Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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LESSON 1 READIN AND THIN!IN STRATEIES A"ROSS TE#T T$%ES A& INTROD'"TION Reading is a way of life. It is a much needed skill in order to understand things around us. Almost all human activities involve reading. (& LEARNIN O'T"OMES At the end of the lesson the student will be able to: 1. Describe a written text as connected discourse 2. Distinguish between and among techniues in selecting and organi!ing information ". Distinguish between and among #atterns of develo#ment in writing across disci#lines $. Identify #ro#erties of a well%written text "& "ONTENT 1&1 Te)t as "onnecte* Discourse "onnecte* Speech or "onnecte* Discourse is Discourse is more than &ust a string of individual target segments &oined together in series' since each segment is liab liable le to in(u in(uen ence ce the the segm segmen ents ts that that surr surrou ound nd it. it. In ling lingui uist stic ics' s' is a contin continuou uous s seuenc seuence e of sounds sounds formin forming g uttera utterance nces s or conve conversat rsation ions s in s#ok s#oken en lang langua uage ge.. Anal Analys ysis is of conn connec ecte ted d s#ee s#eech ch show shows s soun sound d chan change ges s a)ecting linguistic units traditionally described as #hrases' words' lexemes' mor#hemes' syllables' #honemes' or #hones. 1&+ Techni,ues Techni,ues in Selectin- an* Or-ani.in- Information 1&+&1 (rainstormin- List *rainstorming uses words or #hrases in listing down whatever comes to your mind about your to#ic. +hat is it, • •
A -atherin- of -atherin- of ideas from your brain onto #a#er. -he /ariety of ideas and the use of your ima-ination assist ima-ination assist you in #roducing a lot of material with which to work.
+hy do we need it, Its the best way to collect your thoughts. Its hel#ful for organi!ation. It ensures ensu res only uality ideas are used in the essay. essay. •
•
*rainstorming -echniue /1: 0reewriting +hat is it, -hink about the to#ic. to#ic. -hen write' write' write. +hatever comes into your brain even if it doesnt have to do with the to#ic.
1
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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xam#le: 3-his #a#er is su##osed to be on the #olitics of tobacco #roduction but even though I went to all the lectures and read the book I can4t think of what to say and I4ve felt this way for four minutes now and I have 11 minutes left and I wonder if I4ll kee# thinking nothing during every minute but I4m not sure if it matters that I am babbling and I don4t know what else to say about this to#ic and it is rainy today and Inever noticed the number of cracks in that wall before and those cracks remind me of the walls in my grandfather4s study and he smoked and he farmed and I wonder why he didn4t farm tobacco...3 Options0 +rite for a s#eci5c time #eriod +rite for a s#eci5c amount of #a#er When is it helpful +hen you have 67 ideas about a to#ic +hen you have -77 8A69 ideas about a to#ic *rainstorming -echniue /2: 8aking a ube +hat is it, Imagine a cube. It has six sides. 7n each side' you have h ave a di)erent task regarding the to#ic. ;ide 7ne: Describe the to#ic. ;ide -wo: om#are the to#ic. ;ide -hree: Associate the to#ic. ;ide 0our: Analy!e the to#ic. ;ide 0ive: A##ly the to#ic. ;ide ;ix: Argue for or against the to#ic. +hat is it, +hen you write down words or conce#ts associated with the to#ic any ideas that come into your mind (rainstormin- Techni,ue 230 "lusterin-
2
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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Global Warming rainforests disa##earing emissions extinction dangerous dying animals
toxic world wide
Cars/SUVs
factories landscape changes
no
icebergs expensive to fix?
hurricanes Reversible, Draw a bubble and write the to#ic above it. -hen' brainstorm. 6ow look for words that connect with each other. other. ircle the words and connect them with lines. (rainstormin- Techni,ue 240 Listin- or (ulletinWhat is it "reate a list of terms5i*eas5concepts a6out the topic& "reate multiple lists *epen*in- on the purpose&
Global Warming Toxic
fumes
SUVs/Cars Extinction elief/!isbelief "yoto
#greement
(rainstormin- Techni,ue 270 8enn Dia-ram What is it Draw two circles that connect' like this:
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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*rainstorm about the to#ics what do they have h ave in common and what is uniue about each one.
Capital
Cities
County seat
ecame %aris in &'' #(!(
Eiffel To$er
#nglop)one *ounded in +,-.
francop)one
(rainstormin- Techni,ue 290 Tree Dia-ram +hat is it, -his diagram has a central idea to which you add branches that focus on details. details. +hen do you use it, -his ty#e of diagram diagram is hel#ful in classi5cation classi5cation essays. (rainstormin- Techni,ue 2:0 Act a Li;e a
sing the uestion words in nglish to ex#lore the to#ic.
W)o? W)ere? W)at?
W)y? W)en? o$?
(rainstormin- Techni,ue 2=0 T>Dia-ram +hat is it, >sing a - sha#e' list a category that you want to com#are or contrast about a s#eci5c to#ic or to#ics. Do this for a variety of categories. +hen is it useful, -his techniue hel#s when you are are writing a contrast or com#arison com#arison essay. essay.
location 0ort)and =aris' 0rance Europe #merica 0ort)ern -exas =aris *rance 0ort)ern Texas
(rainstormin- Techni,ue 2?0 Spo;e Dia-ram $
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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+hat is it, +rite the to#ic in a circle. -hen think of about causes and e)ects. +rite these around the circle like s#okes on a wheel. +hen is it useful, >se this techniue when you want to ex#lore cause and e)ect.
too many people
Glob cars/suvs Cra1y $eat)er al recycling
not
loss of War polar ice
c)opping do$n trees
caps ming
dying animals
1&+&+ raphic Or-ani.er A gra#hic organi!er is usually a one%#age form with blank areas for the student to 5ll in with related ideas and information. ;ome organi!ers are very s#eci5c? others can be used with many to#ics. 0or the most #art' the information on a gra#hic organi!er could &ust as easily be 5lled in on a form or written as a list. -he organi!er gives the child another way to see the information. ;ome of the organi!ers allow for the information to be written or drawn' o#ening the activity u# to the younger grades. @ra#hic organi!ers are a hel#ful way to organi!e information. @ra#hic organi!ers are hel#ful because: 1. -hey hel# you understand how things go together. 2. -hey hel# you remember information better. better. ". -hey make it easier to write your 5nal 5n al draft. $. -hey hel# organi!e any ty#e of writing. xam#les of @ra#hic 7rgani!ers:
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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B
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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1&+&3 Topic Outline C
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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An outline #resents the whole #a#er at a glance' giving a list of the ma&or and minor ideas. ideas. -here -here are are two ty#es of outline: outline: to#ic to#ic outline outline and sentence sentence outline. outline. A to#ic outline #resents each #oint in a single word or in a #hrase. -he following is an exam#le: A Topical Topical Outline 'sin- the Mo*ern or Numerical La6elin- System T1esis State'ent: A thorough or wide knowledge of the library will hel# you a lot in #roducing a good college research #a#er.
1. 6ature of the
I. -he library has its own inherent or basic uality. uality. A. -he word library has its own inherent or basic uality. *. -he library is im#ortant in many ways. . 7ne basic #art of it is the card catalogue. II. -he library has di)erent kinds of reading materials. A. -he library has books for general circulation. circulation. 1. ;ome of these are 0iction. 2. -he others are 6on%5ction. *. -here are #eriodicals in the library. 1. 6ews#a#ers are found in the library. 2. 8aga!ines are housed in the library. F
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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". Eournals are regularly seen in the library. . @eneral reference materials are #ermanent #arts of the library. library. D. ;#ecial reading materials that are not in book form are in the library. III. -he reading materials in the library follow a certain system of arrangement. A. -he books are arranged according to the Dewey Decimal lassi5cation ;ystem. *. -he
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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;howing the connection between the basis or reason and results or outcome of the existence of a thing or the occurrence of an event 1&3&: %ro6lem > Solution =resents a #roblem to be identi5ed' considered' ex#lained' or solved 1&3&= %ersuasion Aims to convince readers to #erform an action or change someones o#inion. 1&4 %roperties of a Well Written Te)t 1&4&1 Or-ani.ation 7rgani!ation refers to the continuity of thought of a #iece of writing. It is also the arrangement of thought in a chronological order order 1&4&+ "oherence an* "ohesion oher oherenc ence e is the unify unifying ing element element in good good writin writing. g. It refer refers s to the unity unity created created between between the ideas' ideas' sentences' #aragra#hs #aragra#hs and sections of a #iece #iece of writing. writing. oherence oherence is what gives gives a #iece #iece of writing writing its (ow. (ow. It also gives the reader reader a sense of what to ex#ect ex#ect and' therefor therefore' e' makes makes the reading reading easier easier to follow as the ideas a##ear to be #resented in a natural' almost authentic way. In linguistics' it is the #ro#erty of unity in a written text or a segment of s#oken discourse that stems from the links among its underlying ideas and from the logical logical organi!ation organi!ation and develo#ment of its thematic content. content. ohesion is the use of re#etition' transitional ex#ressions' and other devices Lcohesive Lcohesive cuesM to guide readers readers and show how the #arts of a com#o com#ositio sition n relate relate to one another another. In se refers to the kind of language you have to use to ex#ress 1&4&4 Mechanics 8echanics refers to the grammatical structure of the #aragra#h' its s#elling' #unctuation marks and diction D& 8AL'ES INTERATION nowing how information is #resented in a text allows the reader or audience to understand the intention of the writer and to get the im#ortant information in a certain text. A reader will be able to absorb and understand more what he or she is reading when he or she is able to get the whole #icture of an article.
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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B& METHODS OB INSTR'"TION Individual Reading ollaborative Reading 0ormal Discussion
& ASSESSMENT TOOLS Acti/ity 2 10 Non>ra*e*C "lass Acti/ity ;tudents will be asked to write on the board their understanding of the de5nition of the term Jreading.K
READIN
Acti/ity 2 +0 non>-ra*e*C class acti/ity ;tudents will be asked to write on the board about reasons why we read.
Rea*in%urposes
Acti/ity 2 30 1+ points =ut each minor idea under the right heading re#resenting the ma&or idea. Minor I*eas Analytic reading Im#ortance of reading >se of contextual clues ritical reading De5nition of reading Having a lot of schemata Idea reading +idening ex#erience in life haracteristics of reading
MaFor I*eas 1& Nature of Rea*inGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG +& Types of Rea*inGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG 11
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Intensive reading ;#ending more time in reading =sychology of reading
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GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG 3& Impro/in- Rea*in- "omprehension GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG GGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGG GGG
Anser0 1& Nature of Rea*inIm#ortance of reading De5nition of reading haracteristics of reading =sychology of reading +& Types of Rea*inAnalytic reading ritical reading Idea reading Intensive reading 3& Impro/in- Rea*in- "omprehension >se of contextual clues Having a lot of schemata +idening ex#erience in life ;#ending more time in reading Acti/ity 2 30 Rea* the te)t an* complete the -raphic or-ani.er 6ase* on the te)t rea*& 7 points BRIENDSHI% 0riendshi# is a s#ecial bond that you have with certain #eo#le. It kee#s your life from being lonely and makes life more fun and meaningful. 9ou 9ou can sit in a room full of #eo#le' but without a friend you are still alone. +hom will you talk to, +ho knows how you feel, +ho will share this time, 0riends hel# make the good times better and the hard times more bearable. It is the freedom to choose your friends that makes friendshi# s#ecial. 0riends 0riends share interests' attitudes' #roblems' and ex#eriences. If you share an interest in music' together you may listen to music' #lay interests' or write lyrics to a song. Hours may be s#ent talking about the #erfect sound system for a car. ommon com#uter knowledge may lead to develo#ing a website or new software. 0riends #rovide com#anionshi#' the sharing of information' and insights. ;imilar interests enhance a friendshi#. 0riends also de#end on and trust each other. -hey give advice and emotional su## su##or ortt when when it is need needed ed most most.. -hey -hey list listen en.. 8a 8ain inta tain inin ing g a frie friend ndsh shi# i# is not not automatic' however. however. Ral#h +aldo merson said' J-he only way to have h ave a friend is to be one.K 9ou have to work at being a good friend. It takes time' energy' and commitment' but friendshi# is its own reward. 12
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Special 6on* 1. OOO OOOOOOO OOOOOO OOO OOOOO OOOOOO OOOO OOOO OOOO OO 2. OOOO OOOOOO OOOO OOOO OOOO OOOO OOOO OOOO OOOO OOOO OO
BRIENDSHI% Share the same thin-s ". OOO OOOO OOOOO OOOOOO OOOO OOOO OOOO OOOO OOOO OOO OO $. OOOO OOOOOO OOOO OOOO OOOO OOOO OOOO OOOO OOOO OOOO OO
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Someone to *epen* on . OO OOOOOO OOOOOO OOOO OOOO OOOO OOOO OOO OOOOO OOOOO O
Anser !ey0 BRIENDSHI% Special 6on* Share the same thin-s 1. It kee#s your life from ". 0riends share interests' being lonely and makes attitudes' #roblems' and life more fun and ex#eriences. meaningful. $. ;imilar interests 2. 0riends riends hel# hel# make make the enhance a friendshi#. good times better and the hard times more bearable.
Someone to *epen* on . -hey give advice and emotional su##ort when it is needed most.
Acti/ity 2 40 1 points Rea* the folloin- te)t an* @ll up the necessary information to complete the outline& %HO(IAS +e all have fears' but at what #oint do they interfere with our lives, 8any of us &um# at the sight of a s#ider crawling on our leg. A bum#y #lane ride may make us nervo nervous us.. *ut *ut what what if a fear fear beco become mes s so inten intense se that that it mak makes norm normal al life life im#ossible, -hen that fear would become a #hobia. A #hobia is an intense and #ersistent fear of a s#eci5c ob&ect' situation' or activity. -he anxiety is usually out of #ro#ortion to the real situation' and the victim is fully aware that the fear is irrational. *ecause of this fear' the #hobic #erson leads a restricted life. A sales#erson who is terri5ed to (y has to limit business to areas that can be visited by land' rail' or water. water. A #erson with an extreme fear of elevators must use the stairs to get to a friends tenth%(oor a#artment. =hobic =hobic anxiety anxiety is di)erent di)erent from other forms of anxiety anxiety because it is focused on a #articular ob&ect or event. +hen confronted with the ob&ect of their #hobia' #eo#le often ex#erience #hysical sym#toms. A ra#id' #ounding heartbeat' stomach disorders' nausea' diarrhea' freuent urination' a choking feeling' (ushing of the face' sweating' trembling' and faintness are some common sym#toms. -hrough various ty#es of thera#y' some #hobic #eo#le are able to confront their fears. 8ore commonly' however' they avoid the situation or ob&ect that causes the fear an avoidance that limits the #hobics life ex#eriences. Title0 OOOOOOOOOOO Title0 OOOOOOOOOOOOOOOO OOOOO 1"
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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1. =hobia 1.1 De5nition of =hobia 1.1.2 Intense and =ersistent 0ear 0ear 1.1.2.1 s#eci5c ob&ect 1.1.2.2 OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 1.1.2." activity 1.2 6ature of =hobia 1.2.1 Anxiety 1.2.1.1 OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 1.2.1.2 victim is fully aware that fear is irrational 1.2.2 0ear 1.2.2.1 #erson leads to a restricted life 2. OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 2.1 =articular 0ocus 2.1.1 7b&ect 2.1.2 vent 2.2 =hysical ;ym#toms 2.2.1 OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 2.2.2 OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 2.2." nausea 2.2.$ diarrhea 2.2. OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 2.2.B choking feeling 2.2.C OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO 2.2.F sweating 2.2. trembling 2.2.1N OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO ". Garious Garious ty#es of thera#y ".1 confront fear ".2 OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO ".2.1 situation ".2.2 ob&ect
Anser !ey0 %HO(IAS 1. =hobia 1.1 De5nition of =hobia 1.1.2 Intense and =ersistent 0ear 0ear 1.1.2.1 s#eci5c ob&ect 1.1.2.2 situation 1.1.2." activity 1.2 6ature of =hobia 1.2.1 Anxiety 1.2.1.1 out of #ro#ortion to the real situation 1.2.1.2 victim is fully aware that fear is irrational 1.2.2 0ear 1$
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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1.2.2.1 #erson leads to a restricted life 2. =hobic Anxiety 2.1 =articular 0ocus 2.1.1 7b&ect 2.1.2 vent 2.2 =hysical ;ym#toms 2.2.1 ra#id' #ounding heartbeat 2.2.2 stomach disorders 2.2." nausea 2.2.$ diarrhea 2.2. freuent urination 2.2.B choking feeling 2.2.C (ushing of the face 2.2.F sweating 2.2. trembling 2.2.1N faintness ". Garious Garious ty#es of thera#y ".1 confront fear ".2 avoiding causes of fear ".2.1 situation ".2.2 ob&ect Acti/ity 2 7 Stu*ents Stu*ents ill 6e as;e* as;e* to form a circle 6y -roups& Each -roup -roup ill rea* a piece of te)t& Mem6ers of each -roup ill rea* to-ether the te)t an* ill anser the ,uestions that follo& After 17 minutesJ the -roup ill pass the te)t to the ne)t -roup& -hey will answer the following following uestions: a. +hat is the #attern of develo#ment, b. ;tate in 2%" sentencs the summary of the text. c. +hat words or evidences make you say that it is the #attern of develo#ment used, %e**lin- On My On
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
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that I forgot to #eddle. -he next ste# I remember' I was lying on the ground' yet I did not care because of the adrenaline rush. I will never forget the exhilarating moment and growing u# stage of riding a bike without training wheels. PQ 0allon 0auue 2NNP Anser0 Narration
The Hot Bu*-e Sun*ae In front of me on the table sat a beautiful #ure white bowl' sim#listic in design' hiding a decadent sur#rise inside. In the bowl was hidden something that was not so #ure' however' the irresistible indulgence was worth every calorie that I knew it contained. As I looked inside I saw on the bottom of the bowl a hot' tender brownie loaded with macadamia nuts. I knew from #ast ex#erience that the nuts had a creamy and smooth texture' almost like white chocolate. 7n to# of the brownie were two 5rmly #acked scoo#s of ice cream' laying side by side' each one a di)erent (avor. -he scoo# on the right was a rich vanilla' (ecked with dark s#ecks of vanilla bean. -he scoo# on the left was a dark' smooth' bittersweet chocolate. -he scoo#s were &ust starting to melt tiny rivers of melted cream down the sides of the hot brownie' #ooling on the bottom of the #ure white bowl. -hese scoo#s of ice cream were dra#ed with a sum#tuous' rich' hot fudge sauce. -o##ing the luscious sauce was an am#le dollo# of whi##ed cream that was in #erfect contrast to the dense' almost too rich dessert below. -he whi##ed cream was to##ed with a shower of choc ch ocol olat ate e s# s#ri rink nkle les s an and d 5ne 5nely ly ch cho# o##e #ed d wa waln lnut uts. s. +h +hat at 5n 5nal ally ly co com# m#le lete ted d th this is wonde wo nderfu rfull cr creat eation ion was a #er #erfec fectt mar marasc aschino hino che cherry rry'' its re red d &ui &uice ce send sending ing tin tiny y stream str eams s do down wn the who whole le mou mounta ntain in of des desser sertt del deligh ight. t. -he con contra trast st of col colors ors'' textures and (avors in this dessert a##ealed to every #art of my senses. I could not wait to eat it. PQ 2NN elly ofskeP Anser0 Description
Types of Brien*s
0riends can be classi5ed according to their honesty' loyalty' the ty#e that 5ts you into their schedule' or the ty#e that 5nds time for you when they need something. An honest friend tells you the truth even if its not always what you want to hear. In the lon long g run' that hon honest est fri friend end may hav have e sav saved ed you fr from om emb embarr arrass assment ment or #ossibly re&ection. -hey give you constructive criticism overall. -he loyal friend is the ty#e of friend that will be there for you through the thick and the thin. -hey dont care how good or bad you may look one day? they are sensitive to your feelings' they res#ect you and the other #eo#le in your life' and most of all they will never let you down when times are hard. -hey may be what you call a best friend. 1B
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Doc. Code: E)ecti*it,
-he third grou#' the #erson that 5ts you into their schedule' is the ty#e of #erson that is always on the go. -hey barely have time for themselves let alone another #erson. 8ore than likely they will not be there for you when you need them most' because they are so wra##ed u# in their busy' hectic life. -hen you have the self% absorbent ty#e of JfriendK that 5nds time for you only when they need something. -his ty#e of #erson isnt what you would call a friend. -his #erson may always be extremely nice to you because they know that if are nice to you then they will more than likely get what they want. -hey will call you every once in awhile when it is almost time for them to use that #erson again. It may be for a ride to work' home' or they &ust want somebody to hangout with because they have no other friends. If the #erson that is being used is smart they will eventually reali!e that they are getting used and will sto# being there for that #erson. PQ 2NN Amy 6eillP
Anser0 E)empli@cation 5 "lassi@cation
%hones Although cell #hones and regular #hones have the same #ur#ose and they both work the same' they have many di)erences as well. 0or exam#le a cell #hone has h as to have at least six service bars in order to talk and the battery has to have a charge before it will work. -he battery needs to charge for about an hour but it de#ends on what kind of charger you use. -he charger that comes with the cell #hone doesn4t take as long to charge the #hone as chargers #urchased over the counter. A hard wired #hone' one that has to be installed through wiring within your home' can be used anywhere in your home and is maintained by tele#hone servicemen. some of hard wired #hones are cordless' which means they can be used throughout the home and even in the yard. 9ou can4t take your hard wired #hone with you in your vehicle because service is limited to &ust a short range. A cordless #hone has to be returned to its base #eriodically to be recharged. +ith your cell #hone' someone can leave you a message an dyou can get it right on the #hone where as on a home #hon #h one' e' yo you u ha have ve to ha have ve an an answ swer erin ing g ma mach chin ine. e. Al Alth thou ough gh th they ey ha have ve ma many ny di)erences' they also have some similarities. -hey both have to be charged in order to kee# the battery full an dthe #hone working. 9ou can use both to make an drecieve a call. -hey also both ring t tell you that you have an incomming call. A cell #hone can be #rogramed for s#ecial rings but a hard wired #hone has only one ring tone. ell #hones are much smaller in a##erance than a hard wired #hone. ell #hones may have di)erent a##erences and gadgets but they both serve the same #ur#ose. PLcM2NN
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Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Doc. Code: E)ecti*it,
Droppin- Out 0or many teenagers' there are numerous negative factors that can lead them to give u# on their education and dro# out of school. -he 5rst cause is that many teenagers lack #ositive role models in their lives. -he lack of an encouraging adult in their lives can cause them to think negatively about themselves and it does not allow them to live u# to their full #otential. Also' the lack of a #ositive role model can cause them to get involved with the wrong kind of #eo#le and activities. +hen students get
involved in these ty#es of negative situations' they usually don4t focus on school. -his can lead many im#ressionable young children to give u# on their education. Another factor that causes a student to give u# on school is a lack of determination. If they4re not determined to graduate' it can be very dicult for them to stay in school. 8any students 5nd it dicult to stay focused on school when they when they feel that getting an education is useless. ;ome students only attend school because they are forced to and they are not there to further their education. -he third and 5nal factor is #eer #ressure. 8any students give into #ure #ressure very easily. If the #ure #ressure is negative' this can lead them into drugs and alcohol. -he drugs and alcohol can cause them to dro# out very easily because that is the only thing that they are focused on and it can easily ruin a child4s life. Po#yright 2NN 8ike ;ullivanP
Anser0 "ause an* Eect Homeor; Homework is an im#ortant #art of the th e learning #rocess in middle school. 7ne reason is that homework gives students additional #ractice of skills covered in class. 8iddle school classes are too short to teach a new conce#t and #ractice it suciently for students to master. ;tudents need both guided #ractice in class and inde#endent #ractice at home. Another reason for homework is that it #rovides time to com#lete longer assignments. 0or exam#le' the ideal com#osition #rocess allows time for students to think and to re(ect on their ideas' as well as time to revise and to #roofread their writing. Also' re#orts and s#ecial #ro&ects often reuire research that cannot always be done at school. In addition' since all students do not work at the same s#eed' giving students time at home to 5nish work kee#s them from falling behind. 0inally' the most im#ortant reason for homework is that it ensures review. 6ew material and old material are #racticed in daily assignments. ;tudents who do their homework daily are #re#ared for tests and make better grades. In conclusion' not only is homework essential to mastering new skills and maintaining #reviously learned skills' but it also guarantees constant review and #rovides time for longer
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Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Doc. Code: E)ecti*it,
assignments' as well as additional time for students who need it. ;tudents' do your daily homework' make better grades' and learn moreS Anser0 %ersuasion Shanty Tons -here are numerous health #roblems in shanty towns. 0irstly' because the sites are illegal the government does not #rovide #i#ed water. As a result' drinking and bathing water are usually dirty and this causes diseases such as dysentery' ty#hoid and he#atitis' as well as skin and eye diseases. ;econdly' houses are often overcrowded and have #oor air circulation. -his makes it easier to catch diseases like (u' -* and di#htheria where infection enters through the throat. -hirdly' there are no drains' sewers or rubbish collection services. -he resulting #ools of stagnant water and hea#s of household waste attract rats and insects' which can #ass on diseases. -he government could do a lot to solve these #roblems. 0or exam#le' they could su##ly clean' #i#ed water to individual houses or' at least' to neighborhoods. -his would make drinking water safe and reduce infections. In addition' the authorities authorities could #rovide #rovide householders householders with building building materials materials to im#rove im#rove their conditions and educate them about the im#ortance of ventilation.
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Doc. Code: E)ecti*it,
contains contains elements elements of com#uter com#uter%gener %generated ated or synthesi!ed synthesi!ed instruments' instruments' including including drum machines and electronic guitars' in addition to some of the elements from the origin original al movement movement.. Heavy Heavy metal metal focuses focuses less on melody melody and more on heavy heavy guitars' while folk%rock ty#ically uses a much more acoustic sound with instruments like ban&os and harmonicas. merging in the late 1CNs were glam rock and #unk rock' which share a stri##ed%down sound and em#hasi!e aesthetics' while #unk rock tends to be more aggressive and glam tends to be more theatrical. ven today' rock music tends to share a distinctive beat with electric or acoustic guitars. I& "omplete the folloin- -raphic or-ani.er 6ase* from the te)t rea*&
Electronic Roc; 2. OOOOOOOOOOOOOO OOOOOOOOOOOOOO ". OOOOOOOOOOOOOO OOOOOOOOOOOOOO $. OOOOOOOOOOOOOO OOOOOOOOOOOOOO . OOOOOOOOOOOOOO OOOOOOOOOOOOOO
Hea/y Metal B. OOOO OOOOOO OOOO OOOO OO
1. OOOOOOOOOOOOOOO OOOOOOOOOOOOOOO Bol;>Roc; lam Roc; C. OOOO OOOOOO OOOO OOOO OO F. OOOOOOOOOO . OOOOOOOOOO
1N. OOOOOOOOOO 11. OOOOOOOOOO 12. OOOOOOOOOO
%un; Roc; 1". OOOOOOOOOO 1$. OOOOOOOOOO 1. OOOOOOOOOO
II& "omplete the folloin- outline 6ase* from the te)t rea*& Title0 19 OOOOOOOOOO 1. 1: OOOOOOOOOO 1.1 1= OOOOOOOOOO 1.1.1 com#uter%generated com#uter%generated 1.1.2 1? OOOOOOOOOO 1.1.2.1 + OOOOOOOOOO 1.1.2.2 electronic guitars 2. +1 OOOOOOOOOO 2.1 0ocus 2.1.1 less on melody 2.1.2 ++ OOOOOOOOOO ". +3 OOOOOOOOOO ".1 -y#ical -y#ical >se ".1.1 acoustic sound ".1.1.1 +4 OOOOOOOOOO ".1.1.1.1 ban&os 2N
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Doc. Code: E)ecti*it,
".1.1.1.2 +7 OOOOOOOOOO $. +9 OOOOOOOOOO $.1 lements $.1.1 +: OOOOOOOOOO $.1.2 em#hasi!e aesthetics $.1." += OOOOOOOOOO . =unk Rock .1 lements .1.1 stri##ed down sound .1.2 +? OOOOOOOOOO .1." 3 OOOOOOOOOO III& i/e hat is as;e*& "1. #attern of develo#ment used in the text "2. em#hasi!e the use of transitional devices such as moreover' however' on the other hand' etc. "". focuses on grammar' #unctuation marks' s#elling and diction "$. refers to the kind of language you have to use for your audience ". refers to the arrangement of thought according to time Anser !ey0 I& Electronic Roc; 2.com#uter generated ".synthesi!ed music $. drum machines . electronic guitars
Hea/y Metal B. focuses less on melody and more on heavy guitars
1. Rock 8usic Bol;>Roc; C. ty#ically uses a much more acoustic sound F. ban&os . harmonicas
lam Roc; 1N. stri##ed down sound 11. em#hasi!e aesthetics 12. theatrical
%un; Roc; 1". stri##ed down music 1$. em#hasi!e aesthetics 1. more aggressive
II& Title0 Rock 8usic 1. lectronic Rock 1.1 lements 1.1.1 com#uter%generated com#uter%generated 1.1.2 synthesi!ed instruments 1.1.2.1 drum machines 1.1.2.2 electronic guitars 2. Heavy 8etal 2.1 0ocus 2.1.1 less on melody 2.1.2 more on heavy guitars ". 0olk Rock ".1 -y#ical -y#ical >se ".1.1 acoustic sound ".1.1.1 instrument used 21
Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +: Date: -ne !/ #!0
Doc. Code: E)ecti*it,
".1.1.1.1 ban&os ".1.1.1.2 harmonicas $. @lam Rock $.1 lements $.1.1 stri##ed down sound $.1.2 em#hasi!e aesthetics $.1." more theatrical . =unk Rock .1 lements .1.1 stri##ed down sound .1.2 em#hasi!e aesthetics .1." more aggressive III& "1. classi5cation "2. cohesion "". mechanics "$. language use ". organi!ation
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