zilongwang/ReadingBank huggingface dataset:
Evacuation Order Template EVACUATION ORDER ISSUED (DATE AND TIME) Pursuant to (cite legal authority) an Evacuation Order has been issued by (local authority) due to immediate danger to life safety due to (briefly describe event) . Members of the (local police department and other applicable agencies) will be expediting this action. The Evacuation Order is in effect for the following areas: Geographic description including boundaries and properties impacted. Include map of evacuation area and evacuation route. WHAT YOU SHOULD DO: You must leave the area immediately Follow the travel route provided and register at (ESS Reception Centre address and name of facility) . If you need transportation assistance from the area please advise the individual providing this notice or call (contact number) . Close all windows and doors Shut off all gas and electrical appliances, other than refrigerators and freezers Close gates (latch) but do not lock Gather your family: take a neighbour or someone who needs help Take critical items (medicine, purse, wallet, and Keys) only if they are immediately available. Take pets in pet kennels or on leash. Do not use more vehicles then you have to. Do not use the telephone unless you need emergency service. YOU MUST LEAVE THE AREA IMMEDIATELY For more information contact: (Local Authority Contact- Potentially Call Centre) . (Signature of Board/Chair or Designate, Mayor or Designate) . (Name of Local Authority) .
ally - allies Exceptions to the –o rule: Photos – photos Piano – pianos Plurals of nouns ending in –f and -fe Most nouns ending in –f or –fe take “s” for the plural: chief-chiefs; dwarf-dwarfs The following 13 words are the exceptions to this rule (Please study!) Singular Plural Singular Plural calf calves self selves elf elves sheaf sheaves half halves shelf shelves knife knives thief thieves leaf leaves wife wives life lives wolf wolves loaf loaves The Apostrophe apostrophe is NOT used to form the plural of a noun. SECTION C: SOLUTIONS AND HINTS TO SECTION A: TOPIC 1 QUESTION 1: PLURALS WORD PLURAL FORM WORD PLURAL FORM 1.1 country countries 1.12 lady Ladies [y – ies] 1.2 family Families [y – ies] 1.13 man Men [new word] 1.3 beauty beauties 1.14 my life our lives [pronoun and noun in plural] 1.4 bully bullies 1.15 my wife our wives [f – ves] 1.5 caddy caddies 1.16 a leaf many leaves 1.6 woman women [new word] 1.17 a roof many roofs [f – fs, exception to rule] 1.7 canary canaries 1.18 life lives 1.8 canopy canopies 1.19 myself ourselves 1.9 celebrity celebrities 1.20 yourself yourselves 1.10 ceremony ceremonies 1.21 my belief our beliefs [f – fs: exception to rule] 1.11baby babies Total = [20] QUESTION 2: APOSTROPHES
Dear √ John √ Never √ do that again!√ Did √ you think that if you took my chocolate out of the fridge,√ you would not be found out?√ Yes,√√ I know you have a sweet tooth,√ but that is no excuse for stealing my Bar One,√ especially as I √ was saving it to eat in bed tonight. √ Yours√ hungrily Angela (15) 1.2 a mango√, juice√, ham√, sandwiches√, fruit√, salad√, a bottle... a mango juice√, ham√, sandwiches√, fruit salad√, a bottle ..... a mango√, juice√, ham sandwiches√, fruit√, salad, a bottle ..... (14) 1.3 1.3.1 Separates additional information √– the dentist √ 1.3.2 Separates a phrase – of course√; separates a list √ 1.3.3 Separates a sentence adverb – however√; Separates a clause √ 1.3.4 Used after a phrase √ – putting his foot on the accelerator √ (8) 1.4 1.4.1 Simphiwe asked,√ “√ Can I go to the movies tomorrow?√”√ (4x½) 1.4.2 Marius shouted at Tom, “Don’t you come near me! ½ ” ½ (2x½) (3) Total = [40]
REPORTING QUESTIONS, COMMANDS AND EXCLAMATIONS It is not easy to write questions, commands or exclamations into reported speech. We have to use introductory verbs to show that we are reporting a question, command or exclamation. Examples: “Are you going to the dance?” She asked if/whether she was going to the dance. ↓ } connecting word if a question ↘NO question mark Verb to Introduce question (b) “I want to see your test immediately!” He requested to see his/her test immediately. ↓ ↘ NO exclamation mark Verb to introduce Exclamation/command (Any appropriate verb may be used) (c) “How stupid my mother is!” said the girl. The girl exclaimed that her mother was stupid. → NO exclamation mark (d) What if you address someone in the direct speech? “You! You’re the most selfish man on earth,” she exclaimed. She exclaimed that he/she was the most selfish man on earth. (The “you” is left out of the reported speech) OR “Come, darling, let’s go home,” said the mother. The mother suggested to her child that they had to go home. (or should go home) } “darling” is left out and replaced by “to her child” because she was talking to her child
PUNCTUATION WHEN USING DIRECT SPEECH (a) A comma or a colon can be used before the direct speech He replied:“I don‟t know the man.” He replied, “I don‟t know the man.” (b) The reporting clause may come before or after the direct speech. He replied:”I don‟t know the man.” “I don‟t know the man,” he replied. (c) ALL the punctuation that goes with the direct speech must go inside the quotation marks. All other punctuation marks go outside the quotation marks. “Where is the museum?” asked the man. “Did he say ‘This is a hijack’?” asked the frightened man. } a direct quote of someone else but still part of the direct speech of the man SECTION C: HOMEWORK Learner note: Try to answer the questions in the allocated time frames. If you get stuck, you should refer either to the additional notes or your class teacher. HOMEWORK EXERCISE: 25 MINUTES Rewrite the following conversation into reported speech. Hey, that boy has taken my Don’t worry. I’ll ask him to apple! Give it back. Listen! Stop! 2. Rewrite the following examples of Direct Speech using the correct punctuation. 2.1 mary shouted they stole my car (3) 2.2 are we going to the movies today asked betty (2)
Week 1 March 29: Introductions / What is creative nonfiction? What is the difference between memoir and the personal essay? [Read James Baldwin’s “Notes of a Native Son,” Nora Ephron’s “A Few Words About Breasts,” David Sedaris’ “Let It Snow,” and Cheryl Strayed’s “The Love of My Life.”] March 31: Studio Day: Begin working on a draft of your memoir piece. [Read Joan Didion’s “Goodbye to All That,” Eula Biss’s “Goodbye to All That,” Chang-Rae Lee’s “Coming Home Again.”] Week 2 April 5: Bring in first rough draft. Discussion of memoir readings, with in-class exercises. [Read E. B. White’s “Once More to the Lake,” Alberto Rios’s “Green Cards,” “Goodbye to All That,” Bruce Snider’s “Ammunition.”] April 7: Bring in second rough draft. [Read Vivian Gornick’s “The Situation and the Story.”] Week 3 April 12: Workshop #1 April 14: Workshop #1 Week 4 April 19: Workshop #1 April 21: Workshop #1 Week 5 April 26: Workshop #1 April 28: Workshop #1 [Read Amy Leach’s “Please Do Not Yell at the Cucumber,” Montaigne’s “On Cannibals,” Martin Luther King, Jr.’s “Letter from Birmingham Jail.”] Week 6 May 3: Personal Essays [Read Virginia Woolf’s “Death of the Moth,” Henry David Thoreau’s “Where I Lived, and What I Lived For” (excerpt from Walden), Leslie Jamison’s “Empathy Exams.”] May 5: Discuss personal essays.
Cleveland Public Library Merriam-Webster On-line Dictionary McDougal-Littell Literature – online textbooks College Board (P.S.A.T. and S.A.T.) ACT Amazon – online purchase of books Barnes and Noble – online purchase of books Borders – online purchase of book . Modern Language Association Style Guide Find Parent Signatures on Page Fourteen
Define and give me an example for the following terms: Onomatopoeia 9. Oxymoron Genre 10. Colloquialism Hyperbole 11.Euphemism Symbol 12. Tone Parody 13. Alliteration Paradox 14. Denotation Analogy 15. Connotation Personification 16. Allusion Homework: Figurative language handout Monday 11/2 Benchmark Writing Assessment! Tuesday 11/3 Benchmark Writing Assessment! Wednesday 11/4 Benchmark Writing Assessment! Thursday 11/5 Bellwork Check #1 #5 Do you think that you would be able to adapt and survive in any environment? Explain. (Your response must be at least four sentences.) WOD: #6 Endure POS: Verb Definition: Sentence: Billy had to endure six months of chemotherapy. Synonym: Classwork: Read the background on “Called Out” page 51
Phrases, Clauses, Sentence Structure, and foundational skills needed to support both Unit 1 Topic Scales CCSS RL10.1, RL10.3 Grading Topic: Analyzing Complex Characters 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text and cite textual evidence to support this analysis Analyze how complex characters interact with other characters in a text and cite textual evidence to support this analysis Analyze how complex characters advance the plot or develop the theme of a text and cite textual evidence to support this analysis Learning Goal 2 Students demonstrate they have developed the ability to: Recognize or recall specific vocabulary such as: analyze, develop, interact, motivation Describe the characters in a text Describe what a text says explicitly and draw logical inferences 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-QI Topic Guidance Questions for Students... Advice for Teachers...
Marzano recommends a study of the following concepts at this grade level (archetype, characterization, clincher sentence, dramatic element, external/internal conflict, motivation, and red herring). Unit 1 Topic Scales, Continued CCSS RL10.1, RL10.2 Grading Topic: Analyzing Theme 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Analyze the development of a theme over the course of a text, including how it emerges and is refined by specific details, and cite textual evidence to support this analysis Learning Goal 2 Students demonstrate they have developed the ability to: Recognize or recall specific vocabulary such as: development, theme Determine a theme of a text Describe what a text says explicitly and draw logical inferences 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA2-CI Topic Guidance Questions for Students... Advice for Teachers...
No-Excuse Spelling List A B C D a lot a while accidentally accommodate acknowledge advertise advertisement again alliteration allusion amateur ambiguous ambivalent apostrophe apparent argument arithmetic assignment atmosphere author autumn because beginning believe brochure business calendar camouflage category cemetery changeable chorus choose chose clause cliché collectible column coming committed comparison congratulations conscience conscientious conscious consensus consonant coolly definite definitely definition dialogue different disappoint discipline embarrass English enough equipment exceed exhilarate existence experience expression fiery figurative foreign friend fulfill gauge genre government grammar grateful guarantee hierarchy humorous hypocrisy ignorance illusion imitate immediate incredible independent indispensable inoculate intelligence jewelry knowledge laboratory language leisure liaison library license loose lose maintenance maneuver mathematics maybe Medieval memento metaphor miniature mischievous misspell myth narrator necessary noticeable occasionally occurrence often onomatopoeia opposite pamphlet pastime perseverance personification personnel playwright poem poetry privilege possession pronunciation questionnaire receipt recommend reference referral relevant remember Renaissance restaurant résumé rhyme rhythm said scene schedule science scissors seize separate sergeant simile sincerely soliloquy spelling supposed to surely synonym tabloid threshold tomorrow truly used to vacuum vocabulary vowel weird writer writing You should also pay careful attention to all homonyms and often confused words. See Dr. Goodword’s list at
WOD: #4 Jaundice POS: Noun Definition: Sentence: The doctors could tell that the newborn had jaundice because his skin was yellow. Synonym: Classwork: Continue to group read and answer questions for “The metamorphosis” page 103-105 Rewrite your counterargument as a group. Tuesday 2/23 Bellwork Check #2 #5 On this day in 1868, Dr. W.E.B Dubois was born. Who was Dr. Dubois? Make a list of three things about him. WOD: #5 Jejune POS: Adj Definition: Sentence: The billionaire couple refused to eat the jejune dish of chicken wings and tater tots. Synonym: Classwork: Complete the extended response: What elements of this novella distort the reader’s sense of reality, while at the same time makes Gregor Samsa’s situation feel very real? -Must be at least four sentences
Day of the Week Description of work Monday 10/2 Read “Exile” and “Crossing the Border” on page 140-145 Complete Text Questions A-I Tuesday 10/3 Complete worksheet: Narrative Poetry Complete Worksheet: Reading Poetry Wednesday 10/4 Read “Shoofly Pie” on page 182 Complete Text Questions A-N Thursday 10/5 Read “Shoofly Pie” on page 182 Complete Text Questions A-N Friday 10/6 Complete worksheet: Text Analysis Complete worksheet: Reading Skill
Iambic Pentameter Couplets Internal Rhyme Slant/Approximate Rhyme Blank Verse Soliloquy, Monologues, Asides Comedy/Tragedy Another Shakespearean option (not Romeo and Juliet) RL 5 Q 5 Analyze form or structure of literature Determine what choices were made by the author to enhance the intended meaning Analyze how elements of a text’s structure were manipulated to contribute to overall meaning and impact RL 7 Analyze various interpretations of a source text Evaluate how the medium interprets the source text Include a range of dramatists from American writers to Shakespeare in evaluatory and interpretive activities RI 3 Q 6 Analyze a complex set of ideas or sequence of events Explain how specific individuals, ideas, or events interact and develop Interaction of events and ideas Inferences about Elizabethan England Education and Equality (322) from Queen Elizabeth Tilbury Speech (330) W 2 Required DMPS Writing Benchmark Examine a topic by selecting, organizing, and analyzing relevant content Write informatively with a predictable structure Incorporate useful formatting, graphics, and multimedia Employ facts, definitions, concrete details, quotations, and/or examples Include precise language and domain specific vocabulary Include figurative language On-demand writing Informative writing Appropriate structure for topic and content Research methods Citing sources Paraphrasing Avoiding Plagiarism Compare and Contrast writing SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric Assess the links among ideas, word choice, points of emphasis, and tone used Application to characters from Shakespeare’s plays Point of view and development of character One-on-one verbal analysis of Shakespeare’s use of point of view, reasoning, and rhetoric in his works L 5 Interpret figures of speech in context Analyze figures of speech in context Analyze nuances in the meaning of words with similar denotations Paradox Metaphor Simile Unit 3 Essential Questions: How do authors leave meaning open to reader interpretation? Standard Test 2 items Learner Objective - Students Can Instructional Focus Suggested Materials RL 6 Q 1 Analyze a specific point of view Distinguish between what is stated and what is meant Understand the use of sarcasm, satire, irony, and understatement to determine Stylistic Elements Irony Satire Figurative language Renaissance Poetry Shakespeare (275) Marlow (257) Jonson (318)
Multiple Opportunities suggestions will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections developed through their PLCs. Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Themes Around the World 9 weeks Reading Literature 1 Reading Literature 2 Reading Literature 9 Analyzing Themes Collected and Reported Constructing Writing [L3, W4, W5, W6] Mastering Vocabulary [RI4, L4a, L4d, L6] Collaborating in Discussions [SL1] Collected but Not Reported Applying Grammar and Mechanics [L1, L2] Unit Two: The Mechanisms of Meaning 9 weeks Reading Literature 4b and 4c Language 5a and 5b Interpreting Complex Language Reading Literature 1 Reading Literature 5 Analyzing Text Structure Unit Three: Taking Perspectives 9 weeks Reading Literature 1 Reading Literature 6 Analyzing Point of View Collected and Reported Constructing Writing [L3, W4, W5, W6] Collaborating in Discussions [SL1] Applying Grammar and Mechanics [L1, L2] Writing 3 Writing 9 Writing Literary Analyses Unit Four: Eye on the World 9 weeks Reading Informational Text 1 Reading Informational Text 2 Analyzing Central Idea Writing 7 Writing 8 Conducting Research Genre and Era Audit Report (GEAR)
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Themes Around the World 6 weeks Reading Literature 1 Reading Literature 2 Reading Literature 9 Analyzing Themes Collected and Reported Constructing Writing [L3, W4, W5, W6] Mastering Vocabulary [RI4, L4a, L4d, L6] Collaborating in Discussions [SL1] Applying Grammar and Mechanics 1 [L1, L2] Unit Two: The Mechanisms of Meaning 12 weeks Reading Literature 4b and 4c Language 5a and 5b Interpreting Complex Language Reading Literature 1 Reading Literature 5 Analyzing Text Structure Unit Three: Taking Perspectives 9 weeks Reading Literature 1 Reading Literature 6 Analyzing Point of View Collected and Reported Constructing Writing [L3, W4, W5, W6] Collaborating in Discussions [SL1] Applying Grammar and Mechanics 2 [L1, L2] Mastering Vocabulary [RI4, L4a, L4d, L6] Writing 3 Writing 9 Writing Literary Analyses Unit Four: Eye on the World 9 weeks Reading Informational Text 1 Reading Informational Text 2 Analyzing Central Idea Writing 7 Writing 8 Conducting Research Genre and Era Audit Report (GEAR) World Literature can be taught in chronological order, but it is not required to be arranged in such a way. To facilitate a more thematic approach, DMPS has adopted a planning and consultation model to text selection for English IV. Each semester, every English IV PLC must complete this chart and submit to the Secondary Literacy Curriculum Coordinator for approval. When completing the second semester GEAR, be sure to consider the contents of your first semester GEAR—all identified regions and eras must be adequately represented somewhere on either the S1 or S2 GEAR.
CCSS: RI12.10, RL12.10 A: South America B: Western Europe C: Eastern Europe D: Asia E: Africa 1: Classical/Medieval (1200 BCE-1485 CE) 2: Renaissance/ Enlightenment (1485 CE-1790 CE) 3: Romantic/Victorian (1790 CE-1901 CE) 4: Modern/ Post-Modern (1902 CE-Today) Unit Grading Topic Geographic Regions Eras
Comprehension Directions: Answer these questions about the poster. 9. The words “Look Out” appeal to a. animals’ alarm b. enemies’ worry c. viewers’ surprise d. people’s fear 10. What is the poster’s overall message? a. Wasting energy is unwise. b. Be sure to take time for leisure. c. Watch out for sneaky cats. d. Be careful during a blackout.
Short Answer: Each Question is worth 10 Points Directions: Write one extended paragraph to answer each question in the space provided. 11. One theme of the excerpt from “Parliament in the Air Raids” is that people must take precautions during war. Support this theme with two examples from the text. 12. How does the first-person point of view in “Parliament in the Air Raids” shape your impression of Churchill? Give one example from the excerpt to support your opinion
Multiple Opportunities suggestions will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections developed through their PLCs. Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Narrative Elements 9 weeks Reading Literature 1 Reading Literature 3 Reading Literature 6 Analyzing Complex Characters Collected and Reported Constructing Writing [W4, W5] Mastering Vocabulary [RL4, RI4, L4] Collaborating in Discussions [SL1] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Collected but Not Reported Applying Grammar and Mechanics [L1, L2] Reading Literature 5 Analyzing Text Structure Unit Two: Complex Fiction 9 weeks Reading Literature 2 Analyzing Themes Writing 3 Writing Narratives Unit Three: Research and Argument 12 weeks Reading Informational Text 1 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Writing 7 Writing 8 Language 3 Writing Research Researching Information Unit Four: Connections Across Texts 6 weeks Reading Literature 9 Analyzing Literary Interpretation Extended Topics Grading Topic:
Multiple Opportunities suggestions will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections developed through their PLCs. Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Narrative Elements 9 weeks Reading Literature 1 Reading Literature 3 Reading Literature 6 Analyzing Complex Characters Collected and Reported Constructing Writing [W4, W5] Mastering Vocabulary [RL4, RI4, L4] Collaborating in Discussions [SL1] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Collected but Not Reported Applying Grammar and Mechanics [L1, L2] Reading Literature 5 Analyzing Text Structure Unit Two: Complex Fiction 9 weeks Reading Literature 2 Analyzing Themes Writing 3 Writing Narratives Unit Three: Research and Argument 12 weeks Reading Informational Text 1 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Writing 7 Writing 8 Language 3 Writing Research Researching Information Unit Four: Connections Across Texts 6 weeks Reading Literature 9 Analyzing Literary Interpretation Extended Topics
Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Narrative Elements 9 weeks Reading Literature 1 Reading Literature 3 Reading Literature 6 Analyzing Complex Characters Collected and Reported Constructing Writing [W4, W5, W6] Mastering Vocabulary [RL4, RI4, L4] Collaborating in Discussions [SL1] Applying Grammar and Mechanics 1 [L1, L2] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Reading Literature 5 Analyzing Text Structure Unit Two: Complex Fiction 9 weeks Reading Literature 2 Analyzing Themes Writing 3 Writing Narratives Unit Three: Research and Argument 12 weeks Reading Informational Text 1 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Constructing Writing [W4, W5, W6] Applying Grammar and Mechanics 2 [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Mastering Vocabulary [RL4, RI4, L4] Writing 7 Writing 8 Language 3 Writing Research Researching Information Unit Four: Connections Across Texts 6 weeks Reading Literature 9 Analyzing Literary Interpretation Extended Topics Grading Topic: Constructing Writing 4 In addition to meeting the Learning Goal, the student demonstrates a command of voice and style that rises above formulaic writing.
Weak Verbs (Summary) says relates goes on to say tells this quote shows explains states shows Strong Verbs (Analysis) implies trivializes flatters qualifies processes describes suggests denigrates dismisses analyzes questions compares praises supports enumerates contrasts emphasizes demonizes establishes admonishes expounds argues defines ridicules minimizes narrates lists warns Alternatives to “Show” Acknowledge Address Analyze Apply Argue Assert Augment Broaden Capitalize Characterize Claim Clarify Compare Complicate Confine Connect Consider Construct Contradict Correct Create Convince Critique Declare Deduce Defend Demonstrate Deny Describe Determine Differentiate Disagree Discard Discover Discuss Dismiss Distinguish Duplicate Elaborate Emphasize Employ Enable Engage Enhance Establish Evaluate Examine Exclude Exhibit Expand Explain Exploit Express Extend Facilitate Feature Forecast Formulate Fracture Generalize Identify Illuminate Illustrate Impair Implement Implicate Imply Improve Include Incorporate Indicate Induce Initiate Integrate Interpret Intervene Invert Isolate Justify Locate Loosen Maintain Manifest Manipulate Measure Merge
Minimize Modify Monitor Necessitate Negate Nullify Obscure Observe Obtain Offer Omit Optimize Organize Outline Overstate Persist Point out Possess Predict Present Probe Produce Promote Propose Prove Provide Qualify Quantify Question Realize Recommend Reconstruct Redefine Reduce Refer Reference Refine Reflect Refute Regard Reject Rely Remove Repair Report Represent Resolve Retrieve Reveal Revise Separate Shape Signify Simulate Solve Specify Structure Suggest Summarize Support Suspend Sustain Tailor Terminate Testify Theorize Translate Undermine Understand Unify Utilize Validate Vary View Vindicate Yield Words to Describe Diction: poetic political detached polysyllabic divisive precise emotional pretentious provincial euphemistic romantic euphonious scholarly everyday sentimental exact shocking fanciful sincere flowery slang figurative subdued folksy symbolic formal tame grandiose technical trite inflammatory unifying inflated uppity informal vague insincere vulgar jargon
Activity II: Poetic Text 20 points Time frame: 25 minutes Read carefully the poetic text and respond to all questions in the space provided. Warren Pryor by Alden Nowlan When every pencil meant a sacrifice his parents boarded him at school in town, slaving to free him from the stony fields, the meager acreage that bore them down. They blushed with pride when, at his graduation, 5 they watched him picking up his slender scroll, his passport from the years of brutal toil and lonely patience in a barren hole. When he went in the Bank their cups ran over. They marveled how he wore a milk-white shirt 10 work days and jeans on Sundays. He was saved from their thistle-strewn farm and its red dirt. And he said nothing. Hard and serious like a young bear inside his teller’s cage, his axe-hewn hands upon the paper bills 15 aching with empty strength and throttled rage. Section A: Selected Response Items 3 points Read carefully the poem and circle the best answer for each question.
Difficulties and stumbling blocks How the English profession can help and advise 12:30 – 14:00 Networking lunch 5.2 Speaker topic/session Please indicate the seminar topics you are able to speak on in the table below and give a brief outline of your experience in this area. Please note that we cannot guarantee you a speaking slot, but will do our best to accommodate you, in accordance with the selection process and criteria listed in section 3 and 4. Outline of your experience in your chosen seminar topic or area Please refer to CV for further details of experience in these areas. 5.3 Additional information: Please tell us about any relevant work or study related experience you have had in Mexican/Latin American region. Please outline your main areas of legal expertise and practice. Please describe your main objectives for speaking at this event and why you think you should be selected.
Teeratada Phitsanulok School English Worksheet for M.1 Name: _________________ Surname: _______________ No. __________ Part 1: Multiple Choice Choose the best answer. 1. He’s __________doctor of law. a. an b. the c. a d. one 2. ____________ bag is that? a. What b. Whose c. Which d. Where 3. Last week my dad ______ to the museum. a. go b. goes c. went d. gone 4. I _________________ my homework yet. a. hasn’t finish b. haven’t finished c. hasn’t finished d. finished 5. They ___________ work every day at 7 o’clock. a. start b. starts c. started d. are starting 6. My brother is a famous pop musician. The word famous means________. a. handsome b. well known c. intelligent d. boastful 7. Orange and lemons are fruits _________ contain a lot of Vitamin C. a. which b. who c. whose d. where 8. Are you a student too? a. Yes, I am. b. Yes, we are. c. Yes, they are. d. Yes, I’m not. 9. ____________ is not just his sport. It’s his hobby. a. To jog b. Jogging c. Jog d. Jogged 10. When the phone rang, she _______________ the meal. a. is cooking b. cooked c. was cooking d. has cooked
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2013) Expected Graduation: (ex. Spring 2015) Advisor: Total Required Credits for this Degree Program: 37 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** Core/Foundation/Required Courses (15 units required) * ENG 504 Introduction to Language and Linguistics * ENG 518 Sociolinguistics * ENG 528 Grammatical Foundations * ENG 548 Fundamentals of Second Language Teaching * ENG 638 Assessment for Second Language Skills Pre-req: ENG 504 Emphasis Area (22 units required): Select one of the following emphasis areas. Applied Linguistics Emphasis (22 units required) Students must also have their writing skills evaluated during the first year of study AND take a comprehensive exam. * ENG 658 Second Language Acquisition Pre-req: ENG 548 * ENG 668 Research Methods in Applied Linguistics Pre-req: ENG 504 * ENG 688 TESL Practicum Select ONE course from the following courses (3 units required): ENG 558 or ENG 559. *
USA & International PR contact: EMEA: Asia Pacific: Roland Daniells UWE Scholz Shirley Yeh Zonic Group PR Zonic PR EMEA Zonic PR Asia +44 (0)870 760 9248 +49 172 3988 114 +86 21 321 00018 MEF-CECPs in 40 Countries APAC in top 5 NetEvents, Wednesday 20th February 2013, Phuket,Thailand: The MEF today announced that there are now 571 MEF Carrier Ethernet Certified Professionals (MEF-CECPs) in 142 employer organizations in 40 countries around the globe. The program, launched in mid-2011, is now being adopted by major Carrier Ethernet organizations as a formal requirement for key technical positions, with APAC service providers and equipment vendors appearing among the top 5 MEF-CECP employers in the MEF rankings. “My congratulations to the nearly 600 Carrier Ethernet professionals that have already achieved MEF-CECP certification,” commented Nan Chen, MEF President. “With Ethernet Business Services revenues forecast to be $40 - $50bn by 2015, service providers, equipment vendors and enterprises are now able to recruit talent to internationally recognized Carrier Ethernet knowledge and skill levels. Individuals also now have a path to varying levels of professional recognition and accomplishments.” The MEF also reports that currently 52% of MEF-CECPs are based in North America, and 25% in APAC, followed by 18% in Europe. The top three job responsibilities held by MEF-CECPs are sales engineering, product management and network engineering. The MEF has also recently boosted its program of training which is now offered by 7 third party companies – both specialist training providers and equipment vendor with customer-facing training groups. Full details of the process for MEF-CECP certification are available on the MEF website www.MetroEthernetForum.org or www.ethernetacademy.net. About The MEF: The MEF is a global industry alliance comprising more than 200 organizations including telecommunications service providers, cable MSOs, network equipment/software
Interest" was presented, and it was conducted on 1.020 respondents in nine municipalities in Montenegro, and included 42 questions. Commission TV spot was emitted on TV and radio stations. Commission reported initiatives regarding to law violation in 914 or 80.5% of the cases; and other entities (NGOs, citizens, legal persons, public officials) reported in 222 or 19, 5% of cases. Electronic system for servicing citizens and businesses was established. Strengthening integrity – The Administration for Anti-Corruption Initiative will engage in regular monitoring of adoption and implementation of integrity plans and will strengthen capacities of authorities to monitor implementation of provisions on integrity plans in the next period Administration for Anti-Corruption Initiative In accordance with Article 68 of the Law on Civil Servants and Employees ("Off. Gazette of Montenegro", no. 39/11, 50/11 and 66/12) the government bodies brings integrity plan that includes measures to prevent and eliminate opportunities for development of corruption, according to the guidelines of the administrative authority for work. Ministry of Justice issued and published its Guidelines on January 31, 2013. Administration for Anticorruption Initiative during June 2013. year sent a letter to all state bodies that have requested information about whether the integrity plans are approved, whether they were drafted and whether integrity managers are appointed. Based on the reports that were received by July 17, 2013: Integrity plans are adopted in eight institutions: Administration for Prevention of Money Laundering and Terrorist Financing, Education Authority, Ministry of Education, Tax Administration, Phytosanitary Administration, Customs Administration, Real Estate Management Administration and Administration for Anti-Corruption Initiative; Integrity Managers are appointed in 41 institutions and working groups for developing the plan of integrity are formed (including institutions that have adopted Integriy Plans). In 34 institutions Integrity Plans are in the developing process. Based on the summary Report of Supreme Court following data are given (Constitutional Court is not listed in the report): 22 courts appointed Integrity Managers. Out of this number, 20 courts have established working groups; in 16 courts Integrity Plans are in developing phase. During the reporting period, the integrity plan has not been adopted in any court. Regarding to local government, according to data from the Association of Municipalities, 6 municipalities appointed integrity managers and formed working groups, and integrity plan has not been adopted in any municipality. Thus, during the reporting period, 69 government bodies appointed Integrity Managers. Two institutions haven’t appointed integrity Continuous
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Leon and the Place Between: Stories set in imaginary worlds Diary entry from another perspective How to train your dragon (class story) Introduction week Cold write setting description (4 day week) The jungle book Film study Character profiles Wind in the willows Retell story Teeth: Information Texts (leaflet) Ferdinand : Stories with Dilemmas Week 2 Leon and the Place Between: Stories set in imaginary worlds Diary entry from another perspective How to train your dragon (class story) Viking myths The jungle book Film study plays Wind in the willows Speech Teeth: Information Texts (leaflet) Walesby Travel Guide: Information Text Week 3 Leon and the Place Between: Stories set in imaginary worlds Diary entry from another perspective How to train your dragon (class story) Viking myths The jungle book Film study Writing speech Wind in the willows Retell a chapter of the story Teeth: Information Texts (leaflet) Ferdinand : Stories with Dilemmas Week 4 Leon and the Place Between: Stories set in imaginary worlds Diary entry from another perspective Assessment week How to train your dragon (class story) Non-chronological reports Great Kapok tree Debate Wind in the willows Diary entry from mole The monkey and papa god Stories from other cultures Retell a story Ferdinand : Stories with Dilemmas Week 5 Fairground poetry How to train your dragon (class story) Non-chronological reports Great Kapok tree Persuasive letter Wind in the willows Diary entry from mole The monkey and papa god Stories from other cultures Retell a story The Little Matador: Stories with Dilemmas Week 6 Fairground poetry Instructions How to take care of your dragon Great Kapok tree Setting description Wind in the willows Diary entry from mole Assessment Week The monkey and papa god Stories from other cultures Retell a story The Little Matador: Stories with Dilemmas Week 7 Fairground poetry Instructions How to take care of your dragon Powerpoint on Spain: Persuasive Writing English Overview 2017 - 2018
Communicating and creating Students comprehensively & independently create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make coherent presentations and always contribute actively to class and group discussions, critically taking into account other perspectives. When writing they always… demonstrate an extended understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, Independently edit their work intentionally and with control to provide structure and meaning. Students concisely & independently create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make well-considered presentations and frequently contribute actively to class and group discussions, carefully taking into account other perspectives. When writing, they frequently demonstrate an accurate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, Independently edit their work consciously to provide structure and meaning. Students adequately & independently create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make clear presentations and intermittently contribute actively to class and group discussions, usually taking into account other perspectives When writing, they intermittently demonstrate an adequate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, When prompted they independently edit their work knowingly to provide structure and meaning. With assistance students create with intention, control and accuracy a variety of sequenced texts for different purposes and audiences. They make simple presentations and occasionally contribute actively to class and group discussions, sometimes taking into account other perspectives. When writing, they occasionally demonstrate a basic understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, When prompted they edit their work with assistance to provide structure and meaning. With high levels of assistance Students create a variety of sequenced texts with intention, control and accuracy for different purposes and audiences. With high level of assistance they make presentations with minimal detail and seldom contribute actively to class and group discussions, rarely taking into account other perspectives. When writing, they rarely demonstrate a minimal understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, When prompted they edit their work with high level of assistance to provide structure and meaning. Year 6 achievement standard Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
Survey Table What is your favourite picture book? Where is it set? Briefly describe the main character in the book Briefly describe the book’s plot What did you learn from reading this book (theme)? What is it about the book that makes it your favourite?
Using the below listed emotions, select SIX and create facial expressions on the blank faces to illutrate that particular emotion. Once completed you will be paired with a partner and asked to identify which face represents which emotion. Emotions - Fear, Anger, Happiness, Sadness, Surprise, Disappointed, Pity, Love, Hate, Eye roll, Suspicious Oral Presentation Skills Read the following information about oral presentation skills and practice, practice, practice. ORAL PRESENTATION –READING YOUR BOOK TO AN APPROPRIATE AUDIENCE Do: Use the planning time to prepare how you are going to present your book. Will you need to adopt different voices for different characters? Practise your presentation. If possible record yourself and listen to your presentation. If you can’t record yourself, ask a friend/family member to listen to you and give you feedback.. Think about how you will ensure that your audience can see each illustration. Pause from time to time – as you turn the pages - and don’t speak too quickly. Speak clearly and at the right volume. Make eye contact with the people who are listening to you. Most importantly, engage your audience and have fun! Don’t: Only look at your picture book during the presentation. It’s important to make eye contact with your listeners. Be afraid to use body language/gestures to engage your audience further.
ENGLISH OVERVIEW, TERM ??? Unit Title: Achievement Standard Unit Outline Content Descriptions Assessment (A) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricular Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence
Activity 1: (Taken from March 2015) 1.1 What is the main purpose of a Cash Flow Statement? 1.2 Calculate the missing amounts (indicated by a, b, c and d) in the fixed/ tangible asset note for the year ended 31 October 2014. Workings Amount a b c d 1.3 CLASSICO LIMITED CASH FLOW STATEMENT FOR THE YEAR ENDED 31 OCTOBER 2014 CASH FLOW FROM OPERATING ACTIVITIES Cash generated from operations 1 985 500 Interest paid (175 500) Taxation paid Dividends paid CASH FLOW FROM INVESTING ACTIVITIES CASH FLOW FROM FINANCING ACTIVITIES NET CHANGE IN CASH AND CASH EQUIVALENTS CASH AND CASH EQUIVALENTS AT BEGINNING CASH AND CASH EQUIVALENTS AT END
How did she feel ? (2) What did she do then ? (1) What did she notice in the world outside ? (1) 2. AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM Break O break open till they break the town And show the children to green fields, and make their world Run azure on gold sands, and let their tongues ; run naked into books the white and green leaves open, History theirs whose language is the sun. (A) to whom does ‘they’ refer? 1 (b) What would they break? 1 (c) What other freedom should they enjoy? 2 2011(1) Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to steal- For lives that slyly turn in their cramped holes From fog to endless night? On their slag heap, these children Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones. Why is Shakespeare described as wicked? (2) Explain: ’from fog to endless night’. (1) What does the reference to ‘slag heap’ mean? (1) 2011(2) On their slag heap, these children Wear skins peeped through by bones and spectacles of steel With mended glass, like bottle bits on stones Who are these children?(10 What is their slag heap(1) 2015(1,2,3)
ROCKEE T. BULL 4200 East Fowler Ave., Tampa, FL 33602 (813) 974-2171 rockeebull@usf.edu www.linkedin.com OBJECTIVE Seeking a full-time position at XYZ Company as an editor to apply education, experience, and skills to ensure the quality of materials produced EDUCATION Bachelor of Arts in English: Concentration in Creative Writing Expected 2013 University of South Florida, Tampa, Florida GPA: 3.85/4.00 Dean’s List Recipient Fall 2012 Relevant Coursework: Technical Writing, Expository Writing, Intro to Fiction, and Professional Writing WORK EXPERIENCE Public Relations Representative, Busch Gardens, Tampa, Florida 12/12 - Present Compose news releases for the staff press Write and edit copy for weekly newsletters Edit materials for brochures, advertisements, and posters Collaborate with a team in developing advertising plans Campus Recruiter 06/11 - 11/12 Sea World, Orlando, Florida Designed newsletters and brochures for distribution on campus Recruited 25 students in the college internship program Exceeded recruitment goal by 20% Created strong partnerships with student organizations on the campus Guest Services Member 05/10 - 06/11 J.C. Penney Corporation, Tampa, Florida Trained 5 new employees on the functions of the register and procedures Performed customer sales, returns and exchanges Resolved customer complaints through utilizing problem-solving skills PUBLICATIONS Bull, Rockee. “First-year in higher education.” Oracle Jan. 2012: 10-11. Print and Digital. Bull, Rockee. “From student to professional.” Oracle. Jan. 2012: Print. SKILLS Computer: Microsoft Word, Excel, Access and PowerPoint, Illustrator, Photoshop, and experience in Social Media Optimization Language: Intermediate Spanish
PERSONAL INFORMATION Date of Birth : 11 January 1980 Education : Shinjuku University Bachelor of Commerce (April 1998 – March 2002) Marital Status : Married and two children CERTIFICATION TOEIC 750 (May 2012) Bookkeeping Certificate-Nissho 2nd Grade (November 2005) SKILLS Languages : Fluent in spoken/written Japanese and English Computer : Microsoft Word, Excel, Power Point (mid-level)
SFSE 1003 Seminar in First-year Student Experience is highly recommended for any student with less than 24 credits (either from transfer or previous SLCC enrollments), especially for students taking 00XX courses in ENGL and MATH, and for students who may wish to transfer to a baccalaureate institution. Students should only consider an alternative Elective to SFSE if they are not intending to further pursue an Associate’s or Bachelor’s degree at SLCC or in transfer (e.g. either intention only to complete the CGS or enroll in a terminal/Applied program of study following completion of the CGS). Choose from the following courses: ANTH, CJUS, ECON, GEOG, PSYC, or POLI, and must be at the 2000 course level or above. Choose from ARTS, MUSC, THEA Choose from HIST, ENGL Literature Courses or CMCN courses (except CMCN 1270) Choose from BIOL, CHEM, GEOL, PHSC or PHYS. Choose from any of the above noted courses as well as Foreign Language, MCIS, ACCT, GBUS, SPCH and CMCN. Students should work with their adviser to determine the best selection of Electives. Students intending on eventual transfer are highly recommended to consider taking a 2nd MATH, a 2nd Social/Behavioral Science, a 2nd Natural Science, an ENGL literature course or a SPCH course. Select General Education Elective from: Humanities, Social Sciences, English, Math, Natural Sciences and Fine Arts. Note: Students must meet GPA of 2.0 with all 10 courses. Students must also earn 3 of these courses at SLCC. REVISED 17-18 CGS 9-25-2017