittest OR Knowing the Right People? How has the protagonist relied on others for his / her own survival? How has he or she relied on himself or herself? Cite examples from the novel to support your answer. 2. POINT OF VIEW: How would the story differ if it was narrated from the antagonist's point of view? Consider where the story would begin, which events would be included, which new events may be added, and how it might end. 3. THEMATIC CONNECTIONS: Determine two or more themes or central ideas from the novel; next, analyze their development over the course of the text, including how they interact and build on one another to produce a complex account. 4. PARALLEL PLOTS:Determine two main conflicts in the novel. How do the events for each conflict interact with one another and build suspense?
1. La supervivencia del más apto O Conocer a la gente adecuada ? ¿Cómo se ha basado el protagonista de otros para su / su propio ¿supervivencia? ¿Cómo ha sido él o ella se basó en a sí mismo ? Cite ejemplos de la novela de apoyar su respuesta .
2. PUNTO DE VISTA : ¿Cómo sería la historia diferir si fue narrado desde el antagonista de ¿Punto de vista? Considere donde la historia lo haría comienzan , que serían eventos incluido, que nuevos eventos pueden se añadió , y cómo podría terminar.
3. CONEXIONES TEMÁTICAS : Determine dos o más temas o las ideas centrales de la novela ; próximo , analizar su desarrollo en el transcurso del texto, incluyendo la forma en que interactúan y construir el uno del otro para producir una cuenta de complejo .
4. tramas paralelas : Determine dos conflictos principales en la novela. ¿Cómo los eventos para cada conflicto interactúan uno con el otro y construir el suspenso?
Return to Driver
1. Survival of the Fittest OR Knowing the Right People? How has Tris relied on others for her own survival? How has she relied on herself? Cite examples from the novel to support your answer. 2. POINT OF VIEW: How would the story differ if it was narrated from Four’s point of view? Consider where the story would begin, which events would be included, which new events may be added, and how it might end. 3. THEMATIC CONNECTIONS: Determine two or more themes or central ideas from the novel; next, analyze their development over the course of the text, including how they interact and build on one another to produce a complex account. 4. PARALLEL PLOTS: Determine two main conflicts in the novel. How do the events for each conflict interact with one another and build suspense?
LITERATURE HOMEWORK
READING AND WRITING
VOCABULARY GAMES
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENT DEAR
ASSESSMENTS: VOCABULARY AND DEW
END OF NOVEL QUESTIONSFIN DE PREGUNTAS libros
• Eye contact• Speaking rate (e.g. pauses for effect)• Volume• Enunciation• Purposeful gestures• Conventions of language
Return to Driver LITERATURE HOMEWORK
READING AND WRITING
VOCABULARY GAMES
RETURN TO DRIVERPREVIOUS NEXT
ASSESSMENT DEAR
ASSESSMENTS: VOCABULARY AND DEW
Effective presentations should include:
Games https://www.ixl.com/ela/grade-9• Ninth grade• Here is a list of all of the skills students learn
in ninth grade! These skills are organized into categories, and you can move your mouse over any skill name to view a sample question. To start practicing, just click on any link. IXL will track your score, and the questions will automatically increase in difficulty as you improve!
• Commas• A.1
Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrases
• A.2Commas with series, dates, and places• A.3
Commas with compound and complex sentences
• A.4Commas with coordinate adjectives• A.5Commas: review• Restrictive and nonrestrictive elements• B.1What does the punctuation suggest?• B.2Commas with nonrestrictive elements• Semicolons, colons, and commas• C.1
Use semicolons and commas to separate clauses
• C.2Use semicolons, colons, and commas with lists
• C.3Semicolons, colons, and commas review• Apostrophes• D.1
Identify and correct errors with plural and possessive nouns
• D.2Identify and correct errors with compound and joint possession
• Hyphens and dashes• E.1Use hyphens in compound adjectives• E.2Use dashes• Quotations• F.1Formatting quotations and dialogue• F.2
Decide whether ellipses are used appropriately
• Capitalization• G.1Correct capitalization errors• Titles• H.1Capitalizing titles• H.2Formatting titles• H.3Formatting and capitalizing titles: review• Sentence types• I.1
Is the sentence declarative, interrogative, imperative, or exclamatory?
• Sentences, fragments, and run-ons• J.1Identify sentence fragments• J.2Identify run-on sentences• J.3
Choose punctuation to avoid fragments and run-ons
• Phrases and clauses• K.1Is it a phrase or a clause?• K.2Identify prepositional phrases• K.3Identify appositives and appositive phrases• K.4Combine sentences using relative clauses• Verbals• L.1Identify participles and what they modify• L.2Identify gerunds and their functions• L.3Identify infinitives and infinitive phrases• Simple, compound, complex, and compound-
complex sentences• M.1
Identify dependent and independent clauses• M.2
Is the sentence simple, compound, complex, or compound-complex?
• Subject-verb agreement• N.1
Identify and correct errors with subject-verb agreement
• N.2Identify and correct errors with indefinite pronoun-verb agreement
• N.3Identify and correct verb agreement with compound subjects
• Nouns• O.1Form and use plurals: review• O.2Form and use plurals of compound nouns• Pronouns• P.1
Identify and correct errors with subject and object pronouns
• P.2Subject and object pronouns review• P.3Pronouns after "than" and "as"• P.4
Identify and correct pronoun errors with "who"
• P.5Use relative pronouns: who and whom• P.6
Use relative pronouns: who, whom, whose, which, and that
• P.7Identify vague pronoun references• P.8Identify all of the possible antecedents• P.9
Correct inappropriate shifts in pronoun number and person
• Verbs• Q.1Form the progressive verb tenses• Q.2Form the perfect verb tenses• Q.3Identify transitive and intransitive verbs• Q.4
Identify linking verbs, predicate adjectives, and predicate nouns
• Q.5Identify and correct inappropriate shifts in verb tense
• Active and passive voice• R.1Identify active and passive voice• R.2Rewrite the sentence in active voice• Adjectives and adverbs• S.1Choose between adjectives and adverbs• S.2
Form and use comparative and superlative adjectives
• S.3Good, better, best, bad, worse, and worst• S.4
Form and use comparative and superlative adverbs
• S.5Well, better, best, badly, worse, and worst• Writing clear and concise sentences• T.1Transitions with conjunctive adverbs• T.2
Avoid double, illogical, and unclear comparisons
• T.3Use the correct pair of correlative conjunctions
• T.4Identify sentences with parallel structure• T.5Use parallel structure• T.6Remove redundant words or phrases• T.7Misplaced modifiers with pictures• T.8Select the misplaced or dangling modifier• T.9Are the modifiers used correctly?• Word choice and usage• U.1
Choose the word whose connotation and denotation best match the sentence
• U.2Use words accurately and precisely• U.3Replace words using a thesaurus• U.4
Use dictionary entries to determine correct usage
• U.5Explore words with new or contested usages
• Commonly misused words• V.1Correct errors in everyday use• V.2Correct errors with signs
• V.3Use the correct frequently confused word• V.4
Identify and correct errors with frequently confused words
• V.5Identify and correct errors with frequently confused pronouns and contractions
• V.6Use the correct homophone• V.7
Identify and correct errors with homophones• V.8
Correct errors with commonly misspelled words
• Context clues• W.1
Use context to identify the meaning of a word• W.2
Determine the meaning of words using synonyms in context
• W.3Determine the meaning of words using antonyms in context
• Etymologies and foreign expressions• X.1
Use etymologies to determine the meanings of words
• X.2Use context as a clue to the meanings of foreign expressions
• X.3Use the correct foreign expression• Analogies• Y.1Analogies• Y.2Analogies: challenge• Word patterns• Z.1Word pattern analogies• Z.2Word pattern sentences• Prefixes• AA.1Words with pre-• AA.2Words with re-• AA.3Words with sub-• AA.4Words with mis-• AA.5Words with un-, dis-, in-, im-, and non-• Suffixes• BB.1Words with -ful• BB.2Words with -less• BB.3Words with -able and -ible• Greek and Latin roots• CC.1Sort words by shared Greek or Latin roots• CC.2
Use Greek and Latin roots as clues to the meanings of words
• CC.3Use words as clues to the meanings of Greek and Latin roots
• CC.4Determine the meanings of Greek and Latin roots
• CC.5Determine the meanings of words with Greek and Latin roots
• Figurative language• DD.1Use personification• DD.2Interpret the meaning of allusions• DD.3Identify the source of allusions• DD.4Interpret figures of speech• DD.5
Classify figures of speech: euphemism, hyperbole, oxymoron, paradox
• DD.6Classify figures of speech: review• Point of view• EE.1Identify the narrative point of view• Planning and organizing writing• FF.1Order topics from broadest to narrowest• FF.2Identify thesis statements• FF.3Organize information by main idea• FF.4
Choose the topic sentence that best captures the main idea
• Writing arguments• GG.1Identify supporting evidence in a text• GG.2Choose evidence to support a claim• GG.3
Choose the most appropriate counterclaim for a given claim
• GG.4Choose the analysis that logically connects the evidence to the claim
• GG.5Transition logically between claims, evidence, analysis, and counterclaims
• GG.6Distinguish facts from opinions• Audience, purpose, and tone• HH.1Identify audience and purpose• HH.2Compare passages for tone• HH.3
Compare passages for subjective and objective tone
• HH.4Which text is most formal?• HH.5
Identify appeals to ethos, pathos, and logos in advertisements
• HH.6Use appeals to ethos, pathos, and logos in persuasive writing
• Research writing• II.1Identify plagiarism• II.2Recognize the parts of a Works Cited entry• II.3Understand a Works Cited entry• II.4Use in-text citations with MLA formatting• Reference skills• JJ.1Use dictionary entries• JJ.2Use dictionary definitions• JJ.3Use thesaurus entries•
Return to Driver
• Analogy: • “SoftSchools.”Analogies Quizzes And Worksheets Web 2 October 2015.
http://www.softschools.com/language_arts/analogies/ • “English on the Internet~Test Quizzes.” Language Shop Web 2 October 2015. <
http://www.aj.cz/testquiz/soutez113.htm>• http://examples.yourdictionary.com/analogy-examples-for-kids.htm• MLA Style• "Analogy Examples for Kids." YourDictionary, n.d. Web. 2 October 2015.
<http://examples.yourdictionary.com/analogy-examples-for-kids.html>• Read more at
http://examples.yourdictionary.com/analogy-examples-for-kids.html#wmqRx5VOr1XZAcvG.99• <a href="http://examples.yourdictionary.com/analogy-examples-for-kids.html">Analogy Examples for
Kids</a>
• Limericks:• “Limericks.” Brownielocks
and the three Bears. Web.2 October 2015. http://www.brownielocks.com/Limericks.html
• Everyday Edit:
© 2004 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only.
Return to Driver
