COMPOSITION

soberbio79 1,514 views 133 slides Jun 16, 2014
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About This Presentation

FORMACIÓN PARA EL TRABAJO SEXTO SEMESTRE

Size: 4.44 MB
Language: en
Added: Jun 16, 2014
Slides: 133 pages

Slide Content

2
PRELIMINARES

















































Esta publicación se terminó de imprimir durante el mes de diciembre de 2011.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 965 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA

Director General
Mtro. Julio Alfonso Martínez Romero

Director Académico
Ing. Arturo Sandoval Mariscal

Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia

Director de Planeación
Ing. Raúl Leonel Durazo Amaya



COMPOSITION
Módulo de Aprendizaje.
Copyright ©, 2011 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Primera edición 2011. Impreso en México.

DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280



COMISIÓN ELABORADORA :

Elaborador:
Edna Elinora Soto Gracia

Revisión Disciplinaria:
Jesús Moisés Galaz Duarte

Corrección de Estilo:
Viridiana Vidal Trasviña

Apoyo Metodológico:
Jesús Moisés Galaz Duarte

Supervisión Académica:
Luz María Grijalva Díaz

Diseño:
Joaquín Rivas Samaniego

Edición:
Cynthia Meneses Avalos

Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López

Coordinación General:
Ing. Arturo Sandoval Mariscal

3
PRELIMINARES
















































Ubicación Curricular

HORAS SEMANALES:
04



CRÉDITOS:
08

DATOS DEL ALUMNO

Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________


COMPONENTE:
FORMACIÓN PARA EL
TRABAJO


CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)

4
PRELIMINARES

5
PRELIMINARES


Presentación ......................................................................................................................................................... 7
Mapa de asignatura .............................................................................................................................................. 8

BLOCK 1: USING WORDS EFFECTIVELY ............................................................................................. 9
Didactic Sequence 1: Dictionary use ................................................................................................................10
• Start up activity .............................................................................................................................................10
• Development activities .................................................................................................................................12
• Dictionary......................................................................................................................................................12
• Finding words in the dictionary ....................................................................................................................13
• A dictionary entry ..........................................................................................................................................17
• Pronunciation symbols and accent marks ..................................................................................................19
• Parts of speech ............................................................................................................................................22
• Irregular forms of words ...............................................................................................................................24
• Closing activity .............................................................................................................................................29
Didactic Sequence 2: How to become a better reader and thinker ..................................................................31
• Start up activity .............................................................................................................................................31
• Development activities ................................................................................................................................32
• Clear thinking ...............................................................................................................................................33
• Identifying logical support ............................................................................................................................36
• Determining a logical point ..........................................................................................................................38
• Closing activity .............................................................................................................................................40
Didactic Sequence 3: Vocabulary in context: ....................................................................................................41
• Start up activity .............................................................................................................................................41
• Development activities .................................................................................................................................43
• Vocabulary in context ...................................................................................................................................43
• Synonyms ....................................................................................................................................................46
• Antonyms ....................................................................................................................................................48
• General sense of the sentence of passage ................................................................................................50
• Closing activity .............................................................................................................................................52

BLOCK 2: COMPOSITION A CORRECT ENGLISH ALIGNMENT ........................................................ 55
Didactic Sequence 1: Building effective sentences ...........................................................................................56
• Start up activity .............................................................................................................................................56
• Development activities .................................................................................................................................58
• Building sentences .......................................................................................................................................58
• A compound sentence .................................................................................................................................58
• Identifying subject and verb .........................................................................................................................63
• Being consistent ...........................................................................................................................................65
• Consistent person ........................................................................................................................................67
• Consistent tone ............................................................................................................................................69
• Closing activities ..........................................................................................................................................71
Didactic Sequence 2: Writing an essay ..............................................................................................................73
• Start up activities ..........................................................................................................................................73
• Development activities ................................................................................................................................74
• Writing an essay ...........................................................................................................................................74
• Model essays ...............................................................................................................................................75
• Types of essays ...........................................................................................................................................88
• Closing activities ..........................................................................................................................................96


Índice

6
PRELIMINARES



BLOCK 3: ANTHOLOGY ...................................................................................................................... 99
Didactic Sequence 1: Approaching literature .................................................................................................. 100
• Start up activity .......................................................................................................................................... 100
• Development activities .............................................................................................................................. 101
• What is literature? ...................................................................................................................................... 101
• Literal and figurative language .................................................................................................................. 101
• Selected biographies and poems ............................................................................................................. 106
• Closing activity .......................................................................................................................................... 113
Didactic Sequence 2: Readings selection....................................................................................................... 114
• Start up activity .......................................................................................................................................... 114
• Development activities ............................................................................................................................. 115
• Elements of a short story .......................................................................................................................... 115
• Selected short stories and tales ............................................................................................................... 117
• Closing activity .......................................................................................................................................... 131


Bibliography ..................................................................................................................................................... 133

Índice (continuación)

7
PRELIMINARES


“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.

El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto.

El presente Módulo de Aprendizaje de la asignatura de Composition, es una herramienta de suma importancia, que
propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los
objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel
nacional.

El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.

Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.

En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.

Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.

La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,
de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una
visión general del logro de los aprendizajes del grupo.

Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.

Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.

Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que
contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser
receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización
de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir
juntos.



Presentación

8
PRELIMINARES



COMPOSITION
BLOQUE 1
Using words
effectively
BLOQUE 2
Composition
a correct
English
Alignment
BLOQUE 3
Anthology

Tiempo asignado: 20 horas
Using words effectively.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Unidad de competencia:
Muestra la forma de comunicarse por escrito con mayor eficacia, cubriendo los aspectos de pensar, escribir,
tanto en comunicaciones formales e informales.

Atributos a desarrollar en el bloque:
4.1. Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que
se encuentra y los objetivos que persigue.
4.3. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4. Se comunica en una segunda lengua en situaciones cotidianas.
4.5. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4. Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1. Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los
contextos local, nacional e internacional.

10
USING WORDS EFFECTIVELY
Didactic Sequence 1.
Dictionary use.

Startup Activity

















































Dashing definitions

Pair work. There are two parts to this puzzle. First, your partner and you must correctly
write the missing letters in each line for the dictionary words, answering the definitions.
Then, locate those terms within the word search below. Check each other’s work.

1. TO PROVIDE LODGING AC ____ ____M ____ ODATE
2. THE DISTANCE AROUND A CIRCLE CIRC ____MF _____ RENCE
3. FROM A DIFFERENT COUNTRY FORE ____ ____ N
4. TO TRAVEL JO ____ RN ____ ____
5. AN OPINION OR DECISION JU ____ ____ MENT
6. THE NUMBER OF MILES TRAVELED MIL ____ ____ GE
7. A LIST OF EVENTS AND TIMES S ____ ____ EDULE
8. NOT JOINED SEP ____ R ____ TE
9. TO ACHIEVE A DESIRED RESULT SUC ____ ____ED
10. TO MAKE A HIGH-PITCHED SOUND W ____IST ____ ____



K D V F Z E E U J C E N M V H
T Y D S O T S R A I L B I B K
X R R A S A N P M R T E L U Z
S T Y W W R X O L C S K E D R
E C S U P A P G L U I Y A V V
J T H E N P C M X M H J G Q A
S U A E L E Z L M F W K E C G
Y U D D D S G X K E F B U D G
K E C G O U O L M R F P E A S
H X N C M M L R N E T D K D O
Y R O R E E M E W N P D C T S
Q O V J U E N O I C R Y T H T
J X Z L B O D T C E Q M B I Y
L T P J T J J L X C B E C W U
N G I E R O F E S I A L H O O

©2007 Realmworks Communications. http://www.everydayteaching.com
Activity: 1

11
BLOCK 1









































Evaluation
Activity: 1
Product: Word search exercises
and dictionary table.
Value:
Knowledge
Conceptual Conceptual Attitudinal

Procedimental Attitudinal
Identifies terms used in a
dictionary word search activity.
Practices the use of the dictionary
terms to check meaning and for
vocabulary development.
Integrates social and procedural
decisions when filling the missing
letters and when locating
definitions in a” word search
activity”.
Co-evaluation
C MC NC
Obtained value


What can you find in a dictionary?
A. Circle the things below that you can find in a dictionary.
GUIDE WORDS DEFINITIONS PRONUNCIATION OF A WORD

PART OF SPEECH OF A WORD ORIGIN OF A WORD

SYNONYMS FOR A WORD SYLLABLES OF A WORD CORRECT SPELLING OF A WORD

B. Find the following items in your dictionary and answer the questions.
1) What is the first entry under "P" in your dictionary?
_________________________________________________________________________________________________
2) What is the last entry under "A" in your dictionary?
_________________________________________________________________________________________________
3) How many pages are there in your dictionary?
_________________________________________________________________________________________________
4) How many pages are there in the part of your dictionary covering the letter "U"?
_________________________________________________________________________________________________
5) Pick any letter, and then find a word starting with that letter in your dictionary. Write the word, and then write
what part of speech it is, how many syllables it has, and what its definition is.

Letter Word Part of a Speech Syllables Definition





2007 Realmworks Communications. http://www.everydayteaching.com
Activity: 1a

12
USING WORDS EFFECTIVELY
Development Activities






































Read and learn about the dictionary use.

The Dictionary

The dictionary is a valuable tool. To help you use it, this sequence explains in a clear and detailed way what you
need to know about dictionary and the information they provide. You can benefit greatly by owning two
dictionaries. The first dictionary you should own is a paperback one you can carry with you. The second dictionary
you should own is a desk-sized, hardcover edition which should be kept in the room where you study.






Paperback dictionaries Desk-sized dictionaries



Hardbound or hardcover dictionaries contain a good deal more information than the paperback editions. For
instance, a desk sized dictionary defines far more words than a paperback dictionary. There are more definitions
per word, as well. Although they cost more, they are worth the investment, because they are valuable study aids.

Dictionaries are often updated to reflect changes which occur in the language. New words come into use, and old
words take on new meanings. So you should not use a dictionary which has been lying around the house for a
number of years. Instead, buy yourself a new dictionary. It is easily among the best investments you will ever
make.

In the computer, you may have two additional ways
to look up a word: online dictionaries and dictionary
that may come with your computer software. You
may find it easy to check words online. Here are
three sites with online dictionaries:

www.merriam.webster.com
www.dictionary.com
www.yourdictionary.com

There are also language learning or dictionaries
devices with more than 100,000 entries and clear
sounds for every word. They work without an internet
connection and include pronunciation guides.









Activity: 2

13
BLOCK 1













































Read and find more about the use of dictionaries.

Finding words in the dictionary

This section describes how to use guidewords and how to find words you can’t spell.

Using guidewords to find a word more quickly

One way to find a given word in a dictionary is to use guidewords which are the pair of words at the very top of
each dictionary page. Shown beside is the part of a page in one paperback dictionary.

Guidewords




The first guideword tells what the first word is on the page; the
second guideword tells what the last word is on the page. All
the word entries on the page fall alphabetically between the two
guidewords.



Now check your understanding on how to use guidewords. Underline the three words below that would
appear on the page with the guidewords ARMFUL/ARSENIC:

Art Aroma army arrest ax allow

Explanation:
The guidewords ARMFUL/ARSENIC tell us right away that every word on the page will begin with ar. The
immediately eliminated ax and allow. The words that would fall on the page with those guidewords are aroma,
army, and arrest. The word art also begins with ar, but alphabetically it comes after arsenic, the last word on the
page.

Activity 2b. Underline the three words in each series that would be found on the page with th e
guidewords.

1. daredevil / dated
database

danger Dark Ages dash date rape
2. gloom / go
giant

glow gnaw glue glitter
3. kidney / kindhearted
kindergarten

killing kickback kingdom kilowatt
4. dumbbell / dustpan







during

duplicate dye dunk dull
5. stuffed shirt
/subconscious








stumble sunstroke

subcompact

straw

style


Activity: 2a

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USING WORDS EFFECTIVELY










































Evaluation
Activity: 2
Product: Guide Word exercises and
guide word identification table.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies the types of
dictionaries, guide words, and
the correct page in a dictionary
to find a given word by referring
to the guide words.
Applies the use of guidewords to
help him/her indicate word’s
starting and ending point on any
given page. Recognizes different
types of dictionaries.
Shows ability and positive attitude
when using guide words to
indicate word’s starting and
ending points in a dictionary
page.
Auto-evaluation
C MC NC
Obtained value


Choose and write the letter for the following questions about the dictionary entries:


DESTINY would be found on the dictionary page with which guide word? ___________
a. Designate / desperate c. detach / determine
b. Despise / destructive d. descent / design

TENTATIVE would be found on the dictionary page with which guide word? ___________
a. Tennis / tentacle c. tent / term
b. Tender / tension d. tepid / terminate

NOTABLE would be found on the dictionary page with which guide word? ___________
a. Nostalgia / notation c. notary / notify
b. Northwest / nostril d. novice / noxious

UNDERMINE would be found on the dictionary page with which guide word? ___________
a. Underline / undershirt c. understand/ underwood
b. Under / undercover d. underground / underhand

EMINENT would be found on the dictionary page with which guide word? ___________
a. Elsewhere / embryo c. emporium / encumber
b. Embryology / employment d. eject / electrocute

Activity 2d. Look up for 5 words in the dictionary ( word’s meaning that you want to know like
“rationale”), find the guide words and then write the word, the dictionary’s page number, and the guide
words on the page where the word is found.

Word Page number Guide Word
1

2

3

4

5




Activity: 2c

15
BLOCK 1











































Finding a Word you can’t spell

If I can’t spell a word, you might ask, “How can I find it in the dictionary?” The answer is that you
have to guess what the letter might be. Guessing is not too difficult with certain sounds, such as the
sound of b and p. But other sounds are more difficult to pin down because they can belong to more
than one letter. And that’s where the guessing comes in. Here are two hints to help in such case:

Hint 1: If you’re not sure about the vowels in a word, you will simply have to experiment. Vowels often sound the
same. So try an i in place of an a, an i in place of an e, and so on. If, for example, you don’t find a word that
sounds as if it begins with pa, try looking under pe, pi, po, pu, py.

Hint 2: Following are groups of letters or letter combination that often sound alike. If your word isn’t spell with one
of the letters in a pair or group shown below, it might be spelled with another in the same pair or group.
For example, if it isn’t spelled with a k, it may be spelled with a c.

c/k c/s f/v/ph g/j qu/kw/k s/c/z
sch/sc/sk sh/ch shun/tion/sion w/wh able/ible
ai/ay al/el/le ancy/ency ate/ite au/aw ea/ee
er/or ie/ei ou/ow oo/u y/i/e


Pair work activity. For this practice you will need a dictionary. Ask your partner to pronounce the words
for you. Try using your ear, the hints on this page, and guideword to help you find the correct spelling
of the following words. Write each correct spelling in the answer space.

1. Occazion ___________________________
2. Dicided ___________________________
3. Dooty ___________________________
4. Aksident ___________________________
5. Nieghbor ___________________________
1. Experament _______________________
2. Rimember _______________________
3. Attenshun _______________________
4. Awtumn _______________________
5. Fotocopy _______________________

Activity 3a. Look for the meanings of the following words ending with TION, in your dictionary.

Word Meaning
Conviction

Suggestion

Demonstration

Invitation

Hesitation

Intention

Meditation

Imagination
Recollection
Attention


Activity: 3

16
USING WORDS EFFECTIVELY










































Evaluation
Activity: 3
Product: Spelling and meaning of
words table.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies groups of letters or
letter combination that often
sound alike that help spell
words to be search in a
dictionary.
Uses hints that help identify the
spelling of words to be search in a
dictionary.
Integrates social and procedural
interest when his/her partner
pronounces the words so he/she
can complete the task.
Auto-evaluation
C MC NC
Obtained value




Choose the corresponding ending TION word from the table above for each sentence and
write it on the line.

1. A person’s quickly. ____________________________________________________________________________
2. Understanding something without reasoning. ______________________________________________________
3. Capacity of making pictures in your mind. _________________________________________________________
4. Telling someone what to do without giving a real order. ______________________________________________
5. Feeling sure that something is true. ______________________________________________________________
6. Plan what we are going to do soon if it’s possible. __________________________________________________
7. Not to be sure what to do. ______________________________________________________________________
8. Showing people, usually students; how to do something. ____________________________________________

Activity 3c. Write “sh” or “ch” in each of the blank lines so that the sentences make sense.

1. I sailed across the ocean on a big _____ _____ ip.
2. He will _____ _____ ase me on the playground.
3. ____ ____ ew your food before you swallow it.
4. The light fla ____ ____ ed.
5. Ted beat Ben in a game of ____ ____ ess.
6. There was a big spla ____ ____ when Jan dove in the pool.
7. Kim is su ____ ____ a nice girl.
8. Mar ____ ____ is the third month of the year.
9. Mrs. McDonald is the best tea ____ ____ er in the school.
10. ____ ____ ut the door when you leave.
11. We used a knife to ____ ____ op the peppers.
Activity: 3b

17
BLOCK 1












































Read and discuss in class about interpreting a “DICTIONARY ENTRY”.

A typical dictionary entry includes these parts:

1. The word or phrase gives the correct spelling and is broken into syllables.
2. The word or phrase with the pronunciation indicated through the use of diacritical marks.
3. The part or parts of speech the word functions as for example as a noun (n.), verb (v.), adjective (adj.), or
adverb (adv.).
4. Related forms or inflected forms of the word, such as the plural form of nouns and the past tense of
verbs.
5. The definition or definitions of the word or phrase.
6. The origin, or etymology, of the word or words, such as from the Latin, Old French, Middle English,
Hebrew, the name of a person.
















The rest of the sequence will look at each of the listed kinds of information above.

Spelling and Syllables
The dictionary first gives the correct spelling and syllable breakdown of a word. As you can see dots separate the
words into syllables. Each syllable is a separate sound, and each sound includes a vowel. In the entry shown
above, bias is divided into two syllables.

How many syllables are in each of the following words?
Do . nate com . pen . sate o . be . di .ent
Activity 4a.Use your dictionary to separate the following words into syllables. Put a large dot (.)
between the syllables. Then write down the number of syllables in each word. Number one is done as
an example.
1. Birth. place 2 syllables
2. Displease ___________ syllables
3. Hurricane ___________ syllables
4. Undertaker ___________ syllables
5. Inhumanity ___________ syllables
Activity: 4

18
USING WORDS EFFECTIVELY










































Evaluation
Activity: 4 Product: Dictionary practice table. Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies “Parts of a Dictionary,
and the way syllables are
separated in a dictionary.
Applies the use of the dictionary
when filling in the table that
includes: guide Word, meaning and
syllables.
Integrates new knowledge in
order to identify part of a
dictionary.
Auto-evaluation
C MC NC
Obtained value


Use your dictionary and fill in the table with the following information: dictionary entries,
write the meanings and separate the words into syllables with dots.


Word Guide word Meaning Syllables
1. Impose
2. Sadistic
3. Inevitable
4. Apprehensive
5. Notable
6. Stereotype
7. Destiny
8. Tentative
9. Avert
10. Emerge











Activity: 4b

19
BLOCK 1











































Pronunciation Symbols and Accent Marks

A dictionary entry word is followed by information in parenthesis. The information in parenthesis
shows you how to pronounce the word. It includes two kinds of symbols: pronunciation symbols
and accent marks. Following are explanations of each.

Pronunciation Symbols

The pronunciation symbols tell the sounds of the consonants and the vowels in a word. The sound of the
consonants is probably familiar to you, but you may find it helpful to review the vowels sounds. Vowels are the
letters a, e ,i ,o, u. (Sometimes Y is also a vowel, as in myself and copy). To know how to pronounce the vowels
sounds, use the pronunciation key in your dictionary. Here is a sample pronunciation key:

Pronunciation Key:

pat k kick, cat, pique

boot

pay
l (nd'l)
lid, needle* ou out

care m mum p pop

father
n (sd'n)
no, sudden* r roar
b bib ng thing s sauce
ch church

pot sh ship, dish
d deed, milled

toe t tight, stopped

pet

caught, paw, for, horrid, hoarse** th thin

bee oi noise th this
f fife, phase, rough

took

cut
g gag

urge, term, firm, word, heard
r
butter
h hat v valve
hw which w with Foreign
pit y yes

French feu, German schön

pie, by z zebra, xylem
French tu, German ber
<R< TD>
pier zh vision, pleasure, garage

German ich, Scottish loch
j judge

about, item, edible, gallop, circus
French bon (b)***

To use the above key, match the symbol with the letter or letters in bold print in the short word that follows the
symbol. For instance (also called “short a”) sounds like the a in pat.
You can pronounce the i and first e in disrespect by first finding the matching symbols within the parentheses.
Note that the matching symbols for both vowels is . Then look for the symbol in the pronunciation key. It shows
you that has the sound of i in the short word pit. You can also use the pronunciation key to pronounce the
second e in disrespect (). It shows you that it is pronounced like the e in pet.
A long vowel (a vowel with a line over it) has the sound of its own name. Long a ( ) sounds like the a in pay;
Long e ( ) sounds like the e in bee; etc.
Finally, note that the last pronunciation symbols in the key looks like an upside-down e:. This symbol is known
as the schwa. As you can see by the word that follow it, the schwa has a very short sound that sounds more like
“uh” (like in ago, gallop, and circus) or “ih” (as an item and easily).

Use your dictionary to find and write in the pronunciation symbols for the following words.

1. Cynic s n ‘ k
2. Optimist _____________________________________________________________________________
3. Arrogant _____________________________________________________________________________
4. Advocate _____________________________________________________________________________
5. Hypothesis _____________________________________________________________________________






Activity: 5

20
USING WORDS EFFECTIVELY





















































Evaluation
Activity: 5 Product: Pronunciation activities. Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies pronunciation symbols
that show you how to pronounce
the Word.
Uses pronunciation symbols that
show how to pronounce the Word.
Integrates new knowledge in the
use of pronunciation symbols
when pronouncing a word.
Co-evaluation
C MC NC
Obtained value


Pair work. Ask your partner to pronounce the words for you then refer to the
pronunciation key to answer the questions about the following 9 words. Underline the
letter of each of your answers. Then check your answers with your partner.


1. Wrinkle
The i in wrinkle sounds like the i in
a. pit b. pie

2. Blossom.
The first o in blossom sounds like the o in
a. Pot b. toe

3. Lively
The i in lively sounds like the i in
a. Pit b. pie

4. Lumber
The u in lumber sounds like the u in
a. Urge b. cut

5. Gamble
The a in gamble sounds like the a in
a. Pat b. care


6. Blatant
The first a in blatant sounds like the a in
a. Pat b. pay

7. Lucid
The u in lucid sounds like the oo in
a. Boot b. out
8. Vehicle
The first e in vehicle sounds like the e in
a. Pet b. bee

9. Hypocrite
The o in hypocrite sounds like the
a. a in pot b. schwa in the Word gallop

Activity 5b. Pronunciation Schwa.

Look at the words below and decide where in the word the schwa sound occurs. Underline and write
the schwa symbol over the correct part of the word. The first one has been done for you. Hint: One
word has two examples of schwa. All the others have only one.

d o c t o r b a n a n a

t o mo r r o w d i f f i c u l t

s u mme r l e v e l

p r o t e c t s u r v i v e

p u p i l t h e a t r e

me a s u r e w i z a r d
Activity: 5a

21
BLOCK 1

























































Accent Marks
The darker line (’) is a bold accent mark, and it shows which syllable has the strongest stress.
Syllables without an accent mark are unstressed. Some syllables are in between and they are
marked with a lighter accent mark (‘).

Here are some words with syllable divisions and accent marks shown in parenthesis. Use the guides to help you
pronounce the word.

hip-hop (hphp) teen·ag·er (tnjr)
ma·chine (m-shn) al·pha·bet·i·cal (lf-bt-kl)


Answer the questions following each of the five words below.

1. Telethon (tel’. - thon’)
How many syllables are in telethon? ______________
Which syllable is most strongly accented? ______________
2. Terminate (tr ’ m - nt ’ )
How many syllables are there in terminate? ______________
Which syllable is most strongly accented? ______________
3. pro·cras·ti·nate (pr-krst-nt, pr-)
How many syllables are in procrastinate? ______________
Which syllable is most strongly accented? ______________
4. graf·fi·ti (gr-ft)
How many syllables are in graffiti? ______________
Which syllable is most strongly accented? ______________
5. Tolerate (tol ' · er · ate)
How many syllables are in tolerate? ______________
Which syllable is most strongly accented? ______________

6. Superficial (sup' · er · fi ' · cial)
How many syllables are in superficial? ______________
Which syllable is most strongly accented? ______________



Activity: 6

22
USING WORDS EFFECTIVELY

























































Team work. Read and with your classmates and teacher review the parts of Speech.

Parts of Speech
Every word in the dictionary is either a noun, a verb, an adjective, or another part of speech. In
dictionary entries, the parts of speech are shown by letters in italics. In the entry for dictionary, for example, the
abbreviation n. tells us that dictionary is a noun and that is in plural.
dic·tion·ar·y (dksh-nr) n. pl. dic·tion·ar·ies

1. A reference book containing an alphabetical list of words, with information given for each word, usually
including meaning, pronunciation, and etymology.

When the word is more than one part of speech, the dictionary gives the definitions for each part of speech
separately. In the above entry for insult, the abbreviations are telling us that insult is a verb that comes after the
pronunciation symbols; the verb definition follows, when the verb meaning ends, the abbreviation n. tells us that
the noun definition will follow.
in·sult (n-slt) v. in·sult·ed, in·sult·ing, in·sults. To treat with gross insensitivity, insolence, or contemptuous
rudeness. n. An offensive action or remark.

Parts of Speech Table
This is a summary of the 8 parts of speech; each part of a speech has an abbreviation used in the dictionaries in
order to save space.
part of speech
and abbreviations
function or "job" example words example sentences
Verb (v.) action or state
(to) be, have, do, like, work,
sing, can, must
Cobach is a nice school. I like
Cobach.
Noun (n.) thing or person
pen, dog, work, music, town,
London, teacher, John
This is my dog. He lives in my
house. We live in London.
Adjective (adj.) describes a noun
a/an, the, 69, some, good, big,
red, well, interesting
My dog is big. I like big dogs.
Adverb (adv.)
describes a verb, adjective or
adverb
quickly, silently, well, badly,
very, really
My dog eats quickly. When he is
very hungry, he eats really
quickly.
Pronoun (pron.) replaces a noun I, you, he, she, some Tara is Indian. She is beautiful.
Preposition (prep.) links a noun to another word to, at, after, on, but We went to school on Monday.
Conjunction
(conj.)
joins clauses or sentences or
words
and, but, when
I like dogs and I like cats. I like
cats and dogs. I like dogs but I
don't like cats.
Interjection
(interj.)
short exclamation,
sometimes inserted into a
sentence
oh!, ouch!, hi!, well
Ouch! That hurts! Hi! How are
you? Well, I don't know.


Activity 6b. Use your dictionary to list the parts of speech for each of the following words. Each word
has more than one part of speech.

1. Praise __________________________
2. Bridge __________________________
3. Stress __________________________
4. Reverse __________________________
5. Level __________________________
Activity: 6a

23
BLOCK 1








































Good
5 pts
Fair
3 pts
Poor
1 pts
Points
Guidewords
Good
Guidewords being defined
are shown clearly and are
underlined.
Fair
Guidewords being defined
are shown but not
underlined.
Poor
Guidewords being defined are difficult to find on the
paper.
Pronunciation
Good
The pronunciations are
included with the words and
are shown in parenthesis.
Fair
The pronunciations are
sometimes included or
sometimes in parenthesis.
Poor
The pronunciations are not included.

Parts of
Speech
Good
All words have included the
part of speech (noun, verb,
adj., and adv.)
Fair
Some of the words have
included the parts of speech
(noun, verb, adj., and adv.)
Poor
The parts of speech are not included.

Definition
Good
All words include the entire
definition.
Fair
Some of the words included
the entire definition.
Poor
Not all words are defined.

Total Points
Evaluation
Activity: 6 Product: Rubric. Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies accent marks, parts of
speech and how they are
presented in a dictionary.
Uses the dictionary to fill in a table
that contains guide words,
definitions, pronunciations and
parts of speech.
Shows interest and ability when
using a rubric to evaluate his/her
partner’s parts of a dictionary
activity.
Co-evaluation
C MC NC
Obtained value


Use your dictionary and fill in the table with the appropriate information for the following
words. Then check your partner’s table using the rubric below.

Words Guidewords Pronunciation Part of speech Definition
Muzzle

Moderate

Stray

Sedate

Compliment

awesome

Innate

counselor

Tranquile

incline


Activity: 6c

24
USING WORDS EFFECTIVELY

























































Irregular Forms of Words


When other forms of a word are spelled in an irregular way, those forms are shown. Those forms
are given after the part of speech in an entry. With irregular verbs, the dictionary gives the past tense (knew) and
the past participle (known), as well as the present participle (knowing). With adjectives, the dictionary gives the
comparatives (colder) and superlative (coldest) forms. Plural forms with irregular spellings are also included in
this spot in an entry. For example, the entry for country begins:
coun·try (kntr) n. pl. coun·tries

After the part of speech of country (n. for noun), the entry gives the irregular form of the plural (pl.) of country.

Below are the beginnings of dictionary entries. Write the part of speech, irregular forms, spelling,
syllables, stressed syllables. Do not abbreviate. Ask your teacher for help if needed.


shake (shk) v. shook (shk), shak·en (shkn), shak·ing, shakes

Part of speech: ____________________________________________________________________________________
Spelling of past tense: _____________________________________________________________________________
Spelling of past participle: __________________________________________________________________________
Spelling of present participle: ________________________________________________________________________
Number of syllables in shake: _______________________________________________________________________
Stressed syllable in shaken: _________________________________________________________________________

cra·zy (krz) adj. cra·zi·er, cra·zi·est
Part of speech: ____________________________________________________________________________________
Spelling of form that means most crazy: _______________________________________________________________
Number of syllables in crazy: ________________________________________________________________________
Stressed syllable in crazy: ___________________________________________________________________________

qual·i·ty (kwl-t) n. pl. qual·i·ties
Part of speech: ____________________________________________________________________________________
Spelling of plural: __________________________________________________________________________________
Number of syllables in the singular form: ______________________________________________________________
Stressed syllable in quality: __________________________________________________________________________




Activity: 7

25
BLOCK 1
























































Evaluation
Activity: 7
Product: Dictionary entries
activities.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies previous knowledge of
verb tenses, plurals and
adjective degrees.
Applies his/her knowledge when
using dictionary entries to identify
part of speech, irregular forms,
spelling, syllables and stressed
syllables.
Shows interest when applying
previous knowledge of grammar
in the dictionary use activities.
Co-evaluation
C MC NC
Obtained value


run (rn) v. ran (rn), run, run·ning, runs
Part of speech: _______________________________________________________________________
Spelling of past tense: ______________________________________________________________________________
Spelling of past participle: ___________________________________________________________________________
Spelling of present participle: ________________________________________________________________________
Number of syllables in running: ______________________________________________________________________
Number of syllables in run: __________________________________________________________________________

chat (cht) v. chat·ted, chat·ting, chats
Part of speech: ____________________________________________________________________________________
Spelling of past tense: ______________________________________________________________________________
Spelling of past participle: ___________________________________________________________________________
Spelling of present participle: ________________________________________________________________________
Spelling on third person singular form: ________________________________________________________________
Number of syllables in chatted: ______________________________________________________________________
Activity: 7 (continuation)

26
USING WORDS EFFECTIVELY

























































Read carefully and discuss with your classmates and teacher.

Definitions


Words often have more than one meaning. When they do, their definitions may be numbered in the dictionary.
You can tell which definition of a word fits a given sentence by the meaning of the sentence. For example, the
following are three of the definitions of the verb form of revive given in most dictionaries:

1. To bring back to life or consciousness
2. To impart or regain health or vigor.
3. To restore to use.

Which of these definitions best fits the sentence below?

Modern technology can revive patients who have actually been considered medically dead.
The answer is definition 1: Modern technology can bring a patient back to life.

Activity 8a. Below are four words and their definitions. A sentence using each word is also given.
Choose the dictionary meaning that best fits each sentence.

1. Idle:
a) Not working; inactive
b) avoiding work; lazy
Which definition best fits the sentence below? _______________

The streetcar tracks in our city have been idle since 1960, when the city switched from streetcars to buses.

2. Suspicion:
a) The act of suspecting the existence of something, esp. of something wrong, with little evidence.
b) A faint trace; hint
Which definition best fits the following sentence? _____________

There was a suspicion of rum in the chocolate cake.

3. Sterile:
a) Incapable of reproducing sexually.
b) Producing little or no vegetation.
c) Free from microorganisms.
Which definition best fits the following sentence? _____________

The real estate agent had cheated young farmers by selling them sterile land.

4. Universal:
a) Extending to or affecting the entire world; worldwide.
b) Including or affecting all members of a class or group.
c) Of or pertaining to the universe; cosmic.
Which definition best fits the following sentence? _____________

Clear air and pure drinking water are a universal goal in our world today.




Activity: 8

27
BLOCK 1














































Read and discuss with your classmates about SYNONYMS, ANTONYMS and THESAURUS.

A synonym is a word whose meaning is similar to that of another word. For instance, two synonyms
for the word fast are quick and speedy.

Dictionary entries sometimes end with synonyms. For example, the word foreign in some dictionaries ends with
several synonyms: alien, exotic, and strange. A hardbound dictionary in particular will provide synonyms for words
and explain the difference in meaning among the various synonyms.

More information on synonyms as well as antonyms (words with opposite meaning) can be found in a
THESAURUS, which is a collection of synonyms and antonyms. A Thesaurus can improve your writing by helping
you to find the precise word needed to express your thoughts. A thesaurus is like a dictionary, but instead of a
definition, you get a list of synonyms or possibly an antonym of the word.

You may want to own a paperback thesaurus or you can find a thesaurus online by going to:

www.thesaurus.com

Activity 8c. Decide whether each pair of words are synonyms or antonyms. Use a check mark ( )

Synonym Antonyms

1. agree - disagree ________ _________
2. cold - freezing ________ _________
3. easy - difficult ________ _________
4. argue - squabble ________ _________
5. guess - estimate ________ _________
6. bottom - top ________ _________
7. tired - energetic ________ _________
8. huge - gigantic ________ _________
9. sink - float ________ _________
10. windy - calm ________ _________
11. noisy - quiet ________ _________
12. unhappy - sad ________ _________

Activity: 8b

28
USING WORDS EFFECTIVELY
























































Evaluation
Activity: 8
Product: Definitions, synonyms and
antonyms activities.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies synonyms, antonyms
and the definition of a word that
fits in the blanks by the meaning
of the sentence.
Uses synonyms, antonyms and
definitions of words to be used in
different sentences.
Shows interest when applying the
knowledge acquired.
Co-evaluation
C MC NC
Obtained value


Read about “Usage labels” and search for the word ain’t in your dictionary, write the meaning and
usage label.

Besides listing definitions, a dictionary includes usage labels; terms that tell us if a meaning is considered
something other than “standard English”. For example the dictionary labels one meaning of the verb crash “to go
to sleep”, as “Slang.” Other common labels include “Informal” (the phrase hang in, meaning “to persist,” is
labeled as informal) and “Nonstandard” (the Word ain’t labeled nonstandard). We will see more about formal,
informal and nonstandard English in block 2. Such labels indicate language not considered appropriate in formal
speech and writing. Example:

hang (hng) v. hung (hng), hang·ing, hangs 1.

To fasten from above with no support from below; suspend. 2. To suspend or fasten so as to allow free
movement at or about the point of suspension: hang a door. 15. Slang a. To spend one's free time in a certain
place. Often used with around or out: liked to hang out at the pool hall.

ain't [eɪnt] ___________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 8b (continuation)

29
BLOCK 1
Closing Activity
























































To review what you’ve learned in this sequence. Answer the following questions by writing
the letter of the correct answer.

1. Guide words can help you __________
a. Pronounce a word in a dictionary.
b. Find a word in a dictionary.
c. Define a word in a dictionary.

2. You can learn how to pronounce a word by using the pronunciation symbols and __________
a. The part of speech.
b. Usage labels.
c. The pronunciation key.

3. A dark accent mark shows __________
a. Which syllable has the strongest stress.
b. Which syllable has the weakest stress.
c. That the Word has only one stress.

4. A schwa is an unaccented syllable that sounds like the a in the word __________
a. Ago
b. Cake
c. Cat

5. Dictionary entries will show you all of the following except __________
a. How to spell a word.
b. How to pronounce a word.
c. The meaning or meanings of a word.
d. Whether a word is a noun, verb, adjective or other part of speech.
e. Common spelling errors of a word.

Activity 9a. Aswer the following questions about the dictionary entry for emerge. Use the pronunciation
key for help if needed.
e·merge (-mûrj) .v. e·merged, e·merg·ing, e·merg·es 1. To rise from or as if from immersion. 2. To come forth
from obscurity. 3. To become evident. 4. To come into existence.

1. The first e in emerge sounds like the . __________
a. e in pet b. e in bee

2. How many syllables are there in the word emerge? __________
a. Three b. one c. two

3. What part of speech is emerge? __________
a. Noun b. verb c. adjective

4. Which definition of emerge best fits the sentence below—1, 2, 3 or 4? __________
The sun emerged from behind the clouds.

5. Which definition of emerge best fits the sentence below —1, 2, 3 or 4? __________
The fact that the defendant was once a prison guard emerged in court last week.
Activity: 9

30
USING WORDS EFFECTIVELY



































Poor
1 pts
Fair
2 pts
Good
3 pts
Points
Answer
Formulation
POOR
The student did not
adequately answer the
question and provided an
unsatisfactory
accompanying rationale.
FAIR
The student somewhat
answered the question and
provided a rationale with
limited development.
GOOD
The student provided a
well-constructed response
with a thoughtful rationale.

Mastery of
Subject
POOR
The student did not show a
basic mastery of the
concepts.
FAIR
The student showed a
limited mastery of the
concepts.
GOOD
The student showed an
outstanding mastery of the
concepts.

Grammar
POOR
The student's responses
contained numerous
grammatical errors (i.e.,
comma splices, fragments,
run-ons, verb formations).
FAIR
The student's responses
contained a few
grammatical errors, but
they did not detract from
the reader's basic
comprehension.
GOOD
The student's responses
contained no grammatical
errors or only a few minor
errors in punctuation and
spelling.

Total Points

Evaluation
Activity: 9
Product: Words meaning and Part
of speech table.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes concepts to answer
questions in a questionnaire.
Applies knowledge considering the
lesson presented to answer
questions based on the foregoing
concepts.
Shows interest and ability when
using a rubric to evaluate his/her
partner’s parts of a dictionary
activity, as well as openness to
feedback given by his/her partner.
Co-evaluation
C MC NC
Obtained value

Use your dictionary to put dots between the syllables in each word. Then write out the
word with the correct pronunciation symbols, including the accent marks.

Syllables Pronunciation

1. comply __________________________________ __________________________________
2. elapse __________________________________ __________________________________
3. dubious __________________________________ __________________________________
4. antidote __________________________________ __________________________________
5. coherent __________________________________ __________________________________






















Activity: 9b

31
BLOCK 1
Didactic Sequence 2.
How to become a better reader and thinker.

Start up Activity









































How many hours per day do you watch TV?

Pair work. Ask your partner the following questions.
1. How many hours per day do you watch TV? _____________________________
2. What is your favorite channel on TV? _____________________________
3. Is TV a big part of your life? _____________________________
4. Are soap operas very popular among friends? _____________________________
5. What time of the day do you think TV is best? _____________________________
6. What kinds of programs do you usually watch?
(comedy, cartoon, drama, action, horror, _____________________________
science fiction, soaps, sitcoms.)
7. Do your parents tell you how much TV you _____________________________
are allowed to watch?
8. Do you prefer watching TV than to go out _____________________________
with friends?
9. What is the biggest problem you find with TV? _____________________________
10. Do you like watching the news on TV? _____________________________

Activity 1a. Go around the classroom and gather information about the first question: How many hours
per day do you watch TV? Then make a graph with the information gathered. The following is just an
example of a graph presented by a Canadian student Maryam Zerbes in her Social Studies project. She
asked students from her music theory class.



Activity: 1
Soaps or Soap
Operas:
A drama, typically
performed as a
serial on daytime
television or radio,
characterized by
stock characters
and situations,
sentimentality,
and melodrama.

32
USING WORDS EFFECTIVELY























































Evaluation
Activity: 1 Product: A graphic organizer. Value:
Knowledge
Conceptual Procedimental Attitudinal
Organizes information about the
time that his/her partners spend
in front of the TV to be presented
in class.
Obtains partners’ information about
TV issues to draw a diagram for a
forthcoming presentation in class.
Collaborates with partners when
obtaining information to be
organized in a graph.
Co-evaluation
C MC NC
Obtained value



Draw your graph here.
























































Activity: 1 (continuation)

33
BLOCK 1
Development Activities


















































Clear Thinking

The chances are that you are not as good a reader as you should be to do well in school. If so, it’s
not surprising. You live in a culture where people watch an average of over seven hours of television
every day!! All that passive viewing does not allow much time for reading. Reading is a skill that must
be actively practiced. The simple fact is that people who do not read very often are not likely to be
strong reader. Therefore, they are not good writers.

Another reason besides TV for not reading much is that you may have a lot of
responsibilities. You may be going to school and working at the same time. When you have
free time you are exhausted, and it’s easier to turn on the TV than to open a book. A third
reason for not reading is that school may have caused you to associate reading with
worksheets and drills and book reports and test scores. Experts agree that many schools
have not done a good job of helping students discover the pleasure and rewards of
reading.

The aim of this block is helping you become a stronger thinker; a person just not to
understand what is read but to analyze and evaluate it is as well. In fact reading and thinking
are closely related skills, and practice in thoughtful reading will also strengthen your ability
to think clearly and logically, consequently it will also strengthen your ability to write.

Clear thinking is the ability to understand the relationship between a point and its support. This sequence will help
you basics of clear thinking, and the sequences that follow will reinforce what you learn here. The skills that you
develop at thinking clearly and logically will prove of enormous value in all your school work, especially in writing
and composition.

You need to understand and to practice recognizing the relationship between a point and its support. The point is
the main idea that a person is making. The support is the evidence that is given to back up this idea or the
supporting details that you studied in your “Writing and Reading Strategies” module, remember?

The two most important things you must do as a speaker or writer are to:
1. Make a point 2. Support the point

The two most important things you must do as a reader are to:
1. Recognize the point 2. Recognize the support for the point

Did Snoopy recognize the point that his friend is making?




Activity: 2
Kids in the USA
spend about 25
hours a week,
or more than 3
hours a day
watching
television.

[http://www.nncc.or
g/Parent/ga.tv.html]

34
USING WORDS EFFECTIVELY













































Read the example of a point:

Point: Our meal in that new restaurant was unpleasant.

Now, is there a support for this point? In other words, is the person who made it thinking clearly and logically?
Let’s say the person then goes on to provide the following detail.

1. Our meal took forty five minutes to arrive.
2. The chicken we ordered was tough, and the rice and vegetables were cold.
3. The dessert choices were limited to stale cake and watery Jell-O.

The details provide solid support for the point. They give us a basic for understanding and agreeing with the
point. In light of the details, we would not be eager to eat at that restaurant. When evidence is provided, we have
a chance to be both logical and critical thinkers: to evaluate for ourselves whether is enough valid evidence in
support of a point.

Activity 2a. In each of the following groups, one statement is the point, and the other statements are
support for the point. Identify each point with a P and each statement of support with an S.

A.
1. Some parrots can be trained to count. ______
2. Parrots are intelligent pets. ______
3. Parrots have been taught to recognize shapes and colors. ______
4. Most parrots can learn to speak. ______
B.
1. Sharp pieces of broken glass are scattered near the swing sets. ______
2. Large stay dogs wander through the park glowing at people ______
who walk near them.
3. Our neighborhood park is not a safe place to play. ______
4. The park has been the site of gang violence on several ______
occasions recently.
C.
1. The authors do not define the new terms they use in each chapter. ______
2. The book has no illustrations and no index. ______
3. The sentences are long and hard to understand. ______
4. The chemistry textbook is not very helpful. ______
D.
1. Hearing can be damaged by a number of common sounds. ______
2. Listening to loud music through headphones can cause hearing ______
loss.
3. Machinery, such as lawn mowers and leaf blowers, can ______
contribute to deafness.
4. The noise level of many buses and trucks is high enough to ______
damage hearing permanently.
Activity: 2 (continuation)

35
BLOCK 1







































Evaluation
Activity: 2 Product: Clear thinking practices. Value:
Knowledge
Conceptual Procedimental Attitudinal
Comprehends the relationship
between a point and its support
when an idea is given.
Practices recognizing the
relationship between a point and
the evidence that is given to back
up an idea.
Integrates new knowledge in
order to understand the basics of
clear thinking.
Co-evaluation
C MC NC
Obtained value


E.
1. Requiring kids to wear uniforms to school is a good idea. ________
2. Studies show that students work better when they are dress ________
in uniform.
3. Uniforms costs less than store-bought clothes. ________
4. Uniforms stop kids from teasing each other about the clothes ________
they wear.
F.
1. It is good for people to limit the amount of time they watch TV. ________
2. When people spend less time watching TV, they pursue ________
healthier activities, including exercises.
3. Studies show that when the TV is turned off, families talk and ________
Share more with each other.
4. Watching less TV means that kids will be exposed to less ________
violence.
G.
1. My husband is a vegetarian ________
2. My mother, who lives with us, can’t digest certain vegetables ________
3. One of my children is allergic to milk, wheat, and eggs. ________
4. My family is difficult to cook for. ________
H.
1. Each year, Americans spend billions of dollars buying ________
cold medications.
2. Cold cause Americans business to lose millions of hours ________
of work every year.
3. The average child misses a week of school each year due ________
to colds.
4. The common cold has a powerful effect on the nation. ________

Activity: 2b
Points and Support
in every life

An advertisement
tries to convince us
that something is “a
great product”
(Persuasive speech).

A political candidate
offers reasons why
he or she is the
person to vote for.

Textbooks authors or
teachers advance all
kinds of points and
then supply evidence
on behalf of their
ideas.

36
USING WORDS EFFECTIVELY














Read about Identifying Logical Support. Then read the points and the three items of
“support” that follow and circle the letter of the item that provides logical support for the
point.

Identifying Logical Support

Once you identify a point and its support, you need to decide if the support really applies to the point. The critical
thinker will ask, “Or is it beside the point?” In their enthusiasm to advance a point, people often bring up support
that does not apply. For example, a student may wish to make the point that her English instructor is a poor
teacher. To support that point, the student may say, “He speaks so softly I can hardly hear him. In addition, he
wears ridiculous clothes.” A Critical thinker will realize that although a soft voice may in fact interfere with an
instructor’s effectiveness, what the instructor wears has nothing to do with how well he teaches. The first reason
for disliking the English teacher is logical and relevant support, but the second reason is beside the point.

This activity will sharpen your ability to decide whether evidence truly supports a point. It will help you become a
critical reader who can ask and answer the questions, “Is there a logical support for the point?”

Point: That woman on the news was courageous.
Support:
a. She collected bags of canned and boxed food for months and then brought it to the Golden Door Soup
Kitchen to be used for Thanksgiving. Thanks to her efforts, the soup kitchen was able to feed five
hundred more people this year than last. That number includes over a hundred children.
b. She had at hand all the facts and figure to back up her statements, citing three different studies by
experts in the field. She handled the reporter’s questions with easy and confidence.
c. When she saw the child been attacked, she went to his aid without a moment’s hesitation. She ran up
shouting “Let him go!” then kick the ferocious pit bull as hard as she could. When the dog released the
child, she grabbed the boy and pushed him to safety, even as the dog turned on her.
Explanation:
a. The information here tells us that the woman on the news was kind and generous with her time. You
should not have chosen this item. It is about generosity, not courage.
b. The woman described here showed mastery of her subject and skill in being interviewed;you should not
have chosen this item either.
c. The woman referred here put herself in danger to help a child. Clearly, to do so, she had to be
courageous. If you circled the letter of this item, you were correct.

Activity 3a. Put a check () next to the sentence that logically supports the point.

1. Point: Greg is irresponsible.

a. He gives up his bus seat to elderly commuters. ________
b. He never pays his bills on time and he is always late for appointments. ________
c. When I need someone to cover for me at work so that I can see my girlfriend, ________
Greg is always too busy to help me up.


Activity: 3

37
BLOCK 1















































Evaluation
Activity: 3
Product: Logical identification
exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies the point and its
support to decide if the support
relates to the point.
Applies the support statements to
each given point to understand
each logical and relevant support.
Appreciates the effectiveness of
becoming a critical thinker and
how it will help in his/her
academic development.
Co-evaluation
C MC NC
Obtained value


2. Point: That child is very curious.

a. He was reciting the alphabet when he was only three years old. _______
b. His favorite word is “No!” He doesn’t start picking up his toys until the _______
fifth or sixth time he is told.
c. He has taken apart all the clocks in the house to see how they work. _______
He breaks rocks because he wanted to see what they looked like inside.

3. Point: Mary is self-centered.
a. She’ll avoid a party invitation to stay home and curl up with a good book. _______
b. Any time we talk, I hear all about her life, but she never even asks what is _______
new with me.
c. She spends much of her time assisting her grandparents, she cooks them _______
dinner and talk to them about the family.

4. Point: The teenage boys at the dance were much shyer than the girls.

a. They yelled and laughed out loud, drawing attention to themselves, then they _______
left with their friends to go to a nearby party.
b. They all gathered at one end of the room, away from the girls, they looked _______
nervously at the girls who were dancing.
c. They walked right up to a group of girls and introduced themselves. They _______
asked the girls for their phone numbers.

5. Point: The bus service on this route is unreliable.

a. Several times each week, the bus on this route arrives more than a half hour late. _______
b. The buses on this route are at least twenty years old. _______
c. The transit authority is building a rail line to replace the bus route. _______




Activity: 3a (continuation)

38
USING WORDS EFFECTIVELY


















Read about determining a logical point. Look at the following three items of support and
do the exercise, then check your answer by listening to the explanation given by your
teacher.

Determining a Logical Point

This activity will develop your ability to come to a logical conclusion. You will look closely at supporting evidence
and then decide what point is well supported by that evidence. The skill of making a reasonable judgment based
upon the information presented is a significant part of clear thinking.

Support:






Circle the letter of the point that is logically supported by the above evidence.

a. Catalogs offer better-quality products than stores do.
b. Ordering from catalogs can be a convenient way of shopping.
c. Catalogs provide bigger choice of colors, styles, and sizes than regular stores do.
d. People should stop shopping in stores.

Explanation:

a. The support doesn’t compare the quality of catalog products with store products. So you should not
have not chosen this item.
b. The support statement does tell us that shopping by catalog is convenient: It can be done over the
phone, delivery is on time, and goods can be returned. This is the statement that is adequately and
logically supported, so it is the one you should have chosen
c. The supporting statement does not compare the choices available through catalogs with those in the
stores.
d. The benefits given in the statements of support are not sufficient to support this point. You should not
have chosen thin point either.

Activity 4a. For each group, read the three items of supporting evidence. Then write the point that is
logically supported by that evidence.

1. Support:





Write a statement that describes the supporting evidence.
_________________________________________________________________________________________________
Activity: 4
 Dozens of angry bees attacked people sitting at the picnic table.
 A rain shower made all the food soggy and wet.
 Nearby kids threw a football onto the table, spilling all the drinks.
 Most catalogs have a wide range of high-quality products in
choices of colors, styles, sizes, and so forth.
 Catalogs products can be ordered over the phone.
 The leading catalogs take pride in their delivering on time and
accepting returns for any reason.

39
BLOCK 1

















































Evaluation
Activity: 4 Product: Logical support grids. Value:
Knowledge
Conceptual Procedimental Attitudinal
Writes statements that describes
the supporting evidence
statements.
Develops his/her ability to come to
a logical conclusion when reading
supporting evidence and writing the
point that is supported by that
evidence.
Shows interest and ability when
using grids to determine logical
points.
Co-evaluation
C MC NC
Obtained value


2. Support:






Write a statement that describes the supporting evidence.
_________________________________________________________________________________________________

3. Support:







Write a statement that describes the supporting evidence.
_________________________________________________________________________________________________

4. Support:








Write a statement that describes the supporting evidence.
_________________________________________________________________________________________________

5. Support:





Write a statement that describes the supporting evidence.
_________________________________________________________________________________________________
Activity: 4a (continuation)
 Before underground plumbing, city people dumped raw sewage out of
their windows and into the street.
 In the days when city vehicles were horse-drawn, manure was piled
high in the roadways.
 Before trash collection was available, pigs were set loose in city streets
to eat the garbage thrown there.
 When my dad was called out of town, the man who lives on the corner
collected the mail and paper for him every day.
 The young man in the house across the street always shovels my dad’s
sidewalk when it snows.
 Whenever my dad’s car needs is in the garage for repairs, one of his
next-door neighbors drives him around until he gets his car back.
 Employers like resumes and letters that are neat.
 Companies prefer workers with a professional appearance.
 Interviews like job seekers who speak clearly and with confidence.
 High-speed trains can cruise at two hundred miles an hour.
 For short trips, it can take longer to get to the airport than it
would take to make the whole trip by high-speed train.
 For short and medium trips, high-speed trains are more fuel-
efficient than airplanes.

40
USING WORDS EFFECTIVELY
Closing Activity














Criteria 1 3 4 Total
Organization
Audience cannot
understand presentation
because there is no
sequence of information.
Student presents information
in logical sequence which
audience can follow.
Student presents information
in logical, interesting
sequence which audience
can follow.

Graphics
Student uses a superfluous
map.
Student's map relate to text
and presentation.
Student's map explains and
reinforces text and
presentation.

Mechanics
Student's presentation has
four or more spelling errors
and/or grammatical errors.
Presentation has no more
than two misspellings and/or
grammatical errors.
Presentation has no
misspellings or grammatical
errors.

Elocution
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student's voice is clear.
Student pronounces most
words correctly. Most
audience members can hear
presentation.
Student uses a clear voice
and correct, precise
pronunciation of terms so that
all audience members can
hear presentation.



Total Points:



















Evaluation
Activity: 5
Product: Map presentation and
Rubric.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Analyzes and interprets the
theme “How to become a better
reader and thinker.”
Explains the theme “How to
become a better reader and
thinker” and registers his/hers
partners’ participation in a rubric.
Collaborates in his/her team
presentation and shows positive
attitude when receiving feedback.
Co-evaluation
C MC NC
Obtained value


 Team work. Draw a map about “How to Become a Better Reader and Thinker”, include:
Clear thinking, Identifying Logical Support, and Determining a Logical Point.
 You and your team organize a class map presentation.
 Grade your partners’ participation in a rubric.

Activity: 5

41
BLOCK 1
Didactic Sequence 3.
Vocabulary in context.

Start up Activity






Remember the Chinese saying “A picture is worth a thousand words”? You learned in
your Writing and Reading Strategies module that a picture can help you guess the
meaning of a new word. Look at the pictures below and choose and underline the best
answer to explain the pictures.

1. Which is the best description for the picture
a) Computer b) computer c) microcomputer
device hardware system



2. Which is the best description for the picture
a) For sale b) equipment used c) instruments for you
in an office



3. Which is the best description for the picture
a) Holidays on beach b) beautiful beach c) activity of people


Activity 1a. Read the passage below. Answer the questions that follow. Then find and underline the
meaning of words. You can use your imagination in the case.

A father examined his son’s report card and suffered mild cardiac tremors as he saw a solid column of D and F
grades. Outraged that a product of his genes could so disgrace the family, he confronted his son and said,
“Dave, this just won’t do. I can’t tolerate these grades, and if you don’t show me an immediate turn-around,
you’re going to be grounded!”

Do you think Dave got good grades or bad grades? ____________________________________________________
Was Dave’s father happy or angry at his school result? __________________________________________________
What is his father going to do with him? _______________________________________________________________

1) What does the words “suffering mild cardiac tremors” mean?
a) very angry b) about to die of a heart attack c) very sad

2) What does the word “disgrace” mean?
a) please b) shame
c) disappoint

3) What does the word “tolerate” mean?
a) give b) borrow c) admit


Activity: 1

42
USING WORDS EFFECTIVELY























































Evaluation
Activity: 1
Product: Guessing Meanings
exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies and guesses words
from vocabulary in context to
answer questions.
Practices vocabulary to find the
meanings, choose and answer
questions.
Shows initiative and openness
when starting a new theme.
Co-evaluation
C MC NC
Obtained value


Find the meaning of the underlined word in each sentence. Choose and circle the best
answer for each question. Then check with your teacher and classmates.

In order to understand what you are reading from an English text, you need to guess the meaning of
unfamiliar words from the context. This will help you read faster and easier. Do the exercise before
studying how you can guess the meaning of vocabulary from context.

1. She had often come into conflict with her mother-in-law.
a) announcement b) attainment c) argument

2. The old woman’s blunt questions embarrassed her, making her momentarily tongue-tied.
a) emit b) ashamed c) loathe

3. We just need a couple more chairs so everyone can sit down.
a) one b) two c) three

4. Please, Uncle Jack, give me a piggyback!
a) A ride on someone back or shoulder b) A small bag c) People who arrived to settle in Bangkok 2000

5. Ladda does not like to eat papaya or carrots, which is high in vitamin A, so she lacks it. Her mother keeps
telling her that an inadequate supply of vitamin A can lead to blindness.
a) too big b) not enough c) full

Activity: 1b

43
BLOCK 1
Development Activities
























































Read about Vocabulary in Context and discuss the theme in class. Then check your
understanding by writing the letter of the answer you think is correct on each line.

Vocabulary in Context

In this sequence, you will read about and practice types of context clues that will sharpen your skills in
recognizing and using context clues. They will also help you add new words to your vocabulary. There are four
common types of context clues:

1. Examples 3. Antonyms
2. Synonyms 4. General sense of the sentence or passage

Remember not to use a dictionary for these practices. Their purpose is to help you develop the skill of figuring out
what words mean without using a dictionary. Pronunciations are provided in parenthesis for the words. You have
guide to pronunciation in sequence 1.

1. EXAMPLES

If you are given examples that relate to an unknown word, you can often figure out its meaning. For instance, note
the examples in this sentence: “All animals share the same vital needs, such as food, water, and shelter.” The
examples—food, water, and shelter—helped you figure out that the word vital means “necessary.”

Look also at the Frank and Ernest cartoon below.









Thaves, cartonistgroup.com

Notice that example of the “quote” helps you understand that the word MOTTO means slogan, cliché, saying, etc.
The face of the man reading, helps you understand that the word SCOWL means an angry tempered expression.
Look at the face of the man again.

Now read the items that follow. An italicized word in each sentence is followed by examples that serve as context
clues for that word. These examples, which are boldfaced will help you figure out the meanings of each word. On
each line write the letter of the answer you think is correct. Then read the explanation that follows.
Note that examples are often introduced with signal words and phrases like for example, for instance, including,
and such as, that.
Activity: 2

44
USING WORDS EFFECTIVELY





















































1. In our house, clothes hangers have various odd functions. For instance ________
we use them to scratch back and hold up plants in the garden.

func·tion (fngkshn) means
a) shapes b) problems c) uses

2. Our baseball team’s pitcher has a few eccentric habits, such as throwing exactly ________
thirteen pitches when warming up and never wearing socks.

ec·cen·tric (k-sntrk, k-) means
a) normal b) strange c) messy

3. Throughout history, humans have built a wide variety of dwellings, including simple ________
mud huts, stone castles, and marble mansions.

dwell·ing (dwlng)
a) homes b) stores c) churches

Explanation. In each sentence, the examples probably helped you figure out the meaning of the words in italics:

 In sentence 1, examples of the odd functions of hangers—scratching back and holding up plants—may have
helped you to guess that functions are “uses.” So the correct answer is C.
 In sentence 2, the examples of strange habits show that eccentric means “strange.” So the correct answer is
B.
 Finally, the examples in sentence 3 indicate that dwellings are homes. So the correct answer is A.

Note that the examples in the sentences are introduced by the signal words for instance, such as, and
including.

Activity 2a. In each sentence that follows, underline the examples of the italicized word. Then write the
letter of the word’s meaning on the answer line. Remember DON’T USE A DICTIONARY.

1. The debris in the stadium stands included numerous paper cups, ticket stubs, ________
sandwich wrappings and cigarette butts.

de·bris also dé·bris (d-br, d-, dbr) means
a) products b) papers c) trash

2. For his weak stomach, Mario ate a bland diet of white bread, rice, and mashed potatoes. ________

bland (blnd) means
a) spicy b) varied c) mild

3. New York, Boston, and Philadelphia are three of the oldest urban areas in USA. ________

ur·ban (ûrbn) means
a) empty b) city c) country
Actividad: 2 (continuation)

45
BLOCK 1





















































Evaluation
Activity: 2
Product: Vocabulary in context
activity.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes words in a new
passage according to the
context to answer questions.
Develops the skill of figuring out
what the words mean depending
on the context.
Shows interest when acquiring
and applying new knowledge as
well as showing a sense of
initiative to learn.
Auto-evaluation
C MC NC
Obtained value


4. A transaction, such as buying or selling a product, is the most basic ________
part of an economy.
trans·ac·tion (trn-skshn, -zk-) means
a) profit b) loss c) business deal

5. My uncle often has had some embarrassing mishaps, such as backing his car ________
into the side of the boss’s Cadillac and trying to walk through a glass door.
mis·hap (mshp, ms-hp)means
a) clever moves b) accidents c) project

6. The death of a child and the death of a spouse are two of life’s most traumatic experience. ________
trau·matic (-mtk) means
a) Rare b)painful c) interesting

7. Religious rituals like baptisms, church weddings, church weddings, and funeral services give ________
many people a sense of peace and comfort.
rit·u·al (rch-l) means
a) Lesson b) ceremony c)prayer

8. Many people take dietary supplements—for example, extra calcium or large doses of ________
vitamin C—in the belief that they will cure or prevent disease.
sup·ple·ment (spl-mnt) means
a) Addition b) losses c) suggestions

9. When discussing computers, professionals often use such jargon as “RAM,” “download,” ________
and “bytes,” which others may not understand.
jar·gon (järgn) means
a) special language b) clear instructions c) mean insults

10. There are hundreds of different kinds of retailers, ranging from car dealerships and ________
department stores to frozen-yogurt stands and online drugstores.
retailer (rtlr) means
a) customers b) business that sell directly to users c) business that make products





Actividad: 2a (continuation)

46
USING WORDS EFFECTIVELY











































Look at the cartoon and notice the meanings of the words
meeting. If the man doesn’t understand meeting or gathering,
maybe he’ll understand what forum or conference means.

The use of synonyms provide effective paraphrases
(remember? it is when you try to put information from a source
into your own words). An original sentence might say:
"Our views about the nature of the early plant and animal
communities are now being revised".
Can be paraphrased using synonyms into:
"The commonly held belief on ancient flora and fauna is now
being reviewed".

"Commonly held belief" is a synonym for "our views", "ancient
flora and fauna" is another way to say "early plant and animal
communities", and "reviewed" is a synonym for "revised".










Pair work. Read about Synonyms and discuss with your partner. Then check your
understanding by writing each synonym in the space provided, each item includes a
synonym of the italicized word. Number one is giving as an example.

Synonyms
Context clues are often found in the form of synonyms one or more words that mean the same or almost the
same as the unknown word. Consider the sentence, “In the United States, shaking hands is the appropriate way
to greet someone: in China, bowing is the right way.” Here is the synonym “right” tells you the meaning of
appropriate. A synonym may appear anywhere in a sentence as a restatement of the meaning of the unknown
word.




















1. Everyone turned to look at the arrogant customer who spoke to the manager in a self-important
self-important voice.

2. The medicine that Nina is taking is very potent. It is so powerful that she must _________________
Not take it for more than a week.

3. After the heavy rains, the stream became murky; in fact the water was so cloudy you _________________
couldn’t see the bottom.

4. Some overweigh people are called furtive eaters because they eat large quantities _________________
of food in secret.

5. A con artist was apparently very believable as he went door to door telling a plausible _________________
story about having his wallet stolen and needing twenty dollars to get home.

6. The first step in reaching a peace agreement was to set up a dialogue between the _________________
two sides. Without discussion, peace was impossible to force them.

7. You cannot coerce people into learning. If they are not interested, it is impossible _________________
to force them.

8. While Ved may not be affluent by American standards, he is rich compared with _________________
most people in his homeland of India.

Activity: 3

47
BLOCK 1













































Evaluation
Activity: 3 Product: Synonyms exercises. Value:
Knowledge
Conceptual Procedimental Attitudinal
Selects synonyms in the form of
context clues to know meaning
of words.
Uses synonyms to replace some
words in the sentences.
Uses paraphrasing by replacing
some words with synonyms.
Shows interest when learning how
synonyms provide clues to guess
an unknown word.
Co-evaluation
C MC NC
Obtained value


9. Several tests are necessary to verify that a virus is present. One is never ________________
enough to prove a virus exists.

10. The diversity of the population of the United States is the result of accepting _________________
immigrants from a wide variety of cultures and nations.

Activity 3a. Paraphrase the following sentences (sayings) by replacing the CAPITALIZED words with a
definition or synonym. Then discuss the sayings with the class.


A. A penny SAVED is a penny EARNED.
_________________________________________________________________________________________________
B. Valuable GIFTS often come in SMALL packages.
_________________________________________________________________________________________________
C. You can't teach an OLD dog new TRICKS.
_________________________________________________________________________________________________
D. A BOY'S best friend is his DOG.
_________________________________________________________________________________________________
E. A fool and his MONEY are soon PARTED.
_________________________________________________________________________________________________
F. The EARLY bird GETS the worm.
_________________________________________________________________________________________________
G. HASTE makes WASTE.
_________________________________________________________________________________________________
H. HONESTY is the best POLICY.
_________________________________________________________________________________________________
I. You can't MAKE a silk purse OUT OF a cow's ear.
_________________________________________________________________________________________________
J. Better LATE than NEVER.
_________________________________________________________________________________________________


Activity: 3 (continuation)

48
USING WORDS EFFECTIVELY











































Read about Antonyms and discuss with your partner.

Antonyms

Antonyms –words and phrases that mean the opposite of a Word—are also useful as context clues. Antonyms
are sometimes signaled by words and phrases such as however, but, yet, on the other hand, instead of, and in
contrast Look at the sentence: “Winners in life take an active role in making things happen, instead of being
passive and waiting for good luck.” Here the word instead indicates that active and passive are antonyms and
thus have opposite meanings.





Look also at the cartoon about the fighting couple
who are visiting a marriage counselor. Notice that
the antonym “combatible” helps you figure out that
compatible must mean “in agreement”










Read the following sentences and underline the best answer according to the antonym.


1. Today is a WARM day, said Karoline to Peter.
a) Hot b) cool c) shine

2. He is a STRONG man.
a) Weak b) sturdy c) powerful

3. We are going to talk with our ENEMIES.
a) Lost b) friend c) rivals

4. Mr. Brown always makes EASY tests.
a) Soft b) hard c) strong

5. His garden is very LARGE.
a) Small b) huge c) enormous

6. OPEN the door, please!
a) Close b) huge c) free

7. In the trial the judge declared this person GUILTY
of all the facts.
a) Easy b) rival c) innocent

8. The International Organizations are going to be in
a TEMPORARY way in the country.
a) Complicated b) permanent c) guess

9. How POVERTY is defined?
a) Guilty b) wealthy c) idle

10. How you are going to JOIN these wires? Said Ana
to Pedro.
a) Paste b) separate c) unite


Activity: 4

49
BLOCK 1
























































Evaluation
Activity: 4 Product: Antonyms exercises. Value:
Knowledge
Conceptual Procedimental Attitudinal
Classifies words opposite in
meaning to another word and
identifies their meaning.
Applies words opposite in meaning
to another word and recognizes
their meaning.
Integrates basic grammar
information to be used in simple
exercises.
Co-evaluation
C MC NC
Obtained value


Check your understanding by underling the word or phrases that means the opposite of
the italicized words. Then, on the answer line write the letter of the meaning of the
italicized word. Finally, read the explanation that follows and discuss it with your partner
to choose one. Number one is given as example.

1. The coach takes every opportunity to reprimand his players, yet he ignores every chance ____b______
to praise them.
Reprimand means
a) Approve of b) criticize c) choose

Explanation: In the sentence, the antonyms given probably helped you understand the meaning of the word in
italics. Reprimand is the opposite of “Praise,” so the answer to sentence 1 is “criticize.”

2. “I am having acute pains in my chest now, said the patient, “but an hour ago all I felt was ___________
a dull ache.”
Acute means
a) Sharp b)weak c) no

3. Some teachers are too lenient. I’d rather have strict teachers who take class seriously. ___________
Lenient means
a) Hard b) easygoing c) busy

4. After his accident, Brad expected an in-depth examination at the hospital. Instead, a doctor ___________
gave him a quick, superficial checkup and said, “you’re fine.
Superficial means
a) Lacking depth b) complicated c) satisfactory

5. A temporary cough is nothing to worry about, but a chronic one can be a sign of serious ___________
Illness.
Chronic means
a) Continuing b) brief c) mild

6. When drinking was prohibited by the nineteenth Amendment, alcohol became more popular ___________
with some people than it had been when it was allowed.
Prohibited means
a) Permitted b) defined c) forbidden

7. “What we need is an innovative idea!” cried the chairman. “All I’ve heard so far are the ___________
same old ones.”
Innovative means
a) New b) traditional c) loud









Activity: 4 (continuation)

50
USING WORDS EFFECTIVELY



















































Read and learn how to solve out the meaning of unfamiliar words.

General Sense of the Sentence of Passage

Sometimes it takes a bit more detective work to puzzle out the meaning of an unfamiliar word. In such cases, you
must draw conclusions based on the information surrounding the word. Asking yourself questions about the
passage may help you make fairly accurate guess about the meaning of the unfamiliar word.

Look at the cartoon about Lucy complaining to Schroeder, suppose that you don’t know the word “Features.” The
phrases: nice hair, pleasant smile, cheerful personality, etc. suggest that features mean characteristics that
provide pleasure and attract.



Peanuts by Charles Schulz

Activity 5a. Your teacher will answer the questions in parenthesis that follow each item below. Then
using the logic of each answer, write the letter of the meaning you think is correct. Number one is done
as example.

1. The newlyweds agreed to be very frugal in their shopping because they wanted to save a
enough money to buy a home.
Frugal means (How will people shop if they wanted to save Money?)

a) Thrifty b ) wasteful c) interested

Explanation: The first sentence provides enough evidence for you to guess that fruglmeans “thrifty.” The
newlyweds (just married) had to be thrifty if they wanted to save money.

2. To reach a sound conclusion about an issue, you must carefully consider all the facts ____________
involved.
Sound means (What kind of conclusion would you reach by considering the facts?)

a) Early b) obvious c) reasonable

3. My mother refused to divulge the secret ingredients she uses in her fried chicken recipe. ____________
Divulge means (What would someone refuse to do with ingredients that are secret?)

a) Reveal b) hide c) invent

4. Because the nicotine in cigarettes is harmful, many people favor stringent laws against ____________
their sale.
Stringent means (What types of laws would be favored by people concerned about
the harm of nicotine?)

a) Strict b) weak c) confusing

Activity: 5

51
BLOCK 1




























Evaluation
Activity: 5
Product: Vocabulary knowledge
Exercises
Value:
Knowledge
Conceptual Procedimental Attitudinal
Describes meanings based on
the information surrounding the
word.
Determines meaning of unfamiliar
words based on the information
surrounding the word.
Integrates knowledge of general
sense used to understand an
unfamiliar word or words.
Co-evaluation
C MC NC
Obtained value


5. Taking the expression “raining cats and dogs” literally, the child looked for little __________
animals on the ground after the storm.
Literally means (In what way did the child interpret the phrase “raining cats and dogs?”)

a) Symbolically b) musically c) as the real fact

6. It is too late to alter the plans for the party. Reservations have been made for the ____________
Restaurant and the band, and all the invitations have been sent out.
Alter means (If plans have all been made, what is too late to do?)

a) Change b) surprise c) repeat

7. Organ transplants will not succeed unless the donor has the same blood type as the ____________
person receiving the organ.
Donor means (Who would need to have the same kind of blood as the person receiving the transplant?)

a) One who receives b)one who gives c) one who doubts
Activity: Continuation

52
USING WORDS EFFECTIVELY
Closing Activity
























































To review what you’ve learned in this chapter, answer the following questions by writing
the letter of each answer on the line.


1. The context of a word is __________
A. Its meaning B. its opposite C. the word around it

2. Which type of context clue often follows signal words like: including, such as, and __________
for instance?
A. Example B. Synonym C. Antonym

3. In the sentence below, which type of context clue is provided for the italicized word? __________
A. Example B. Synonym C. Antonym

I’m looking for a unique gift for my boyfriend, he appreciates unusual things.

4. In the sentence below, which word is the synonym for the italicized word? __________
A. Boss B. employees C. dictator

Because my boss runs the store like a tyrant, all of the employees call her “The little dictator.”

5. Which type of context clue often follows signal words like: such as, however, __________
but, yet, and on the other hand?
A. Example B. Antonym C. Synonym

6. In the sentence below, which type of context clue is provided for the italicized word? __________
A. Example B. Antonym C. Synonym

Expecting that his license would be renewed, the pilot was surprised when it was revoked instead.


6a. Write the definitions for each boldfaced word, choosing from the definitions in the box.

a. Attract
e. loosens
i. explore
b. Play with
f. catch and eat
j. rush away from
c. Closes
g. danger
k. encounter
d. Empties
h. benefits

While plants often provide food for animals, some plants turn the table and prey on smaller members of
the animal kingdom. One, the Venus’s-fly trap, uses its leaves like a steel trap. It lures small insects with
its sweet perfume and then clams its “jaws” so it can digest the insects at its leisure. Another leafy hunter
is the pitcher plant, whose sweet juices tempt insects to probe the plant. Once deep within the plant, the
insect meets a watery death. Plants are essential for animals’ life, but for inhabitants of the insect
community, they can also be hazard that may end life.

1. Prey on means _____________________________________ 4. Probe means _________________________
2. Lures _____________________________________________ 5. Meets _______________________________
3. Clamps ___________________________________________ 6. Hazard ______________________________
Activity: 6

53
BLOCK 1

























































The underlined EXAMPLES suggest the meaning of the italicized term. Circle the letters of the
meaning of the italicized word.

1. Carol survived her freshman years despite various adverse events. For instance, she missed two weeks of
class because of a strep throat and had all her books stolen just before finals.
Adverse means
a. Unfavorable b. evil c. fortunate

2. I have seen such poignant scenes as a homeless man caring for a little dog and woman in a slum growing
flowers in a patch of soil.
Poignant means
a. Exciting b. touching c. upsetting

3. The new principal took drastic steps, including firing teachers and forbidding after-school activities.
Drastic means
a. Funny b. approving c. extreme


Activity 6c. Draw conclusions and write a paragraph about the cartoon and the dialogue.



_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________________________


Activity 6d. Pair work. Check your partner’s activity using the rubric on the next page. Then report the
results to your teacher. Give 3 points for a good work, give 2 points for a fair work, give 1 point for a
poor work using the criteria at the left.

Activity: 6b

54
USING WORDS EFFECTIVELY




























Poor
1 pts
Fair
2 pts
Good
3 pts
Points
Answer formulation
The student did not
adequately answer the
question and provided an
unsatisfactory
accompanying rationale.
The student somewhat
answered the question
and provided a rationale
with limited development.
The student provided a
well-constructed response
with a thoughtful rationale.

Mastery of subject
The student did not show
a basic mastery of the
concepts.
The student showed a
limited mastery of the
concepts.
The student showed an
outstanding mastery of
the concepts.

Grammar
The student's responses
contained numerous
grammatical errors (i.e.,
comma splices,
fragments, run-ons, verb
formations).
The student's responses
contained a few
grammatical errors, but
they did not detract from
the reader's basic
comprehension.
The student's responses
contained no grammatical
errors or only a few minor
errors in punctuation and
spelling.

Total points

Evaluation
Activity: 6 Product: Questionnaire and rubric Value:
Knowledge
Conceptual Procedimental Attitudinal
Organizes knowledge using
clues to find vocabulary in
context, to answer a
questionnaire, and to write a
paragraph.
Integrates knowledge about
“vocabulary in context” to answer
questions and to write a paragraph.
Shows openness to the feedback
given by his/her partner at the
same time that collaborates when
giving feedback to his/her
partner.
Co-evaluation
C MC NC
Obtained value

Tiempo asignado: 20 horas
Composition a correct English alignment.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Unidad de competencia:
Desarrolla su capacidad para organizar y expresar sus ideas con claridad y objetividad siguiendo los pasos y
las estructuras básicas de la composición.

Atributos a desarrollar en el bloque:
4.1. Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que
se encuentra y los objetivos que persigue.
4.3. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4. Se comunica en una segunda lengua en situaciones cotidianas.
4.5. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4. Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1. Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos
local, nacional e internacional.

56
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Didactic Sequence 1.
Building effective sentences.

Startup Activity

















































Fill in the crossword puzzle with PARTS OF SPEECH. Use the same words to name the
italicized words in the sentences below.


Across
2. Replaces a noun.
4. Describes a noun.
7. Links a noun to another word.

Down
1. Short exclamation.
3. Join clauses, sentences or
words.
4. Describes a verb.
5. Actions or state.
6. Names places or things.








Parts of Speech Quiz

1. I'd like to thank you all for attending today's meeting.
____________________

2. Art lovers can visit the Metropolitan Museum of Art on the Upper Eastside next to Central Park.
_____________________

3. To experience the famous eccentric side of British life, make sure to visit Speakers' Corner in Hyde Park.
_____________________

4. Not only are London parks beautiful, but they may be one of the only places you can meet the British.
_____________________

5. Another choice might be playing a video game on the computer or TV screen.
_____________________

6. I often feel we've forgotten to communicate with our surroundings.
_____________________

7. I think we need to rethink how addicted we are becoming of being available for everyone and everything at all
times.
_____________________

8. Hey! - They might have become rich!
_____________________

Activity: 1

57
BLOCK 2










































Evaluation
Activity: 1 Product: Puzzle and questionnaire Value:
Knowledge
Conceptual Conceptual Attitudinal

Procedimental Attitudinal
Recognizes parts of speech and
the structure of a sentence when
answering a questionnaire and
filling in a puzzle.
Applies his/her experience in the
use of parts of speech and
sentence structure in a puzzle and
in a questionnaire.
Shows openness to feedback
given by his/her teacher and
classmate.
Co-evaluation
C MC NC
Obtained value


Pair work. Check your partner’s answers following the results from the crossword puzzle.

Sentence 1 is number 7 from the crossword puzzle.
Sentence 2 is number 6 from the crossword puzzle.
Sentence 3 is number 4 across from the crossword puzzle.
Sentence 4 is number 3 from the crossword puzzle.
Sentence 5 is number 5 from the crossword puzzle.
Sentence 5 is number 5 from the crossword puzzle.
Sentence 6 is number 4 down from the crossword puzzle.
Sentence 7 is number 2 from the crossword puzzle.
Sentence 8 is number 1 from the crossword puzzle.

Activity 1b. Underline the appropriate response for each question. Then check your answers with your
teacher.


Activity: 1a
1. What is a phrase?
a. A group of words that start with a capital
letter and end with a full stop.
b. A group of words that could be replaced by
a single part of speech.
c. A group of words containing a verb, a noun
or pronoun.

2. Which of the following is always true of a
sentence?
a. It contains three or more phrases.
b. It contains more than one paragraph.
b. It ends with a full stop, a question mark or an
exclamation point.
3. Which of these is a requirement of a sentence?
a. It must have at least two verbs in it.
c. It must have a verb in it and it must make
complete sense all on its own.
d. It must not have a verb in it.

4. What is a clause?
a. A simple sentence.
b. A sentence without a verb.
c. A sentence with no adverbs or adjectives.

5. What can you use to join clauses together?
a. Consonants.
b. Conjunctions.
c. Junctions.

6. What can conjunctions be used for?
a. To make sentences shorter and
snappier.
b. To replace the verbs in a sentence.
c. To make your writing easier to read.

7. What is a statement?
a. A sentence that simply tells the reader
something.
b. Something said with force.
c. Something surprising or funny.

8. Where should you put a question mark?
a. At the beginning of a question.
b. At the end of a question.
c. At the end of a question or a funny
something.

9. What is a command?
a. Always ends with an exclamation mark.
b. Shows you are angry about something.
c. Tells someone to do something.

10. What is a paragraph?
a. A diagram drawn using coloured bars.
b. Four sentences collected together.
c. A collection of sentences about the
same thing.

58
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Development Activities

Building Sentences.

A sentence is an independent grammatical unit that contains a subject (that tells who or what the sentence is about)
and a predicate (that tells what the subject does or that links it to words that describes the subject) and expresses a
complete thought. Some English sentences are very basic:

 Shakespeare was a writer.
 Einstein said something.
 It was a tragedy.

You could write an entire essay using only simple sentences like these:

William Shakespeare was a writer. He wrote plays. It was the Elizabethan age. One play was Hamlet. It was a tragedy.
Hamlet died. The court died too.

When you start writing essays, it is not likely, however, that your essay would receive a passing grade. This sequence
will help you learn to recognize different types of sentences and to use them effectively in your own writing.

The Simple sentence

A simple sentence has a subject as well as a predicate and both the subject and the predicate may have modifiers. All
of the following are simple sentences, because each contains only one clause:

Melt!
Ice melts.
The ice melts quickly.
The ice on the river melts quickly under the warm March sun.
Lying exposed without its blanket of snow, the ice on the river melts quickly under the warm March sun.

As you can see, a simple sentence can be quite long -- it is a mistake to think that you can tell a simple sentence from
a compound sentence or a complex sentence simply by its length. The most natural sentence structure is the simple
sentence: it is the first kind which children learn to speak, and it remains by far the most common sentence in the
spoken language of people of all ages. In written work, simple sentences can be very effective for grabbing a reader's
attention or for summing up an argument, but you have to use them with care: too many simple sentences can make
your writing seem childish. The Compound Sentence

A compound sentence.

A compound sentence consists of two or more independent clauses (or simple sentences) joined by coordinating
conjunctions like "and," "but," and "or":


Simple: Canada is a rich country.
Simple: Still, it has many poor people.
Compound: Canada is a rich country, but still it
has many poor people.


Compound sentences are very natural for English speakers -- small children learn to use them early on to connect their
ideas and to avoid pausing (and allowing an adult to interrupt):

Today at school Mr. Moore brought in his pet rabbit, and he showed it to the class, and I got to pet it, and Kate held it,
and we colored pictures of it, and it ate part of my carrot at lunch, and of course, this is an extreme example, but if you
over-use compound sentences in written work, your writing might seem immature.

And, but, yet, so, nor, and or are known as conjunctions, or
coordinating conjunctions. Like transitions, they link two or
more independent clauses. The punctuation before a
conjunction is always a comma, except with very simple,
brief ideas, in which case a comma is unnecessary.

59
BLOCK 2
A compound sentence is most effective when you use it to create a sense of balance or contrast between two (or
more) equally-important pieces of information:

Montreal has better clubs, but Toronto has better cinemas.

































Evaluation
Activity: 2
Product: Building sentences
exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Defines simple and compound
sentences before using them
consciously.
Determines different types of
sentences and practice using them
effectively in exercises.
Shows a positive attitude when
learning anew topic and a sense
of initiative to learn.
Co-evaluation
C MC NC
Obtained value


Write in the blank whether the sentence is simple or compound.

Compound Assistance dogs offer disabled people companionship, but they also play a more
important role.
1. ____________ A trained dog’s help could make independent living possible for a disabled person.
2. ____________ Someone in a wheelchair can’t reach a light switch, and a deaf person can’t hear a smoke
alarm.
3. ____________ Dogs can help in many everyday situations.
4. ____________ Labrador retrievers open refrigerators, and Border collies nudge people awake.
5. ____________ Assistance dogs push elevator buttons and pick up telephones.
6. ____________ An assistance dog performs many duties, and these duties could change from one day to
the next.
7. ____________ Some dogs go to work or school, and others help with child care or housework.
8. ___________ One dog might signal the whistle of a teakettle or the beep of a microwave oven.
9. ___________ Assistance dogs serve as eyes, ears, legs, or arms; they empower those they help.
10. ___________ Many breeds become assistance dogs, but a few seem particularly well suited to the role.

Activity 2b. In the following exercises, turn the sentence pairs into single compound sentences, each
with a coordinating conjunction.

1. The black dog has won many prizes. He doesn't know many tricks.
_________________________________________________________________________________________________

2. She saw a cat run in front of her. She fell down while roller-skating.
_________________________________________________________________________________________________

3. There was a meteor shower. The crew did not know how to avoid the meteors.
_________________________________________________________________________________________________

4. I wanted to buy a baby Chihuahua. I started to save my money.
_________________________________________________________________________________________________

5. Gillian did not like to read. She was not very good at it.
_________________________________________________________________________________________________


Activity: 2

60
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Special cases of compound sentences

There are two special types of compound sentences which you might want to note. First, rather than joining two simple
sentences together, a coordinating conjunction sometimes joins two complex sentences, or one simple sentence and
one complex sentence. In this case, the sentence is called a compound-complex sentence.

Example:

The package arrived in the morning, but the courier left before I could check the contents.

The second special case involves punctuation. It is possible to join two originally separate sentences into a compound
sentence using a semicolon instead of a coordinating conjunction:

Sir John A. Macdonald had a serious drinking problem; when sober, however, he could be a formidable
opponent in the House of Commons.

Usually, a conjunctive adverb like "however" or "consequently" will appear near the beginning of the second part, but it
is not required:

The sun rises in the east; it sets in the west.

A complex sentence contains one independent clause and at least one dependent clause. Unlike a compound
sentence, however, a complex sentence contains clauses which are not equal. Consider the following examples:

Simple: My friend invited me to a party. I do not want to go.
Compound: My friend invited me to a party, but I do not want to go.
Complex: Although my friend invited me to a party, I do not want to go.

In the first example, there are two separate simple sentences: "My friend invited me to a party" and "I do not want to
go." The second example joins them together into a single sentence with the coordinating conjunction "but," but both
parts could still stand as independent sentences -- they are entirely equal, and the reader cannot tell which is most
important. In the third example, however, the sentence has changed quite a bit: the first clause, "Although my friend
invited me to a party," has become incomplete, or a dependent clause.

A complex sentence is very different from a simple sentence or a compound sentence because it makes clear which
ideas are most important. When you write you write:

My friend invited me to a party. I do not want to go.
or even
My friend invited me to a party, but I do not want to go.

The reader will have trouble knowing which piece of information is most important to you. When you write the
subordinating conjunction "although" at the beginning of the first clause, however, you make it clear that the fact that
your friend invited you is less important than, or subordinate, to the fact that you do not want to go.

61
BLOCK 2










































Evaluation
Activity: 3
Product: Building sentences
exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Classifies the different type of
sentences when he/she is
certain of identifying them in an
exercise.
Develops understanding of how
language works when she/he learns
the types of sentences.
Shows interest when acquiring
and applying new knowledge and
prepares for the stage of essay
writing.
Co-evaluation
C MC NC
Obtained value


Read the sentences, identify the type and circle the correct choice: simple sentence,
compound sentence, complex sentence, or a compound-complex sentence.

1. Ottawa is the capital of Canada,
but Toronto is the capital of
Ontario.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

2. Democracy is a noble goal; it is
important, however, to protect
the minority from the tyranny of
the majority.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

3. I do not own a Porsche.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

4. Call your father as soon as you
arrive in Antigonish.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

5. I ate the sushi and left the
restaurant.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.
6. Unless my girlfriend postpones
her visit from Calgary, I will not
have time to study for my exam.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

7. Susanne wanted to be here, but
she cannot come because her
car is in the shop.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

8. The football game was cancelled
because it was raining.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

9. The football game was cancelled
because of the rain.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

10. When the train arrives and if Ms.
Langlois is on it, she will be
served with a subpoena.
1. Simple Sentence.
2. Compound Sentence.
3. Complex Sentence.
4. Compound-Complex
Sentence.

Activity: 3

62
COMPOSITION A CORRECT ENGLISH ALIGNMENT



















































Evaluation
Activity: 4 Product: Graphic organizer. Value:
Knowledge
Conceptual Procedimental Attitudinal
Classifies information read
about sentence structure in a
graphic organizer.
Diagrams knowledge about
sentence structure in a graphic
organizer.
Integrates hi/her knowledge about
sentence structure in a graphic
organizer.
Co-evaluation
C MC NC
Obtained value


According to what you have read about “Building Sentences” create a graphic organizer,
include all the information provided in the previous pages.

Activity: 4

63
BLOCK 2
Identifying subject and verb.

A complete sentence needs a subject and a verb; we need to be able to recognize these sentences parts. Recognizing
subjects and verbs isn’t worth much in itself. But if you can do it, you will be able to deal later with some very real
problems in writing: sentences fragments, run-together sentences, lack of subject-verb, agreement, inconsistencies in
person and tense, and errors in punctuation, so give subject and verb your full attention.

The subject tells who or what the sentence is about. The subject is usually a noun or a pronoun. A complex subject is
the simple subject plus words that describe it. The underlined words in the following sentence answer the question
“who?” or “what?”

There are two kinds of verbs. Action verbs tell what the subject does (or did, or will do).

Linking verbs connect the subject to words that say something about the subject. One group of linking verbs contains
forms of the verb BE: am, are, is, was, were, been. Another group of linking verbs contains words such as these: seem,
appear, look, become, feel, taste, smell.






























Simple Subject Complex Subject
Janice arrived early.
Tijuana is south of San Diego.


The third computer from the end of the row needs repair.
The intelligent students from Cobach are having exams.
Note: Computer and student are the simple subjects.
Action Verbs Linking Verbs
Geese fly south in the winter.
Janet’s brother attended UNAM university.
Camille was overjoyed at getting a job in Mexico City.
Mary Joe seems tired tonight.


Pair work. Write the subject and verb of each sentence in the appropriate column. Listen to
your teacher feedback and then, ask your partner to check your answers and write your
score.



Sentence Subject Verb
Subject
Correct?
Verb
Correct?
1.
We waste energy in our daily
activities.
2. Fossil fuels are non-renewable.

3.
The report describes the
advantages of solar power.
4.
Australia depends on brown coal
for electricity production.
5.
The focus is on the design of a low
energy house.
Total score /5











Activity: 5

64
COMPOSITION A CORRECT ENGLISH ALIGNMENT





















































Evaluation
Activity: 5
Product: Identification of subject
and verbs exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies subjects and verbs and
prepares to deal with writing
matters in the future.
Recognizes subjects and verbs and
practices by correcting the
inconsistencies in person and
tense.
Shows interest when acquiring
and applying new knowledge, as
well as showing a sense of
initiative to avoid future problems
in writing.
Co-evaluation
C MC NC
Obtained value


Pair work. Underline the subject in each sentence after you ask your partner and your
partner asks you: What is the sentence about? or Who is the sentence about?


1. The average person can see 93 million miles- when looking at
the sun.
2. Air conditioning was invented to control humidity, not
temperature.
3. George Ferris invented the Ferris wheel in 1893.
4. Jupiter, the largest planet, is three times bigger than Earth.
5. Less snow falls at the South Pole than in parts of the United
States.

Activity 5b. Underline the verbs. In the blanks, indicate whether they are action verbs or linking verbs.

1. Many birds eat twice their weight each day. _______________
2. Today’s blue whales are bigger than the biggest dinosaurs. _______________
3. Lobsters look red only after boiling. _______________
4. Dolphins and monkeys have better memories than elephants. _______________
5. Ants live on every continent except Antarctica. _______________


Activity 5c. Draw one line under the subject and two lines under the verb in each sentence.

1. French soldiers fought an odd battle in World War 1.
2. German soldiers threatened to cross the Marne River.
3. The river was only thirty miles from the French capital, Paris.
4. The French cause seemed lost.
5. The army needed reinforcements at the front immediately.

Activity: 5a
To remember
 Every complete sentence
requires a subject.
 The subject tells who or what the
sentence is about.
 The subject usually appears at
the beginning of the sentence,
but it may appear elsewhere.

65
BLOCK 2

























































Being Consistent

Read the following sentences and you will probably notice right away that there is
something wrong with each of them. (The underlined words will give you some clues.)
Discuss with your partners and teacher.

1. The waiter puts our hamburger on the counter and then returned to the kitchen.
2. When one drives into Yosemite Valley, you are overwhelmed by the magnificent scenery.
3. The president walked slowly to the lectern, carefully adjusted his glasses, and gave a nifty address on the
state of the nation.

Each of the sentences is inconsistent; each contains a confusing or annoying shift.

 Sentence 1 shifts from the present time verb puts to the past time verb turned.
 Sentence 2 shifts from the third-person pronoun one to the second person pronoun you.
 Sentence 3 shifts from a formal tone or style to the casual style of nifty. (nifty=clever, ingenious).

Consistent Time (Tense)

Be consistent in your use of the time (tense) of verbs unless there is a good reason to shift. Sentence one could
have been written in either of these two ways:

The waiter puts our hamburger on the counter and then returns to the kitchen. (Both verbs are in present tense.)
The waiter put our hamburger on the counter and then returned to the kitchen. (Both verbs are in past tense.)

Sometimes a shift in time is necessary:

Charles remembers [present time] that her partners owned [past time] a ranch in Guaymas when he was [past
time] a little boy.

Activity 6a. Make the second verb in each sentence consistent in time with the first. Find the verb and
write the correct form above it.

opened
Example: Ana Gabriela was an outstanding athlete who opens the door for other athlete girls from Sonora.

1. Fernando Valenzuela was born on November 1, 1960 in Etchohuaquila,
Sonora. He is a Mexican professional baseball player whose career span 17
seasons in the major leagues of the United States.
2. Fernando Valenzuela joined the Dodgers in the summer of 1979 and
becomes the first Mexican pitcher in modern major league baseball.
3. Valenzuela became the only player in Major League history who win the
Rookie of the Year award.
4. In 1981, the 20-year-old Valenzuela took Los Angeles (and Major League
Baseball) by storm, he win his first 8 decisions and lead the Dodgers to the
World Championship.
5. Valenzuela was a Dodgers support throughout the 1980s, he win 21 games
in 1986 and pitched a no-hitter in 1990.


Activity: 6

66
COMPOSITION A CORRECT ENGLISH ALIGNMENT
























































Evaluation
Activity: 6 Product: Edited paragraphs. Value:
Knowledge
Conceptual Procedimental Attitudinal
Revises the paragraphs and
corrects the verbs so they can
be consistent in time with other
verbs.
Writes the correct tense of the
verbs so that they can be
consistent in time with other verbs.
Shows interest when acquiring
and applying new knowledge, as
well as showing a sense of
initiative to avoid future problems
in writing.
Co-evaluation
C MC NC
Obtained value


Pair Work. Check the six sentences with your partner and rewrite them, write all the verbs
in past time or past tense.


1. ______________________________________________________________________________________________
______________________________________________________________________________________________
2. ______________________________________________________________________________________________
______________________________________________________________________________________________
3. ______________________________________________________________________________________________
______________________________________________________________________________________________
4. ______________________________________________________________________________________________
______________________________________________________________________________________________
5. ______________________________________________________________________________________________
______________________________________________________________________________________________
6. ______________________________________________________________________________________________
______________________________________________________________________________________________

Activity 6c. Cross out any verbs that are inconsistent and write in the correct past time forms above.

The first tinted glasses were not intended to protect eyes from the sun.
Darkened with smoke, the glasses are worn by judges in China in the fifteenth
century. The idea was to conceal the judge’s eyes so that witness couldn’t tell
if the judge thinks they are lying. The earliest dark glasses were not vision-
corrected, but by around 1430 judges are taking advantage of the factor too.
Outside the courts, others start wearing tinted glasses to reduce glare from the
sun. In America, the military played a major role in the development of
sunglasses. In the 1930’s, the Army Air Force commissions Bausch & Lomb to
develop glasses to protect pilots from high-altitude glare. The resulting dark-
green glasses became available to the public as Ray-Ban aviator glasses.


Activity: 6b

67
BLOCK 2

























































Consistent Person

A pronoun is said to be in the first, second, or third person. It depends on whether the pronoun
refers to the person speaking, the person spoken to, or the person spoken about.

Singular Plural
First person I, me, my, mine We, us, our, ours
Second person You, your, yours You, you, yours
Third person
He, him, his
She, her, hers
It, its
They, them, their, theirs

Remember that third person also includes the names of persons, places, and things and indefinite pronouns like
one, everyone, anybody. Let’s revise our above examples.

(Wrong) When one drives into Yosemite Valley, you are overwhelmed by the magnificent scenery.
(Consistent) When one drives into Yosemite Valley, one is overwhelmed by the magnificent scenery.

Watch out especially for the most common shift-- from the first-or third-person pronoun to the second-person you,
as in the last example.

Activity 7a. Correct the statements by crossing out incorrect pronouns and writing the correct words
above. Also change verbs when necessary.

I get I see
Example: I used to think Lola was perfect, but as one gets to know her, one sees she has a few faults.

1. When students are late for class, you often interrupt the activities there.

2. If motorists drive defensively, you can avoid many problems.

3. Pierre writes his parents every week, which is a thoughtful thing for you to do.

4. When you do the homework, students should be able to pass this class.

5. When an employee gets a promotion, you feel proud.

Activity 7b. Rewrite each sentence to get rid of the inappropriate YOU. Make the sentences as short as
you can without leaving out information. Ask your teacher for help if needed.

1. You don’t need a ticket to attend the “Caifanes” Concert._____________________________________________
______________________________________________________________________________________________
2. After eating at Charlie and Marco’s Restaurant, you feel you got your money’s worth. _____________________
_________________________________________________________________________________________________
3. You can imagine how glad I was to see Pablo again. ________________________________________________
_________________________________________________________________________________________________
4. Foreign travel helps you understand your own country._______________________________________________
_________________________________________________________________________________________________
5. If your drove 55 miles an hour, it would take you 193 years to travel the 93 million miles to reach the sun.____
_________________________________________________________________________________________________
Activity: 7

68
COMPOSITION A CORRECT ENGLISH ALIGNMENT
























































Evaluation
Activity: 7
Product: Exercises on the use of
consistent person.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes inconsistencies in
person in sentences and change
the verbs to make them agree
with any new subjects.
Uses the same person or personal
pronoun throughout a sentence or
paragraph to avoid inconsistencies
in person.
Shows interest when acquiring
and applying new knowledge and
when avoiding inconsistencies in
person in the exercises.
Co-evaluation
C MC NC
Obtained value

}
Correct any inconsistencies of person in these sentences. If necessary, change the verbs
to make them agree with any new subjects. Make your corrections above the lines.

his or her
Example: Each hiker should bring your own lunch.


1. Jane treats me like family when I visit her. She always makes you feel at home.
_________________________________________________________________________________________________
2. A student has to show their identification card in order to borrow books from library.
_________________________________________________________________________________________________
3. The first person at the counter gets their order filled quickly.
_________________________________________________________________________________________________
4. I love to go dancing. You can exercise, work off tensions, and have fun all at the same time.
_________________________________________________________________________________________________
5. If a person has lived in a city, you may find the country too quiet.
_________________________________________________________________________________________________
6. The cast members have discovered that you have to work together to prepare for the performance.
_________________________________________________________________________________________________
7. A person with high blood pressure should watch their diet.
_________________________________________________________________________________________________
8. When Lee and I ride our bikes to work at 6 A.M., you can see the city waking up.
_________________________________________________________________________________________________
9. Every mechanic should make sure they have a good set of tools.
_________________________________________________________________________________________________
10. I gave birth to my daughter when I was only seventeen. At that age, you are still a child yourself.
_________________________________________________________________________________________________

Activity: 7c

69
BLOCK 2

























































Read and discuss in class.
Consistent Tone

In your future you will usually have a literally serious or formal tone. You will want to avoid slipping into overly
casual and slangy language. Such shifts in tone are jarring to the reader, as is the case in our original example.

(Wrong) The president walked slowly to the lectern, carefully adjusted his glasses, and gave a nifty address on
the state of the nation.

(Consistent) The president walked slowly to the lectern, carefully adjusted his glasses, and delivered a stirring
address on the state of the nation.

You are going to learn more about idioms and slang in your “Communicative Oral
Abilities” course.

If you are writing an e-mail, a note, a message, or a letter to a friend, of course you can
be as informal as you like.

Example: Are you coming tonight? = rucmng nyt? Or Are you ok? = RUOK

But in a paragraph, maintaining a consistent tone is generally a good thing. Readers appreciate when the tone of
a paragraph is generally continuous and maintain a formal tone. When the tone of the paragraph is changed mid-
way through the paragraph, the reader may not appreciate the change (additionally, such a change may lead to
some confusing perspective on the topic/subject). Therefore, we advise that you maintain the same tone
throughout a paragraph.

Activity 8a. Rewrite the statements and change the italicized words using the fairly formal tone from the
box. Then check with your teacher.

Example: The United States must maintain alliances in the Middle East if it wants to stay in the ball game there.
The United States must maintain alliances in the Middle East if it wants to protect its interest there.

danced – dollars – exciting – attractive – mistaken

1. Anyone who thinks America schools will ever operate all year round is full of beans.
_________________________________________________________________________________________________
2. This year’s top student is not only intelligent, she is a foxy chick.
_________________________________________________________________________________________________
3. The orchestra gave a neat performance of a Beethoven symphony.
_________________________________________________________________________________________________
4. The member of the Downtown Elite Association boogied until midnight after installing new officers.
_________________________________________________________________________________________________
5. Mr. Alberts was pleased to receive a raise of fifty bucks a week.
_________________________________________________________________________________________________


Activity: 8

70
COMPOSITION A CORRECT ENGLISH ALIGNMENT























































Evaluation
Activity: 8
Product: Written formal tone
statement and paragraph.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes that there is a
difference between formal and
informal tone when writing.
Applies the necessary strategies to
shift the tone from informal to
formal in written statements and
paragraph.
Appreciates information about
being consistent in tone, for
further use of writing activities.
Co-evaluation
C MC NC
Obtained value


Rewrite the paragraph in order to place it in the formal and “Consistent Tone.”

Our skin is the largest organ in our bodies. Neat, huh? Therefore, I think that good skin care is crucial. However,
skin care can be problematic for many people. Whether you live in a dry climate or a humid climate, you may
have to use or avoid skin care products with moisturizers. Moisturizers are a great way of adding much needed
tone and moisture to your skin. Your skin is like a sponge. When the sponge goes dry, the sponge hardens and
begins to decay. You’ll look like a zombie without a good moisturizer. Without a good moisturizer, my skin
becomes dry, and dryness can cause irritation. A dry climate can necessitate using moisturizers. However, you
must be cautious of moisturizing products with abrasive agents, which can damage your skin. Some moisturizing
products which contain microscopic abrasives can seriously damage the skin upon contact. Finally, oily products
may not be good in either climate. Who wants to have oily skin? Yuck! Skin care products do not need to be oily
or greasy to moisturize the skin.

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 8b

71
BLOCK 2
Closing Activities























































Evaluation
Activity: 9
Product: Building sentences
exercises table and sentences.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Classifies information to fill in a
“simple and incomplete
sentence table”.
Applies information about simple
sentences and practice the shift in
tone from informal to formal writing.
Appreciates information about
being consistent in time, person
and tone, for further use of writing
activities.
Co-evaluation
C MC NC
Obtained value


Pair work. Do the following sentences express a complete idea? Are they simple
sentences? Are they incomplete and therefore not simple sentences? Check if the
sentences are simple or incomplete, and then ask your partner to check them after your
teacher’s feedback, write your score.


Sentence Simple or incomplete? Correct?
1. A barometer measures air pressure.
simple incomplete
2. Because of the rising temperatures.
simple incomplete
3. Consumption rates rise significantly every year.
simple incomplete
4. And weight as well.
simple incomplete
5. Will be assumed.
simple incomplete
Total score /5


Activity 9a. Find out and circle the word causing the shift in time, person, or tone and write the correct
or appropriate word in the blank at the right.

Example: The car sped around the corner and crashes into an ambulance. Crashed

1. I work out in the gym three times a week; you feel much better as a result. _____________
2. Whenever Camille has a conversation with Mary Joe, she gets angry. _____________
3. When you visited Kino Bay, do you see “Isla del Tiburon”? _____________
4. People should say “excuse me” when you stem in front of someone. _____________
5. Frederick said the writings of Benedetti are awesome. _____________
6. Adrian wore his new threads to the dance. _____________
7. As we arrived at the camp, you could see the sunset reflected in the lake. _____________
8. I never have trouble finishing my homework; the first thing you do is turn off the TV. _____________

Activity: 9

72
COMPOSITION A CORRECT ENGLISH ALIGNMENT























































Evaluation
Activity: 10 Product: Edited paragraph. Value:
Knowledge
Conceptual Procedimental Attitudinal
Writes the correct verb tense,
pronoun and changes words
from informal to formal tone.
Builds necessary skills for editing
paragraphs, when correcting errors
in time, person, and tone.
Appreciates information about
being consistent in tone, for
further use of writing activities.
Co-evaluation
C MC NC
Obtained value


Edit the paragraph to correct the underlined errors in time, person, and tone. The first
sentence has been done as an example. Then rewrite the paragraph and check with your
teacher.

Anyone who
1 If someone likes potato chips you should thank Thomas Jefferson and George Crum. 2 Jefferson, the future
president, introduced French fries potatoes after he learns to like them while serving as ambassador to France.
3 The salted, thin –sliced chips so popular today got in gear because of a dispute between a chef and a
customer. 4 It happened in 1853 while Chef George Crum is employed at a fancy resort in Saratoga, New York,
where he fried potatoes in the thick-cut French style. 5 A diner sent his French fries back to the kitchen because
they were too thick and jucky. 6 If anyone has worked in a restaurant you know how difficult some customers can
be. 7 Crum keeps cutting the potatoes thinner, and the diner kept sending them back. 8 Finally the angry Crum
slices the spuds so thin they are almost like strips of paper. 9 The diner is delighted with the potatoes; other
customers request them, and the restaurant become famous for its “Saratoga Chips.” 10 So when people sit
down in front of the television set with a bag of chips in hand, you should say thanks to Thomas Jefferson and
George Crum (and to Crum’s customer).
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Activity: 10

73
BLOCK 2
Didactic Sequence 2.
Writing an essay.

Start up Activity


















































Evaluation
Activity: 1
Product: Paragraph and essay
quizzes.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes parts of the
paragraph and identifies
vocabulary for the essay
process.
Applies his/her knowledge about
the organization of paragraph and
essay writing.
Shows interest when applying
previous knowledge about
organization of paragraphs and
essay writing.
Auto-evaluation
C MC NC
Obtained value


How much do you remember about Paragraph writing ? Choose and underline the
appropriate response.


1. A paragraph should cover how many topics?
a. Two to three.
b. Five or six.
c. One.

2. There are many different types of paragraphs.
a. True.
b. False.


3. Which of the following would be the best topic?
a. Blue is my favorite color.
b. War can lead to many deaths.
c. The patriot Act was a wise executive decision.
4. Transitions are used
a. Between subject and verbs
b. To relate two sentences
c. As little as possible

5. A narrative paragraph.
a. Tells a story.
b. Gives a critique.
c. Classifies objects.

6. The topic of the paragraph should…
a. Be broad and general.
b. Always be about science.
c. Be something the writer is interested in.

How much do you know about ESSAYS? Choose and write the correct word from the box.

First - Similar - Body - Longer - Title

1. Body paragraphs should be of _____________________length.
2. Each __________________paragraph should begin with a topic sentence and end with a
concluding sentence.
3. Restate your thesis statement in the ___________________ sentence of the conclusion
paragraph.
4. The body paragraphs are _____________________ than the introduction and conclusion
paragraphs.
5. Your essay must have a _______________________.




Activity: 1

74
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Development Activities







































Read information about the process of writing an essay and discuss it in class.

Writing an Essay

Until now we have concentrated on writing paragraphs, like we did in the last semester. It is time to begin the
larger challenge of writing the essay. If you have been having success with paragraphs, you shouldn’t have much
trouble with the essay. A paragraph is a brief development of one idea (remember the metaphor of the
hamburger). An essay is a longer development of one idea or subject. You have been urged to use a topic
sentence to express the main idea of each paragraph. You now are urged to use a thesis sentence to express the
main idea of the entire essay. An essay is sometimes called a thesis.

Let’s look at how the paragraphs are put together in a typical essay.

Introduction Introductory paragraph Thesis Sentence

Body
First body paragraph
Second body paragraph
Third body paragraph
Topic sentence
Topic sentence
Topic sentence
Support
Support
Support
Conclusion Concluding paragraph Conclusion

Not every essay is organized just the way the one you’re going to read on the next page. An essay might have as
few as two paragraphs to support the thesis—or many paragraphs. Essays written by professionals often do not
contain a written –out thesis sentences; the thesis is only implied. But all essays will have a thesis—a central point
the writer wishes to make.

Why a thesis sentence? Using a thesis sentence forces a writer to decide ahead of time just what point is to be
made .Remember that we learned in a previous sequence that: The point is the main idea that a person is making.
It helps the writer stay on track once the writing begins. On a smaller scale, the topic sentence offers the same
kind of help in writing the paragraph.

Some writers (and teachers) like an essay to start with a thesis sentence that outlines the entire essay. The thesis
also can appear at the middle or at the end of a paragraph. The essay “Watching TV” has its thesis sentence at
the middle.

Whatever method you use, it is important that you know before you start writing just what it is that you want to say.
The prewriting stage prepares your ideas for your essay before you begin writing. One or more of the prewriting
techniques should be helpful:

1. Think carefully about what you are going to write.
2. Collect facts related to your paragraph or essay topic.
3. Write down your own ideas.
4. Find the main idea of your paragraph or essay. Choose the most important point you are going to
present.
5. Organize your facts and ideas in a way that develops your main idea.


Activity: 2

75
BLOCK 2


















































Read this model Essay from “My ESL Lab” written by a non-native speaker of English
Student.
Watching TV

Introduction
Watching television is an experience shared by most adults and children. It is cheap,
appealing, and within the reach of the general public. In this way, TV has become an
important mass media around the world. Sadly, this resource isn’t used in a way that
people could get the best possible benefits from it. The purpose of this essay is to
persuade the reader that people shouldn’t watch too much television because the
content of many TV programs is not educational; it makes people waste time that could
be used in more beneficial activities; and it negatively affects people’s mental
development.
Body
The first reason why people shouldn’t watch too much television is because the content
of many TV programs is not educational. Nowadays, we can watch movies, series, and
shows that present scenes of violence, sex, and drugs. This has established wrong
concepts among the audience that influence them into having a negative behavior.
Moreover, the impact this tendency has on children is worse because they grow up with
the idea of a world where women must be slender and blonde to stand out, where
problems can only be solved with money and violence, and where wars are inevitable.
The second reason why people shouldn’t watch too much television is because it makes
people waste time that could be used in more beneficial activities. The time we spend
watching TV could be applied to useful activities like exercise, reading, interacting with
friends and family, activities that are a crucial for a healthy lifestyle.
The third reason why people shouldn’t watch too much television is because it negatively
affects people’s mental development. According to several scientific studies, watching
TV for prolonged periods of time has a negative effect over the intellectual development
of children and leads to deterioration of the mental capacity in older people by causing
both attention and memory problems in the long term.
Conclusion
In conclusion, people shouldn’t watch too much television because the content of many
TV programs is not educational; it makes people waste time that could be used in more
beneficial activities; and it affects people’s mental development. However, this doesn’t
mean that we should ban TV, but if we are going to watch it, we should do it with
moderation. Television is a resource that we should learn to use through the right
selection of programs by taking an active and critical attitude towards it.


Thesis Sentence People shouldn’t watch too much television.
(The purpose of the next three paragraphs in the body is to support or show the truth of the thesis sentence.)

1
st
Support topic sentence: This has established wrong concepts among the audience that influence them into
having a negative behavior.

2
nd
Support topic sentence: It makes people waste time that could be used in more beneficial activities.

3
rd
Support Topic sentence: It negatively affects people’s mental development.

Conclusion: If we are going to watch it, we should do it with moderation.

Activity: 2 (continuation)

76
COMPOSITION A CORRECT ENGLISH ALIGNMENT
























Read more about the parts of an essay and discuss in class.

Activity: 2 (continuation)
The essay introduction is where you will first
introduce your topic. It should begin with
an eye-catching opening statement,
something that will make people want to
read on. Then, a good introduction will go
on to explore the topic, offering brief and
general statements about it. The
introduction should serve to introduce the
reader to the topic, without giving him too
much information. In here is where the
Thesis Statement is. This is the overall
statement that sums up what will be argued
in the paper. By definition, the thesis
should be something that can be debated.
The body paragraphs offer different pieces
of evidence that support the thesis
statement. Each piece of evidence is given
its own paragraph in the body, and all of
them in the aggregate will help to support
the essay’s thesis statement. The body
paragraphs should start with a topic
sentence, which is essentially a mini-thesis
statement for that paragraph. In addition,
there are usually 1-2 body paragraphs that
explore evidence opposing the thesis
statement, in order to address this
evidence and prove why it is wrong.
The conclusion sums up the paper, and
ties up any loose ends. A good conclusion
usually opens with a restating of the thesis
statement, reminding the reader what was
supposed to be argued in the paper. Then
the conclusion should feature some of the
main points from the body paragraphs.
Although the conclusion is a way to sum up
the various ideas presented in the paper, it
should not copy directly from it. Restate or
reword things in order to avoid sounding
redundant. The conclusion will generally
end by explaining why the argument is
important, and wrapping up any loose
ends.

77
BLOCK 2



























Watch the video on the site: http://www.wikihow.com/Write-an-Essay

Then with the information you have, draw a graphic organizer about the process of writing
an ESSAY. After your partner checks you the work, present the graphic organizer to the
class.
Activity: 2 (continuation)

78
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Pair Work. Using the following criteria, choose the appropriate number from the following scale to check
your partner’s graphic organizer.


1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The graphic organizer has an appropriate title and labels.

2. The graphic organizer’s lines, boxes, and text are neat and legible.

3. The information in the graphic organizer is accurate.

4. The spelling, grammar, and punctuation of the text on the graphic organizer are accurate.

5. The graphic organizer presents the information in a manner that is easy to follow.

6. The relationships presented in the graphic organizer are correct and clear.

7. The form in which the graphic organizer portrays the information is appropriate to the relationships
being represented.

8. The graphic organizer demonstrates an understanding of the topic, its relationships and related
concepts.

9. The graphic organizer fulfills all the requirements of the assignment.

10. Overall, the graphic organizer represents the student’s full potential.

Total Points




















Evaluation
Activity: 2 Product: A graphic organizer. Value:
Knowledge
Conceptual Procedimental Attitudinal
Integrates his/her knowledge of
“Essay writing Process” in a
graphic organizer.
Diagrams the “Essay Writing
Process” in a graphic organizer.
Shows ability and interest when
he/she integrates knowledge to
diagram a graphic organizer.
Co-evaluation
C MC NC
Obtained value

79
BLOCK 2











Model of an Essay: Examine the essay from “My ESL Lab” written by non-native speaker of
English Student. Write a title and then fill in the information below.

In the past, I have never been inclined to participate in sports. Honestly, I didn’t like it, but many people whom I
lived with kept telling me every day how good it was. Since the peer pressure was growing, I decided to go to the
gym. It wasn’t until then that I could really understand people when they said exercise really helped a person get
organized and keep yourself in a healthy physically and mentally.

For starters, when you are a lazy person, it is difficult to take the first step, but it is all a matter of committing
yourself to something that will provide you a lot of positive feedback. Once you start doing exercise and observing
positive results, you actually enjoy it. It takes a lot of effort and strong will, but it's worth it. The principal thing to do
is to participate in an activity you like. If you do you’ll start organizing your day in a way that enables you to do
everything you have to, including exercising. You will no longer be a person stressed-out without time to carry on
with all your activities.

Second, it is obvious that once you exercise you will have a better condition. You will be healthier in a physical
way. It is probable that you will lose weight and your muscles will get stronger and stronger. Your body will feel
good, full of energy and it will respond immediately to any action you want to do, any activity that has to be done
with high spirits.

The third reason why exercising is good is that it affects you positively in a mental and psychological way. Doing
exercise helps you set specific goals which along with strong will can be achieved. When you do that, you are
aware of your abilities, accept your weaknesses, and your self-esteem goes up. Any sport distracts you because
it helps you not to think about school, friends, problems, among other things. It brings you time to think about
yourself and no one else. It helps you keep your mind busy and to avoid dangerous habits like drugs.

Doing exercise is very important to any person of any age. The positive effects of exercising, which I’ve already
mentioned, are like a chain. Once you do a sports activity that you like, you get organized; therefore, you start
doing things the right way and get enormous benefits which make you feel good as a whole human being. You
start living your life happily.

Thesis Sentence: __________________________________________________________________________________
______________________________________________________________________________________________
The three paragraphs in the body support the thesis sentence.
1
st
Support topic sentence: __________________________________________________________________________
__________________________________________________________________________________________________
2
nd
Support topic sentence: _________________________________________________________________________
__________________________________________________________________________________________________
3
rd
Support Topic sentence: _________________________________________________________________________
__________________________________________________________________________________________________
Conclusion: _______________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Activity: 3

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COMPOSITION A CORRECT ENGLISH ALIGNMENT























Evaluation
Activity: 3 Product: Essay examination. Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies the various stages of
the “Essay writing process”
especially thesis or main point.
Determines the thesis or main point
of an essay, as well as identifies
various stages of the process.
Shows ability and positive attitude
when learning about the
composition and parts of an
essay.
Auto-evaluation
C MC NC
Obtained value

81
BLOCK 2





Write an essay with at least two or three paragraphs of development on one of the
following subjects:

1. What I like (dislike) about being a teenager.
2. Two or three things I would hate to do without.
3. About social-networks.
4. A topic of your interest.

Write a sentence outline of the essay.


1. First support –topic sentence



2. Thesis Sentence



3. Second support -Topic sentence



4. Third support-topic sentence



5. Conclusion





 Develop each support paragraph with three to five sentences, using interesting and convincing details.
 Central a title on the top line of the first page.
 While revising the paper, look especially for punctuation errors and those problems marked on recent
papers.
 Proofread the final draft by correcting errors such as spelling and punctuation.

Activity: 4

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COMPOSITION A CORRECT ENGLISH ALIGNMENT





















































Evaluation
Activity: 4 Product: An essay. Value:
Knowledge
Conceptual Procedimental Attitudinal
Integrates introduction, body
paragraph(s) and a conclusion
in an essay.
Writes with appropriate organization
including introduction, body
paragraph(s) and a conclusion in an
essay.
Shows interest when having to
use the ability of writing on a free
subject.
Auto-evaluation
C MC NC
Obtained value


Write your essay here.


Activity: 4 (continuation)

83
BLOCK 2

















|

Pair work. One of the most effective ways to improve our own writing is to spend time
reading the best writing of others. Read a talk given by the Novelist Mark Twain, the author
of The Adventures of Tom Sawyer (1876) is one of America's great humorists and social
critic. He delivered the talk to a group of youngsters. Take turn to read and discuss the
text with your partner.

1. What I like (dislike) about being a teenager.
2. Two or three things I would hate to do without.
3. About social-networks.
4. A topic of your interest.

ADVICE TO YOUTH
by Mark Twain (1835-1910)

Being told I would be expected to talk here, I inquired what sort of talk I ought to make. They
said it should be something suitable to youth—something didactic, instructive, or something
in the nature of good advice. Very well. I have a few things in my mind which I have often
longed to say for the instruction of the young; for it is in one’s tender early years that such
things will best take root and be most enduring and most valuable. First, then. I will say to
you my young friends—and I say it beseechingly, urgingly—

Always obey your parents, when they are present. This is the best policy in the long run, because if you don’t, they
will make you. Most parents think they know better than you do, and you can generally make more by humoring
that superstition than you can by acting on your own better judgment.

Be respectful to your superiors, if you have any, also to strangers, and sometimes to others. If a person offends
you and you are in doubt as to whether it was intentional or not, do not resort to extreme measures; simply watch
your chance and hit him with a brick. That will be sufficient. If you shall find that he had not intended any offense,
come out frankly and confess yourself in the wrong when you struck him; acknowledge it like a man and say you
didn’t mean to. Yes, always avoid violence; in this age of charity and kindliness, the time has gone by for such
things. Leave dynamite to the low and unrefined.

Go to bed early, get up early—this is wise. Some authorities say get up with the sun; some say get up with one
thing, others with another. But a lark is really the best thing to get up with. It gives you a splendid reputation with
everybody to know that you get up with the lark; and if you get the right kind of lark, and work at him right, you can
easily train him to get up at half past nine, every time—it’s no trick at all.

Now as to the matter of lying, you want to be very careful about lying; otherwise you are nearly sure to get caught.
Once caught, you can never again be in the eyes to the good and the pure, what you were before. Many a young
person has injured himself permanently through a single clumsy and ill finished lie, the result of carelessness born
of incomplete training. Some authorities hold that the young ought not to lie at all. That of course, is putting it
rather stronger than necessary; still while I cannot go quite so far as that, I do maintain, and I believe I am right,
that the young ought to be temperate in the use of this great art until practice and experience shall give them that
confidence, elegance, and precision which alone can make the accomplishment graceful and profitable.
Patience, diligence, painstaking attention to detail—these are requirements; these in time, will make the student
perfect; upon these only, may he rely as the sure foundation for future eminence. . Think what tedious years of
study, thought, practice, experience, went to the equipment of that peerless old master who was able to impose
upon the whole world the lofty and sounding maxim that “Truth is mighty and will prevail”—the most majestic
compound fracture of fact which any of woman born has yet achieved. For the history of our race, and each
individual’s experience, are sewn thick with evidences that a truth is not hard to kill, and that a lie well told is
immortal. There is in Boston a monument of the man who discovered anesthesia; many people are aware, in
these latter days, that that man didn’t discover it at all, but stole the discovery from another man.
Activity: 5

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COMPOSITION A CORRECT ENGLISH ALIGNMENT



































Is this truth mighty, and will it prevails? Ah no, my hearers, the monument is made of hardy
material, but the lie it tells will outlast it a million years. An awkward, feeble, leaky lie is a thing which
you ought to make it your unceasing study to avoid; such a lie as that has no more real
permanence than an average truth. Why, you might as well tell the truth at once and be done with
it. A feeble, stupid, preposterous lie will not live two years—except it be a slander upon somebody.
It is indestructible, then of course, but that is no merit of yours. A final word: begin your practice of
this gracious and beautiful art early—begin now. If I had begun earlier, I could have learned how.

Never handle firearms carelessly. The sorrow and suffering that have been caused through the innocent but
heedless handling of firearms by the young! Only four days ago, right in the next farm house to the one where I
am spending the summer, a grandmother, old and gray and sweet, one of the loveliest spirits in the land, was
sitting at her work, when her young grandson crept in and got down an old, battered, rusty gun which had not
been touched for many years and was supposed not to be loaded, and pointed it at her, laughing and threatening
to shoot. In her fright she ran screaming and pleading toward the door on the other side of the room; but as she
passed him he placed the gun almost against her very breast and pulled the trigger! He had supposed it was not
loaded. And he was right—it wasn’t. So there wasn’t any harm done. It is the only case of that kind I ever heard of.
Therefore, just the same, don’t you meddle with old unloaded firearms; they are the most deadly and unerring
things that have ever been created by man. You don’t have to take any pains at all with them; you don’t have to
have a rest, you don’t have to have any sights on the gun, you don’t have to take aim, even. No, you just pick out
a relative and bang away, and you are sure to get him. A youth who can’t hit a cathedral at thirty yards with a
Gatling gun in three quarters of an hour, can take up an old empty musket and bag his grandmother every time,
at a hundred. Think what Waterloo would have been if one of the armies had been boys armed with old muskets
supposed not to be loaded, and the other army had been composed of their female relations. The very thought of
it make one shuddergger!

There are many sorts of books; but good ones are the sort for the young to read. Remember that. They are a
great, an inestimable and unspeakable means of improvement. Therefore be careful in your selection, my young
friends; be very careful; confine yourselves exclusively to Robertson’s Sermons, Baxter’s Saint’s Rest, The
Innocents Abroad, and works of that kind.

But I have said enough. I hope you will treasure up the instructions which I have given you, and make them a
guide to your feet and a light to your understanding. Build your character thoughtfully and painstakingly upon
these precepts, and by and by, when you have got it built, you will be surprised and gratified to see how nicely
and sharply it resembles everybody else’s.
Activity: 5 (continuation)

85
BLOCK 2























































Evaluation
Activity: 5
Product: Reading comprehension
activities.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies key elements and
condenses important
information into their own words
to answer questions.
Uses knowledge before, during,
and after reading to clarify
misconceptions and to understand
the text.
Enjoys reading the talk of an
America's great humorists
delivered to a group of young
people.
Auto-evaluation
C MC NC
Obtained value


Read Mark Twain’s text paragraph by paragraph and choose the best answer.
































Activity 5b. Write information and answer questions.

Write the “Thesis Sentence” _________________________________________________________________________
__________________________________________________________________________________________________
Did you like the reading? ____________________________________________________________________________
Do you think the advices don’t resemble to modern times? _______________________________________________

Activity: 5a
From paragraph 1 to 3.

1. The "superstition" is that
A. Parents make you obey.
B. You should act on your own better
judgment.
C. You should obey your parents.
D. Parents know best.

2. Twain is not convinced that
A. You shouldn't avoid violence.
B. A brick is of no use.
C. You have any superiors.
D. That you shouldn't use dynamite.

3. "Extreme measures" include
A. Hitting with a brick.
B. The use of dynamite.
C. An offense.
D. A confession.

4. The Latin origin of frank (as in frankly) referred
to
A. The Franks, a Germanic people.
B. A banking family.
C. Italian aristocrats.
D. English writers.





From paragraph 4 to 8.

5. In paragraph 4 the word lark means:
A. Trick.
B. A person that gets up early.
C. Laugh.
D. A person that gets up late.

6. “You can never again be in the eyes to the
good and the pure”, means:
A. You are not going to be trustworthy.
B. You are going to be honorable.
C. You are going to be elegant.
D. You are not going to be known.

7. What did the grandson do to the old and
sweet grandmother?
A. Killed her.
B. Frighten her.
C. Pulled the trigger.
D. Honored her.

8. What did the writer mean when he wrote:” I
hope you will treasure up the instructions
which I have given you. ”
A. To treasure all the gold.
B. To follow the advice and be thoughtful.
C. To bright the lives of others.
D. To guide the steps.

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COMPOSITION A CORRECT ENGLISH ALIGNMENT
















































Read “ADVICE TO YOUTH” carefully, look for the topic sentence of each paragraph and
based on the topics write your point of view in a five paragraph essay (You may write it
here or write on a separate paper).

My opinion on Mark Twain’s ADVICE TO YOUTH

__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Activity: 6

87
BLOCK 2
Ask a partner to use the rubric to check your essay.

Criteria 4 pts 3 pts 2 pts 1 pts
Purpose/Task
Accomplishes the task;
includes many details
that are clearly connected
to the development of the
task, but there may be
minor irrelevancies.
Accomplishes the
task; includes some
details that are
generally connected
to the development of
the task, but there
may be some
irrelevancies.
Accomplishes the
task; includes few
details, some of which
may be only loosely
connected to the task.
There are many
irrelevancies.
Attempts to
accomplish the task;
makes some reference
to it but provides few
or no supporting
details.
Organization
Exhibits a logical and
coherent sequence
throughout; provides a
clear sense of a
beginning, middle, and
end. Makes smooth
transitions between
ideas.
Exhibits a logical
sequence; provides a
beginning, middle,
and end.
Attempts to provide a
logical sequence
and/or the beginning
or ending is abrupt or
unclear.
Exhibits little order;
provides a series of
separate sentences
and/or disconnected
ideas.
Vocabulary
Includes a wide variety of
vocabulary that expands
the topic, but there may
be minor inaccuracies.
Includes a variety of
vocabulary related to
the topic.
Includes basic
vocabulary; some
vocabulary may be
inaccurate or
unrelated to the topic.
Includes limited
vocabulary and/or
most vocabulary is
inaccurate or unrelated
to the topic.
Structure/
Grammar
Demonstrates a high
control of
structure/grammar:
correct subject-verb
agreement, correct tense,
correct noun-adjective
agreement, correct word
order, and correct
spelling.
Demonstrates some
control of
structure/grammar:
correct subject-verb
agreement, correct
tense, correct noun-
adjective agreement,
correct word order,
and correct spelling.
Demonstrates some
control of
structure/grammar,
but errors due hinder
overall
comprehensibility. Or
writing is below
achievement level.
(Errors 12-17)
Demonstrates little
control of
structure/grammar.
Errors impede overall
comprehensibility of
passage. (Errors 18+)








Evaluation
Activity: 6 Product: An essay and a rubric. Value:
Knowledge
Conceptual Procedimental Attitudinal
Orders details to be connected
to the development of the essay
and to write his/her own point of
view.
Practices the skill of writing by
ordering details that connects to
the development of the essay.
Appreciates the message sent by
the writer and shows openness to
feedback given by a classmate.
Co-evaluation
C MC NC
Obtained value

88
COMPOSITION A CORRECT ENGLISH ALIGNMENT



















Read and discuss in class.

Types of Essays

There are many different types of essays and each type has a different purpose. We are going to study three of
the most common types of essays: Persuasive, Narrative, and Descriptive.

Persuasive Essay. We’ve already studied persuasive paragraphs, as in persuasive writing, we try to convince
others to agree with our facts, share our values, and accept your arguments and conclusions. Let’s say you want
to write a paper showing that grades in college should be eliminated. The Mark Twain’s text that you’ve just read
is an example of persuasive essay because he shares values with a group of youngster. Here are some
techniques of persuasion you might use:

1. Cite facts or statistics on student health problems or suicides blamed on grade worries.
2. Quote expert authorities who argue that grades inspire negative competition rather than positive
cooperation.
3. Give examples from history showing that students have not always been graded.
4. Offer current examples of institutions that don’t assign grades.
5. Present a narrative (anecdote) about a rich and famous inventor who flunked out of university.
6. Give a description of a classroom full of students agonizing over an exam.
7. Describe a personal experience—the time you got a rash over a “60” in algebra.

Here you are going to read a sample of “Persuasive Essay on Law:

On Acceptability of Capital Punishment.

The proponents of capital punishment often say that it was a natural part of human society for thousands of years
and only recently there appeared the idea that it is something unacceptable, horrible and immoral. Well, the same
goes for slavery and human sacrifices, but nobody seems to be very eager to have them back.

The problem with the death penalty is not simply that of moral. It is the problem of law and logic. The state people
live in had been created for the sole purpose of protecting their lives and property from any aggression, both inner
and outer. The state has legal right to apply force in order to solve disputes between people. In the case of capital
punishment, it considers it has right to decide whether this or that person deserves to live, thus, breaking the very
foundation of its own existence.

Killing a murderer won’t resurrect the one who has been killed by him; but the murderer may turn out to be
innocent if some additional evidence appears. Such cases were and undoubtedly are with many of those who
have been executed or are on the death row right now. One may say that such cases are rare, but even one such
case that takes place should be considered to be completely inadmissible.

Laws exist not for the convenience of officials, but for the citizens of the state; if the government murders an
innocent, it hasn’t right to rule over these people – because it is an outright murder. The fact that it wasn’t
committed by a particular person doesn’t make it any less gruesome – on the contrary, the very fact that it is
performed as a kind of mundane work, makes it much, much worse than the most disgusting murder committed
by an individual.

The matter is, government isn’t an individual organism that has some kind of higher understanding of our reality.
No, it consists of separate people who try to work together; and as it is often the case when people work in
groups, they generally work less effectively than individuals do, so, of course, there are mistakes, and even more
than one can imagine. And with the execution being an irreversible action, there is completely no logical reason
for such an action being based on insufficient data – and there is no data sufficient to legitimize death.


Activity: 7

89
BLOCK 2

























After reading the persuasive essay, discuss with your partners and answer the following
questions.

1. What is capital punishment? _____________________________________________________________________
2. What is another name for capital punishment? ______________________________________________________
3. What methods are used for capital punishment? ____________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. Some countries do not have the death penalty. Why do you think this is? Which countries are these?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
5. Do you believe in the use of capital punishment? ____________________________________________________

Activity 7b. Read the different points of view of ESL (English as a Second Language) student and then
write a paragraph giving your own point of view.


Maria
“I don’t think capital punishment should be allowed. The first reason is that the
government should not have the right to take a person’s life. We all know that
the government can make mistakes. Secondly, I believe that everybody can
change. Everybody should be given a second chance. Even if they murdered
many people, we should give them a chance to understand what they have
done. A life sentence is a good enough punishment for any crime.



Jacob
“I agree that the death penalty is a bad idea and that the government should not have the power over life and
death of the people. However, when I read in the newspapers about a ‘monster’ who killed children or killed many
people, I feel that the death penalty could be the best solution. There are some people who never change. When
they go to prison, they only boast about their crimes. When they leave prison, they will do it again. I believe capital
punishment could be suitable for these people, but I’m not sure.

















Activity: 7a

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COMPOSITION A CORRECT ENGLISH ALIGNMENT


















Evaluation
Activity: 7 Product: Point of view paragraph. Value:
Knowledge
Conceptual Procedimental Attitudinal
Organizes ideas read in the
persuasive essay so that he/she
can answer questions and give
her/his point of view on the
subject.
Applies the information given in the
persuasive essay to answer
questions and to give his/her point
of view on the subject.
Respects others point of view on
the subject and gives his/her own
point of view.
Auto-evaluation
C MC NC
Obtained value



My opinion is that __________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

91
BLOCK 2



































Read about narrative essay and discuss with your partners.

Narrative Essay

When writing a narrative essay, one might think of it as telling a story. These essays are often anecdotal,
experiential, and personal—allowing the writer to express him/herself in a creative and, quite often, moving way.
Here are some guidelines for writing a narrative essay:


 If written as a story, the essay should include all the parts of a story: a plot, a setting (where and when the
story happens), and characters who have motives.
 The essay should have a purpose. Make a point! Think of this as the thesis of your story.
 Use clear and concise language throughout the essay.
 The use of the first person pronoun ‘I’ is welcomed. Do not abuse this guideline! Though it is welcomed it is
not necessary—nor should it be overused for lack of clearer diction.
 As always, be organized! Have a clear introduction that sets the tone for the remainder of the essay. Do not
leave the reader guessing about the purpose of your narrative.



Activity 8a. Read this personal narrative written by eighth-grader Alicia. Read the essay and notice how
Alicia’s personality comes through; she obviously cares about her subject. Her use of details gives the
reader a clear picture of the characters and environment in this account of Alicia’s first encounter with
racism. When you finish reading fill in the information below.


The Racist Warehouse

It was a beautiful August morning. The sun was brightly shining on my sunglasses while my mother drove the
U-haul truck to a warehouse in Santa Ana, California. As my mother drove down the streets of Santa Ana, I looked
out the window and began to realize that the mixture of people was no longer a mixture; there was only white.

When we arrived at the warehouse, I had to peel my arm off the side of the hot door like a burnt sausage off a
skillet. There were not many cars in the parking lot, and I could see the heat waves. As we walked up the boiling
pavement, it felt like we were walking through a scorching desert. When we walked into the warehouse, there was
a variety of electronic appliances to choose from, and about three-fourths of them were white (of course).

About every 15 minutes, a salesperson followed us around and asked if we needed help, as if we were retarded
or ex-cons. My mother really dislikes it when salespersons constantly ask if we need help; she feels if she needs
their help, she’ll ask for it. Finally, after about two and a half boring hours of looking for any scratches or marks on
the dryers and refrigerators that might fit best in our new apartment, my mother picked a dryer and refrigerator
that were just right. She then let the salesperson know, and he replied with a smile, “All right, you can pick up your
items in the back in about five minutes.” My mother said, “Thank you,” in a nice, friendly voice and walked across
the scorched pavement to drive the truck to the back.

When we got to the back, there were about three open spaces for picking up appliances. My mother chose the
first parking spot she saw, which was by a white family’s car. Then she showed the employees the receipt for the
appliances she had just bought. They said, “All right, we’ll be with you in just a minute.” While I waited for my
mother, I looked over and smiled at the white lady in the next car, but instead of smiling back like a nice young
woman, she frowned at me like I had something hanging from my nose. At first I thought, “Well, maybe she is
having a bad day.”

Activity: 8

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COMPOSITION A CORRECT ENGLISH ALIGNMENT
































Then a few minutes later the people working at the warehouse started to look at my mother and me
in a mean way. Then I figured that maybe something was on my face, but when I looked in the
mirror, I saw nothing. At the time, I had only spent nine years and some months on this planet. I
didn’t know racism was still around; I thought that situation had died along with Dr. King.

Five minutes passed then ten, then fifteen. We sat there watching people get their appliances and leave. We
seemed invisible to them. As I sat in the car, burning up and listening to one of the most boring radio stations my
mother could possibly like, I was thinking, “We’d better leave or else I’ll go ballistic!” After 30 minutes had passed,
my mother got frustrated and politely asked to have our items loaded. Five more minutes passed, and she asked
again with an attitude. They replied, “We’ll be with you in a minute, ma’am.” I could tell she was beginning to get
upset because she started to get that “don’t bother me” look. Five minutes later they finally packed our
appliances on the truck.

When we left the warehouse, I described to my mother what the other people were doing. She explained, “They
were racist. They didn’t like us because we have different skin color.”

That was my first encounter with racism. It was just a small slice of reality—that everyone isn’t going to be as nice
as you, your friends, and your family might be; and that just because you look nice and politely smile at others, it
doesn’t mean that others will treat you the same. This situation made me feel very out of place and confused. I
didn’t expect those people to react as they did. We are all civilized, intelligent, caring, peaceful people . . . or at
least that is what I had believed.
Houghton Mifflin Company.

Thesis Sentence: __________________________________________________________________________________
__________________________________________________________________________________________________
1
st
Support topic sentence: __________________________________________________________________________
__________________________________________________________________________________________________
2
nd
Support topic sentence: _________________________________________________________________________
__________________________________________________________________________________________________
3
rd
Support Topic sentence: _________________________________________________________________________
__________________________________________________________________________________________________
Conclusion: _______________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activity: 8a (continuation)

93
BLOCK 2





































Evaluation
Activity: 8 Product: Answers to WH questions. Value:
Knowledge
Conceptual Procedimental Attitudinal
Organizes ideas read in the
narrative essay so that he/she
can complete the grids and
answer questions.
Reads the essay so that he/she can
complete the grids and answer the
WH questions.
Enjoys a good narrative essay,
the consistent point of view of the
writer, and the use of vivid and
exact language.
Auto-evaluation
C MC NC
Obtained value


Answer the following WH question from “The Racist Warehouse” essay.

1. Where does the story happen? ___________________________________________________________________
2. When does the story happen? ____________________________________________________________________
3. Who are the characters involved in the story? _______________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________
4. How is the weather described? ___________________________________________________________________
5. What happen every 15 minutes? __________________________________________________________________
6. How does the writer feel at the end of the story? _____________________________________________________
7. Why do you think she feels this way? ______________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________


Activity: 8b

94
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Descriptive Essay.

The purpose of a descriptive essay is to describe a person, place, or thing in such vivid detail that the reader can easily
form a precise mental picture of what is being written about. The author may accomplish this by using imaginative
language, interesting comparisons, and images that appeal to the senses, just like the descriptive paragraphs you
studied in your “Reading and Writing Strategies” in fifth semester, the descriptive essay also makes use of
comparisons to help picture it—something is like something, also you need to employ your five senses – how it feels,
look, sounds and taste. Using adjectives and adverbs make descriptive writing more interesting.

Read this sample descriptive essay, and then read the notes below.

I have always been fascinated by carnival rides. It amazes me that average,
ordinary people eagerly trade in the serenity of the ground for the chance to
be tossed through the air like vegetables in a food processor. It amazes me
that at some time in history someone thought that people would enjoy this,
and that person invented what must have been the first of these terrifying
machines. For me, it is precisely the thrill and excitement of having survived
the ride that keeps me coming back for more.

My first experience with a carnival ride was a Ferris wheel at a local fair.
Looking at that looming monstrosity spinning the life out of its sardine-caged
occupants, I was dumbstruck. It was huge, smoky, noisy and not a little
intimidating. Ever since that initial impression became fossilized in my imagination many years ago, these rides have
reminded me of mythical beasts, amazing dinosaurs carrying off their screaming passengers like sacrificial virgins.
Even the droning sound of their engines brings to mind the great roar of a fire-breathing dragon with smoke spewing
from its exhaust-pipe nostrils.

The first ride on one of these fantastic beasts gave me an instant rush of adrenaline. As the death-defying ride started,
a lump in my throat pulsed like a dislodged heart ready to walk the plank. As the ride gained speed, the resistance to
gravity built up against my body until I was unable to move. An almost imperceptible pause as the wheel reached the
top of its climb allowed my body to relax in a brief state of normalcy. Then there was an assault of stomach-turning
weightlessness as the machine continued its rotation and I descended back toward the earth. A cymbal-like crash
vibrated through the air as the wheel reached bottom, and much to my surprise I began to rise again.

Each new rotation gave me more confidence in the churning machine. Every ascent left me elated that I had survived
the previous death-defying fall. When another nerve-wracking climb failed to follow the last exhilarating descent and the
ride was over, I knew I was hooked. Physically and emotionally drained, I followed my fellow passengers down the
clanging metal steps to reach the safety of my former footing. I had been spared, but only to have the opportunity to
ride again.

My fascination with these fantastic flights is deeply engrained in my soul. A trip on the wonderful Ferris wheel never fails
to thrill me. Although I am becoming older and have less time, or less inclination, to play, the child-like thrill I have on a
Ferris wheel continues with each and every ride.

95
BLOCK 2






















































Evaluation
Activity: 9 Product: An essay analysis. Value:
Knowledge
Conceptual Procedimental Attitudinal
Analyzes a descriptive essay
focusing in vivid detail using
imaginative language and
interesting comparisons.
Reads to clearly form an
impression of the thing that is
described.
Enjoys a good narrative essay,
the consistent point of view of the
writer, and the use of vivid and
exact language.
Auto-evaluation
C MC NC
Obtained value


Let’s analyze the descriptive essay by reading and completing the paragraphs.

1. The subject of the sample essay is fairly ordinary—a ride on a Ferris wheel. The author makes it interesting,
by comparing the ___________________________to _________________________________.
2. The author makes good use of fresh and varied vocabulary. For example, in the first paragraph alone, she
uses verbs that create excitement like "fascinate," ”_______________________” and
“_____________________."
3. In the second paragraph she uses a variety of terms to describe the machine such as "monstrosity,"
"__________________________," "____________________________," "__________________________________"
4. The author uses her senses to describe the scene—how the ride looks, sounds, smells, and feels. The ride is
"______________________________________,” “_______________________________________" and its engines
"_______________________________________" like the roar of a dragon.
5. On the ride, she gets a "________________________________" and a "______________________________," she
feels immobile and then weightless.
6. The essay is well organized. The introduction begins with a general statement, "__________________________
______________________________________.”
7. The conclusion ends with a more specific statement of what the essay will be about, "the thrill ______________
____________________________________________________________________________________________.”
8. The body of the essay is composed of several paragraphs that describe the ___________________________,
the way it seems from the ground and the way it feels to ride on one.
9. Did she want to ride again? ________________________________________________________.The conclusion
restates the main idea of the essay, it is that ________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________.


Activity: 9

96
COMPOSITION A CORRECT ENGLISH ALIGNMENT
Closing Activities






































Tell a story about a moment or event that means a lot to you--it will make it easier for you
to tell the story in an interesting way; it might be a narrative or descriptive essay.

 Get right to the action! Avoid long introductions and lengthy descriptions--especially at the beginning of your
narrative.
 Make sure your story has a point! Describe what you learned from this experience.
 If the essay is descriptive use all five of your senses to describe the setting, characters, and the plot of your
story. Don't be afraid to tell the story in your own words. Nobody wants to read a story that sounds like a
textbook!

My essay
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activity: 10

97
BLOCK 2























































Evaluation
Activity: 10 Product: An essay. Value:
Knowledge
Conceptual Procedimental Attitudinal
Writes an essay describing
something or someone by
appealing to the senses of the
reader.
Explains in the essay how the thing
smelled, felt, sounded, tasted, or
looked to evoke a strong sense of
familiarity and appreciation in the
reader.
Enjoys a good narrative essay,
the consistent point of view of the
writer, and the use of vivid and
exact language.
Auto-evaluation
C MC NC
Obtained value


______________________________________________________________________________________
______________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activity: 10 (continuation)

98
COMPOSITION A CORRECT ENGLISH ALIGNMENT
























































Evaluation
Activity: 11 Product: A portfolio of evidence. Value:
Knowledge
Conceptual Procedimental Attitudinal
Organizes a portfolio of
evidence by collecting the
different types of essays he/she
has written.
Registers the essays she/he has
written in a portfolio of evidence to
be presented to the teacher.
Integrates his/her knowledge of
the process of essay writing to be
presented in a portfolio of
evidence.
Auto-evaluation
C MC NC
Obtained value


Collect the essays you have written and organize a Portfolio of Evidence (PoE).

In the PoE you must include:

 Your first essay (the one you wrote on a free theme).
 The opinion essay (The opinion essay on Mark Twain’s speech).
 You are going to write a Persuasive essay based on the paragraph you already have (you don’t have a
complete essay).
 Write a narrative essay (you don’t have one).
 Your Descriptive essay (the last essay you wrote).
 Include at the beginning your graphic organizer in activity 2.

It may be a portfolio presented physically.
It may be an e-portfolio or online portfolio; here you can use blogs, wikis, podcast, a social network, etc.



Activity: 11

Tiempo asignado: 20 horas
Anthology.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Unidad de competencia:
Analiza textos que le permiten hacer interpretaciones y descubrir la posibilidad de ampliar su práctica, aclarar
sus ideas y valores a través de la lectura del mismo, contribuyendo a su formación académica y cultural.

Atributos a desarrollar en el bloque:
4.1. Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que
se encuentra y los objetivos que persigue.
4.3. Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4. Se comunica en una segunda lengua en situaciones cotidianas.
4.5. Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4. Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1. Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2. Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3. Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos
local, nacional e internacional.

100
ANTHOLOGY
Didactic Sequence 1.
Approaching literature.

Startup Activity














































Evaluation
Activity: 1 Product: Literature questionnaire. Value:
Knowledge
Conceptual Conceptual Attitudinal

Procedimental Attitudinal
Analyses the questions and
verifies his/her knowledge about
literature.
Registers his/her knowledge in
Literature in a questionnaire.
Appreciates the purpose of
literature as a review and the
acquisition of new knowledge
when the teacher gives feedback.
Co-evaluation
C MC NC
Obtained value


Pair work. How much do you know about literature? Take a guess and match the
questions to the responses, write the letter on the line. Check your answer with your
teacher.


Activity: 1
1. Who is the all-time best-selling fiction writer in the world,
whose 78 crime novels have sold an estimated 2 billion
copies? _____________
2. In which country does the story "The Pied Piper Of Hamelin"
take place? ______________
3. In literature, how are the famous duo Charles and Gerald
better known? _____________
4. Which famous literary character's parents were killed by Lord
Voldemort? _______________
5. Which famous novel was written in 1954, and has a title
which is the English translation of the Hebrew word
"Beelzebub"? ______________
6. To what type of animal was Robert Burns referring in his
poem that starts "Wee, sleek it, cowrin, tim'rousbeastie."?
_______________
7. Published in 1951, the children’s book "Prince Caspian" was
the second in a series of seven books. What was the first?
______________
8. Which Russian novelist wrote "Anna Karenina" and "War And
Peace"?
_____________
9. In which of Shakespeare's plays does the line "A horse! A
horse ! My kingdom for a horse" appear? ____________

10. What was Roald Dahl's follow up to his book "Charlie and the
Chocolate Factory" called? ________________

11. Into how many languages has "The Diary of Anne Frank"
been translated? ____________________

a) Lord of the Flies

b) A Mouse

c) The lion, the witch and
the Wardrobe

d) Leo Tolstoy

e) Richard III

f) Agatha Christie

g) Germany

h) Mills and Boon

i) 55

j) Harry Potter

k) Charlie and the Great
Glass Elevator

101
BLOCK 3
Development Activities

What is Literature?

People read for two main reasons. First they read to learn useful information. To bake a cake you read a recipe. To Fix
a car, you read a repair manual. To learn a career, you read a book on the subject. This is reading
for its practical values and you studied them as instructive texts in your “Writing and Reading Strategies” module . You
read because of what the reading materials can do for you.

Reading can also do things to you. It can make you laugh and groan and shiver and even sweat. It can introduce you
to interesting people. It can stir up in your new thoughts and feelings in the same way that your own adventures do.
This is why you can think of literature as an experience – your experience. In fact, every time you read a piece of
literature, stop to think what it does to you.

In this block you’ll read some stories and poems of famous writers of the past. You’ll also meet some exciting authors
who are writing today. In addition, you will be asked to practice the skills that will make you and even better reader than
you are now. GOOD LITERATURE DEMANDS GOOD READERS. Remember that one of the most effective ways to
improve our own writing is to spend time reading the best writing of others.

Literature isn’t simply facts or information. Literature involves you, the reader. The words on your module are just
marks on paper until your lively mind and improving reading ability bring them to life. You make the difference.

Literature is a term used to describe written or spoken material. Literature is used to describe anything from creative
writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative
imagination, including works of poetry, drama, fiction, and nonfiction. You are going to improve some skills that will
help you in your reading and writing practice.

Literal and Figurative Language.

Most words we use mean exactly what they say. For instance, If you like peanuts, you might say, “I could eat a lot of
peanuts right now.” Every work in that sentence means just what the dictionary says it means. Another term for such
“dictionary language” is literal language. But suppose you say, “I could eat a million peanuts right now.” Clearly, the
word million doesn’t really mean 1,000,000.” Its real meaning is “a great many.” Another term for this kind of language
is figurative language. Figurative language says one thing and means another. The opposite of literal language is
figurative language. Figurative language is language that means more than what it says on the surface.

Two more points must be made about figurative language:

1. Oddly enough (and often confusing to students) one of the most figurative expressions is the word literally.
Think about statements such as “I was literally frozen to death.” This really means of course, “I was figuratively
frozen to death.
2. Many figurative expressions are used so much that we don’t recognize them as
figurative. Any overused and unoriginal expression can be called a cliché: examples
are expressions like: “a million peanuts,” “sometimes catching the eye,” and most
uses of literally.

Writing using literal language is simple; you write what you mean. Using figurative language in
writing is difficult; you write using words that infer different meanings than what they mean
literally. When you are writing such things as emails and business letters, you are able to write
quickly because most of the language is literal. When you write poetry and short stories, there
is more figurative language, making the writing process slow and laborious. Many people
enjoy the challenge of writing selections with figurative language.
This image illustrates
money laundering, which
is figurative language.

102
ANTHOLOGY














































Evaluation
Activity: 2
Product: Figurative language
exercise.
Value:
Knowledge
Conceptual Conceptual Attitudinal

Procedimental Attitudinal
Define literal and figurative
language in a song.
Determines the figurative speech in
lyrics from a song.
Appreciates the use of figurative
language in daily English.
Auto-evaluation
C MC NC
Obtained value


Read the following song lyrics. In the spaces provided, write what you understand about
the numbered statements.




You Are the Sunshine of My Life
by Stevie Wonder

You are the sunshine of my life1
That’s why I’ll always be around,
You are the apple of my eye, 2
Forever you’ll stay in my heart
I feel like this is the beginning,
Though I’ve loved you for a million years 3,
And if I thought our love was ending,
I’d find myself drowning in my own tears. 4
You are the sunshine of my life,
That’s why I’ll always stay around,
You are the apple of my eye,
Forever you’ll stay in my heart, 5
You must have known that I was lonely,
Because you came to my rescue,
And I know that this must be heaven, 6
How could so much love be inside of you?
You are the sunshine of my life, yeah,
That’s why I’ll always stay around,
You are the apple of my eye,
Forever you’ll stay in my heart. 7
1. ___________________________________________
______________________________________________
2. ___________________________________________
______________________________________________
3. ___________________________________________
______________________________________________
4. ___________________________________________
______________________________________________
5. ___________________________________________
______________________________________________
6. ___________________________________________
______________________________________________
7. ___________________________________________
______________________________________________

Activity: 2

103
BLOCK 3










































Evaluation
Activity: 3 Product: Cliché table. Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies phrases
characterized by its overuse in
daily language.
Applies the word to form clichés
used in daily English language.
Appreciates the use of figurative
language in daily English.
Auto-evaluation
C MC NC
Obtained value


Read about cliché

A cliché is not just something that lots of people say; it’s something that lots of people say and it
convey some sort of idea or message. A cliché is, in other words, a metaphor characterized by its
overuse.
The term is frequently used in modern culture for an action or idea which is expected or predictable, based on a
prior event. Typically a pejorative, "clichés" are not always false or inaccurate. A cliché may or may not be true.
Some are stereotypes, but some are simply truisms and facts. Clichés are often for comic effect, typically in
fiction.

Choose a word from the right box and complete these famous clichés. Use your dictionary for the
unknown words in the box.

Clichés
Loose lips sink_________________________________________________.

The road to hell is paved with good _______________________________.

If you can't stand the heat, stay out of the __________________________.

______________________________________ makes the world go round.

Think outside the ______________________________________________.

All is fair in love and ____________________________________________.

A watched pot never ___________________________________________.

An apple a day keeps the __________________________________ away.

All work and no play make Jack a ____________________________ boy.

There's more than one way to skin a ______________________________.
_
A rolling stone gathers no _______________________________________.

Still waters run _________________________________________________.

The way to a man's heart is through his ___________________________.

Possession is 9/10's of the ______________________________________.


Activity: 3
1. Doctor
2. Dull
3. Cat
4. Moss
5. Deep
6. Stomach
7. Law
8. Boils
9. War
10. Box
11. Money
12. Kitchen
13. Ship
14. intention

104
ANTHOLOGY














































Read and learn more about Literal and Figurative Language.

Two figures of speech

Most figures of speech compare two things. There are two main kinds of comparisons. A simple comparison like:
“Time is running out” is called metaphor. A metaphor is simple and direct; no extra words are used to show the
understanding of time as a resource. Instead one expression is simply substituted for another.

The other kind of comparison is called a simile. A simile does use a word to show that a comparison is being
made. Usually this word is like or as. Well-chosen similes can be used to enliven writing or as an alternative to
description using adjectives, example:

His temper was as explosive as a volcano.
His temper is being compared to a volcano in that it can be sudden and violent.

Playing chess with Ashley is like trying to outsmart a computer.
The activity “playing chess with Ashley” is being compared to “trying to outsmart a computer.” The point is that
Ashley can think in a powerful manner that resembles the way a computer operates, not that she is like a
computer in any other way.


Activity 4a. Write on the line if the comparison in each statement is METAPHORE or SIMILE.

1. Big trees fell like toothpicks when Paul Bunyan swung his axe. ____________________________________
2. The forest was as quite as a falling leaf. _______________________________________________________
3. Babe’s hoof beats were thunder rebounding through the hills. ____________________________________
4. Paul’s voice was a cannon breaking the silence. _______________________________________________
5. Babe was a two ton bundle of blue dynamite. __________________________________________________


Activity 4b. Underline the word or phrase that is being described by each SIMILE. Put parentheses
around the word or phrase it is being compared to. The first has been done for you.

1. Mary frowned and said, “I believe that taking drugs is like (playing with fire).”
2. I walked along the beach and listened to the ocean. My sadness was as unending as the waves.
3. Don’t tell Mother that her cookies taste like lumps of sand.
4. Sam waited impatiently for his older brother to calm down. “Bill, I think you are acting like a baby,” he
said.
5. Karen was offended when I said that she was as flaky as a snowstorm.
6. Be careful when you go out. The sidewalk is as slippery as greased glass.
7. I’m not comfortable about this situation. I feel like a bug sitting under a magnifying glass.
8. I hoped our play would be a success and last for many performances. However, I guess it will last as
long as a balloon in a roomful of kittens.
9. I really like Patty. Her heart is as soft as a feather pillow.
10. Cheryl’s smile is as sweet as a lullaby.



Activity: 4

105
BLOCK 3


















































Evaluation
Activity: 4
Product: Figurative language
exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies literal and figurative
language and the two kinds of
comparisons.
Determines the literal and figurative
language in the statements given.
Shows a positive attitude when
learning about literal and
figurative language which can be
used in his/her daily
communication.
Auto-evaluation
C MC NC
Obtained value


Explain how the two items in each sentence are alike. Circle the two items being
compared.


1. Jenny sings like a bird.
_________________________________________________________________________________________________

2. Mary is a pack rat.
_________________________________________________________________________________________________

3. The playground became a lake after the thunderous rain.
_________________________________________________________________________________________________

4. The dancer moved around the stage like a spinning top.
_________________________________________________________________________________________________

5. My friend is a stubborn mule.
_________________________________________________________________________________________________

6. The lake was a huge mirror in the moonlight.
_________________________________________________________________________________________________

7. I am the glue that holds us together.
_________________________________________________________________________________________________

8. Laura sang like an old cat.
_________________________________________________________________________________________________

9. The pillow was a cloud when I put my head upon it after a long day.
_________________________________________________________________________________________________

10. No one invites Harold to parties because he’s a wet blanket.
_________________________________________________________________________________________________
Activity: 4c

106
ANTHOLOGY




























Pair work. Read the biography of a woman considered one of the greatest American
poets—if not the greatest. After reading the biography discuss with your partner, what
might have happened to make a young woman slowly withdraw from society?

Emily Dickinson

The Poetess Emily Dickinson was born in Amherst, Massachusetts on December 10,
1830. Emily lived secluded in the house she was born in, except for the short time she
attended Amherst Academy and Holyoke Female Seminary, until her death on May 15,
1886 due to Bright's disease. Emily was an energetic and outgoing woman while attending
the Academy and Seminary. It was later, during her mid-twenties that Emily began to grow
reclusive. She attended almost exclusively to household chores and to writing poetry.
Many scholars have tried to understand and theorize why Emily decided to seclude herself
in her home and write about the most intimate experiences and feelings of life. I think that
the best of these theories is that Emily could not write about the world without first backing
away from the it and contemplating it from a distance.

Emily had a few friends and acquaintances from day to day. One of these acquaintances was Thomas Wentworth
Higginson whom she sent a few pieces of her poetry to. He rejected her poems, but he was eventually the first to
publish her work after her death. Emily only had a six or seven of her poems published during her lifetime--and
those without her consent. The number is argued over because one poem was published more than once.

It was after her death that her poems were discovered. It is estimated that Emily wrote over 1700 poems.

Activity 5a. Have you ever felt that if you suddenly vanished, you really wouldn’t be missed? Of course
you have. Everyone once in a while, feels like a “nobody,” And this knowledge about other people can
help us with our own feelings. Read what Emily Dickinson has to say on this and other subjects and
answer the questions.




I'M NOBODY!

I'm nobody! Who are you?
Are you nobody, too?
Then there's a pair of us--don't tell!
They'd banish us, you know.

How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!













Activity: 5
1. In line 1, the poet asks, “Who are you?” Does the word “you”
seem to refer to the reader, to the frog, or to “somebody” else
mentioned later? Explain.__________________________________
2. Line 2 also contains a question. What answer does the poet
seem to expect, yes or no? ________________________________
3. Examine the figurative language in the poem. Clearly, the word
“somebody” (line 5) means the opposite of the word “nobody.”
What kind of person does the poet mean by “somebody”?
_______________________________________________________
4. Think about the rest of the figurative language in the second
part. By saying that a frog repeats its name as it crocks away in
swamp, what is the poet suggesting about a certain kind of
person? ________________________________________________
_______________________________________________________
5. What does the figurative expression “admiring bog suggest to
you as a reader?” ________________________________________
_______________________________________________________
6. Explain in your own words what enjoyment the poet gets out of
being a “nobody.” _______________________________________
_______________________________________________________

107
BLOCK 3





















































Evaluation
Activity: 5 Product: Poem analysis. Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes life and work of one
of the greatest American poet.
Obtains information about Emily
Dickinson’s life and works to make
a connection between the poems
and real-life experiences.
Values the importance of reading
and the significance of making
the connection between reading
and real life experiences.
Co-evaluation
C MC NC
Obtained value



A WORD

A Word is dead
when it is said,
some say. I say it
just begins to live
that day.





I NEVER SAW A MOOR

I never saw a moor,
I never saw the sea;
yet know I how the heather looks,
and what a wave must be.

I never spoke with God,
nor visited in heaven;
yet certain am I of the spot
as if the chart were given.

Activity: 5a (continuation)
1. In “A Word,” what might make one spoken Word be “dead,” while another
“just begins to live”? _____________________________________________
________________________________________________________________
2. Has history shown the words in this particular poem to be “dead” or alive?
________________________________________________________________
________________________________________________________________

Suppose another person—not a poet! –had wanted to express the
thought of “I never saw a Moor.” He or she might have written:
“Although” I’ve never seen heather or an ocean wave, I feel I know
about them. In the same way, although I’ve never seen God or
heaven, I feel I know about them, too.” These two sentences make
the meaning clear, but they would never have become as famous as
the poem. Now write in your own words the same poem:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

108
ANTHOLOGY

























































Langston Hughes is an honored black American poet, his voice for the African-American
experience lives on in the hearts of Americans of all races. Read about his life and work
and answer the questions.

Langston Hughes

Who are you Langston Hughes? What do you stand for? Let’s let the poet himself tell us:












The American people have “dug” the poetry of Langston Hughes for over 60 years. And for good reasons. His
language is direct and uncomplicated. He catches the rhythms of jazz and the soulful sounds of the blues. In his
own words, he gives us the “music of a community.”

Langston Hughes was born in Missouri on February 1
st
1902. He was an American poet, social activist, novelist,
playwright, and columnist. He was one of the earliest innovators of the then-new literary art form jazz poetry.
Langston was raised in Kansas and Illinois. Before publishing his first book, The Weary Blues, he lived in Mexico,
New York, and traveled through Africa and Europe by working a variety of odd jobs. Hughes is best known for his
work during the Harlem Renaissance. He famously wrote about the period that "Harlem was in vogue He died in
his beloved Harlem on May 22, 1967, a central figure of the Harlem Renaissance and author of numerous plays,
poems, and novels.





Activity: 6
I play it cool
And dig all jive
That’s the reason
I stay alive.







My motto,
As I live and learn,
Is:
Dig and be Dug
In Return.

This poem is filled with figures of speech:
Five similes suggest ideas that finally explode in
a metaphor.
a) What does at least one of the similes suggest
might happen if the dream is put off to long?
_______________________________________
_______________________________________
_______________________________________
_______________________________________

b) What does the very last word suggest might
happen? _______________________________
_______________________________________
_______________________________________
_______________________________________


HARLEM

What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?

Maybe it just sags
like a heavy load.

Or does it explode?

109
BLOCK 3
























































Evaluation
Activity: 6 Product: Poem analysis. Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes the life and work of
one of honored American poet.
Obtains information about
Langston’s life and works to make
a connection between the poems
and real-life experiences.
Values life and work of a famous
American poet.
Co-evaluation
C MC NC
Obtained value


Class discussion. Discuss the use of metaphors in the poem, Mother to Son, by Langston
Hughes. Describes Hughes' use of figurative language. Discuss the poem's basic
message.

Activity: 6 (continuation)

MOTHER TO SON

Well, son, I'll tell you: (line 1)
Life for me ain't been no crystal stair. (line 2)
It's had tacks in it, (line 3)
And splinters, (line 4)
And boards torn up, (line 5)
And places with no carpet on the floor (line 6)
Bare. (line 7)
But all the time (line 8)
I'se been a-climbin' on, (line 9)
And reachin' landin's, (line 10)
And turnin' corners, (line 11)
And sometimes goin' in the dark (line 12)
Where there ain't been no light. (line 13)
So, boy, don't you turn back. (line 14)
Don't you set down on the steps. (line 15)
'Cause you finds it's kinder hard. (line 16)
Don't you fall now— (line 17)
For I'se still goin', honey, (line 18)
I'se still climbin', (line 19)
And life for me ain't been no crystal stair. (line 20)













1. Everyone has heard the metaphor “the road of
life” but the mother in the poem compares her
life to something more original. What is the
comparison?
____________________________________________
____________________________________________
____________________________________________
2. In line 15-17 the mother gives the son some
good advice. What is this advice, in literal
words of your own? _______________________
________________________________________
________________________________________
________________________________________
3. In your opinion, how old are the two characters
in the poem? ____________________________
________________________________________
4. After the first line, the poem becomes a long
series of metaphors. For what kind of events of
periods in the mother’s life might the following
details stand?
a) “Tack” and “splinters”? ________________
_____________________________________
_____________________________________
b) “Landin’s”? __________________________
_____________________________________
c) “Going in the dark”? ___________________
_____________________________________

110
ANTHOLOGY



















































Evaluation
Activity: 7
Product: Reading comprehension
exercise.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Recognizes the life and work of a
famous Spanish American Poet.
Obtains information about Pablo
Neruda’s life and works to make a
connection between the poems
and real-life experiences.
Values the work of the famous
Nobel Prize for literature as one of
the most famous Spanish
speaking American poet.
Co-evaluation
C MC NC
Obtained value


Read the biography of one of the most widely read of the Spanish American poets. Then
answer the questions.
Pablo Neruda

Pablo Neruda was born Ricardo Eliecer Neftali Reyes y Basalto in Chile in 1904, and later
acquired his pen name from the Czech author Jan Neruda. His poetry brings alive the
destiny and dreams of South America with the action of an elementary force. His first
essay was published at the age of 13.His work, utilizing surrealist techniques and
exploring his inner self against the broad background of South America, was critically
acclaimed through his career. He had a deep commitment to communism, and he was a
force in the political arena as a Chilean diplomat.

He wrote poetry at all levels, from his Odes to Common Objects to his numbered poems. Poem Number Twenty
is one of his most famous works. He was encouraged to write poetry by a local teacher in Temuco, Chile,
Gabriela Mistral, who would later become a famous writer in her own right. Neruda's first volume of poetry, “La
canción de la fiesta,” was published in 1921. Neruda’s use of literary devices complements his themes and motifs
throughout his poetry. Metaphors, visual imagery, personification, and similes are some of the major devices
used in Neruda’s poetry. Neruda’s poetry has been widely known as the best lyrically written poetry in the world of
poetry, due to his intricate imageries and language.

The American poet Walt Whitman, become a major influence on his work. "I, a poet who writes in Spanish, learned
more from Walt Whitman than from Cervantes," Neruda said in 1972 in a speech during a visit in the United
States.

He was also a political figure and activist in his native country of Chile, in South America, and one can see his
political themes in many of his works. He received the Nobel Prize in Literature in 1971. Pablo Neruda died in
1973.

1. Where did Neruda get his pen name? _____________________________________________________________
2. At what age did Neruda begin to publish his first works? _____________________________________________
3. What famous writer to be, motivated Neruda to write poetry? __________________________________________
4. What literary figures of speech did Neruda use in his poetry? _________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. What was Neruda’s opinion about the famous poet Walt Whitman? ____________________________________
_________________________________________________________________________________________________
6. What can the reader discover in Neruda’s work? ____________________________________________________
_________________________________________________________________________________________________
Activity: 7

111
BLOCK 3














































Team work. An ode is a poem that is written for an occasion or on a particular subject.
They are usually dignified and more serious as a form than other forms of poetry. Read
Pablo Neruda’s ode and answer the question. Discuss with your classmates and ask your
teacher’s opinion.

“Ode to an Artichoke”

The tender-hearted
artichoke
dressed up as a warrior,
erect, it built itself
a little dome,
it kept itself
impregnable
beneath
its armored leaves,
beside it
the raving vegetables
began to frizzle,
they turned themselves into
tendrils, bullrushes,
touching bulbs,
below the ground
the red-moustachioed carrot
slept,
the vine
dried out its shoots
through which wine climbs,
the leafy cabbage
took to trying on skirts,
oregano
to scenting the world,
and the sweet
artichoke
there in the garden,
was dressed as a warrior,
burnished
like a grenade and proud,
and one day
assembled with its fellows
in large wicker baskets,
it walked
through the market
to make its dream of
soldiery
come true.
In ranks
it never was so military
as at the market,
the men
among the vegetables
with their white shirts
were
marshals
of the artichokes
the serried files,
the ordering voices,
and the report
of a fallen crate,
but then
Maria
comes along
and with her basket,
picks out
an artichoke
she isn't scared,
she scrutinizes it, considers it
against the light as if it were an
egg,
and buys it,
tossing it
into her bag
jumbled together with a pair of
shoes,
a cabbage and a
bottle full of vinegar
until
when entering her kitchen
she plunges it into a pot.
Thus ends
in peace
the enlistment
of this armed vegetable
called the artichoke,
after which
leaf after leaf
we undress
its deliciousness
and eat
the peaceful substance
of its green heart.

Artichoke is a plant with large, spine like flower head.

1. Point out three similes or metaphors in which Neruda describes the artichoke.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. Point out three phrases Neruda uses to create a glorified tone while describing the artichoke.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. In the poem, what are the three stages of this artichoke’s life? _________________________________________
_________________________________________________________________________________________________
4. Why is the comparison between an “artichoke” and “armor” appropriate? _______________________________
_________________________________________________________________________________________________
Activity: 8

112
ANTHOLOGY
























































Evaluation
Activity: 8
Product: Ode and poem
comprehension exercises.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Identifies the “Ode” as a poem
and as a form of poetry.
Reads poetry as form of “Ode” of a
famous writer and creates a class
discussion.
Enjoys poetry when learning the
work of art of a famous writer.
Auto-evaluation
C MC NC
Obtained value


Read and explain in your own words what Neruda wanted to express in this poem.




I Do Not Love You Except Because I Love You

I do not love you except because I love you;
I go from loving to not loving you,
from waiting to not waiting for you
my heart moves from cold to fire.

I love you only because it's you the one I love;
I hate you deeply, and hating you
bend to you, and the measure of my changing love for you
is that I do not see you but love you blindly.

Maybe January light will consume
my heart with its cruel
ray, stealing my key to true calm.

In this part of the story I am the one who
dies, the only one, and I will die of love because I love you,
because I love you, Love, in fire and blood.

I Do Not Love You Except Because I Love You

________________________________________
______________________________________
_____________________________________
_____________________________________
________________________________________
______________________________________
_____________________________________
_____________________________________
________________________________________
______________________________________
_____________________________________
_____________________________________
________________________________________
______________________________________
_____________________________________
______________________________________
_____________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
_____________________________________

Activity: 8 (continuation)

113
BLOCK 3
Closing Activity


















Use the rubric to evaluate your partner’s portfolio and ask your partner to evaluate yours before turning in
to your teacher.

Points Required items Concepts Reflection/Critique Overall Presentation
90-100
All required items
are included, with
a significant
number of
additions.
Items clearly demonstrate that the
desired learning outcomes for the
term have been achieved. The
student has gained a significant
understanding of the concepts and
applications.
Reflections illustrate
the ability to effectively
critique work, and to
suggest constructive
practical alternatives.
Items are clearly
introduced, well
organized, and creatively
displayed, showing
connection between
items.
75-89
All required items
are included, with
a few additions.
Items clearly demonstrate most of
the desired learning outcomes for
the term. The student has gained a
general understanding of the
concepts and applications.
Reflections illustrate
the ability to critique
work, and to suggest
constructive practical
alternatives.
Items are introduced and
well organized, showing
connection between
items.
60-75
All required items
are included.
Items demonstrate some of the
desired learning outcomes for the
term. The student has gained some
understanding of the concepts and
attempts to apply them.
Reflections illustrate an
attempt to critique
work, and to suggest
alternatives.
Items are introduced and
somewhat organized,
showing some connection
between items.
40-59
A significant
number of
required items are
missing.
Items do not demonstrate basic
learning outcomes for the term. The
student has limited understanding
of the concepts.
Reflections illustrate a
minimal ability to
critique work.
Items are not introduced
and lack organization.












Evaluation
Activity: 9 Product: Poem portfolio. Value:
Knowledge
Conceptual Procedimental Attitudinal
Interprets and analyzes complex
informational texts and
presentations.
Recognizes and understand the
significance of a wide range of
literary elements and techniques
and use those elements to interpret
the work.
Values the significance of specific
data, facts and ideas of some
poems.
Co-evaluation
C MC NC
Obtained value


Create a Poetry Portfolio.

You must collect, complete and organize the following:

 Write the biography of 7 major poets of all times, add the three poets presented in this sequence with their
poems and worksheets. Then there will be 10 poets.
 A formal research paper, including a title page, citations and bibliography, on the life of the poet.
 A copy of a poem by their assigned author. (You already have poems of the three poets presented).
 The "Analysis of a Poem" worksheet defining and identifying types of figurative language including simile
and metaphor. (You already have activities on the poems of the three poets presented).
 A current newspaper article that is in some way connected to the poem the student selected. For example,
if the poem is about nature, they might have included an article about the environment in your city.
 The cover for the portfolio, decorated with an original artwork that could accompany the author's poem if it
were published in an ANTHOLOGY.

Activity: 9

114
ANTHOLOGY
Didactic Sequence 2.
Readings selection.

Start up Activity


















































Evaluation
Activity: 1 Product: Questionnaire. Value:
Knowledge
Conceptual Procedimental Attitudinal
Selects the correct basic literary
elements to answer the
questionnaire.
Registers his/her knowledge in
literary elements in a questionnaire.
Shows interest when applying
and acquiring a new knowledge.
Auto-evaluation
C MC NC
Obtained value


How much do you know about basic literary elements? According to your general
knowledge and what you have studied in this module choose and underline the best
choice. Check with your teacher.

1. An object or idea that has its own meaning and
represents something else as well.
Irony Allution
Symbol Inference

2. The main idea or author's opinion about life
expressed in a piece of literature.
Theme Setting
Non-fiction Exaggeration

3. The time and place of the story.
Foreshadowing Setting
Science-fiction Plot

4. Fiction based on technological or scientific
developments.
Frame story Symbolism
Science –fiction Theme

5. The story that contains or connects other stories
when there are two or more stories within one
story.
Symbol Frame story
Proglogue Preamble

6. A reference to a famous person, place, event, or
work of literature.
Foreshadowing Illusion
Irony Theme
7. Hints or clues provided by the author that
permitthe reader to predict what might happen
later in the story.
Foreshadowing Irony
Setting Characterization

8. A contrast between what is expected and what
actually happens or exists.
Allution Inference
Irony Frame story

9. A logical guess or conclusion based on facts.
Allution Point of view
Inference Irony

10. The relationship between the narrator and the
story (who is telling the story).
Allution point of view
Inference theme

11. A series of related events (what happens in the
story)
Theme setting
Plot irony

12. A series of related events (what happens in the
story).
point of view setting
plot characterization




Activity: 1

115
BLOCK 3
Development Activities

Elements of the short story.

You may be familiar with the saying “The whole equals the sum of its parts”. This saying applies perfectly to the short
story. A story can almost always be examined by looking at four basic element: setting, characters, plot, and theme.

Setting. Every short story has to happen in somo place and at some time. The time and place of a story are its setting.
The setting also includes natural events, such as a snowstorm, a falling tree, or a beautiful sunny day. Authhors usually
try to make their settings very clear because certain kind of stories seem more real in certain setting.

Characters. Most people in stories can be called either flat or rounded characters. Some flat characters are called
stereotypes---one –dimensional characters we’ve met before in our reading: the kind old grandmother, the goofy
teenager boy who can’t do anything right, the sports hero who always manages the last-minute home run or
touchdown pass. Rounded characters, on the other hand, are not types but distincts individuals. We haven’t met them
before, and we can’t predict exactly what they’ll do when faced with certain problems.

The reader learns about a characters in two ways. First, an autor can simply tell the reader that a character is cheerful,
tall, sick… whatever. More usually, the autor provides character clues. Character clues are speeches, thoughts, and
actions that indicate indirectly what a character is like.

Plot. Few stories are interesting if we don’t keep asking ourselves, “What will happen next?” What happen in a story is
called its plot. Eary in the story an important plot question is raised. The action that answers this question can either
end the story or lead to still other questions. Long stories often contain a number of implied plot questions. The rising
action in such a story lead finally to an exciting climax at or near the end. Some stories continue after the climax with a
section of falling action, or a resolution.

Another way to think about plot in terms of conflict, or the meeting of opposing forces. Characters in stories can be in
conflict with (1) other characters, (2) themselves (“inner conflict”), (3) things, or (4) nature.

In this sequence you are going to read a book excerpt and three stories from very different contexts and time, the first
story “Appointment in Baghdad” is one of the shortest stories ever told. Over the years, different authors have written
many different versions. It is presented here as a jumping-off point for a study of the elements of the short story. Here
you have the dictionary words underlined in the story that will help you to understand and answer the questions.

116
ANTHOLOGY




















































Evaluation
Activity: 2
Product: Reading comprehension
exercise.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Selects passages of a story to
answer questions.
Practices Active Vocabulary Skills
and the knowledge of the four basic
elements of a story by answering
questions from the reading.
Shows a positive attitude when
learning a new topic and a sense
of initiative to learn.
Auto-evaluation
C MC NC
Obtained value


Read the story carefully. Answer the questions about the basic elements of a story:
setting, characters, plot, and theme.

Appointment in Baghdad

One day the sultan of Damascus was sitting on the board, flat roof of this palace, basking in the morning sun. The
sultan's favorite servant came to him and, flinging himself to the ground at the feet of the potentate, cried out,
"Master, lend me your fastest horse; I beg you. I must leave at once for Baghdad."

The sultan asked why the youth was in such a hurry to go to Baghdad.

"As I passed through the palace garden just now I saw a gruesome figure standing there. It was Death. When he
saw me he stretched out his arms as if to take me, I must lose no time in escaping from him, I am too young to
perish."

The sultan, a kind and sympathetic ruler, allowed the downcast young man to take the horse and leave. When he
was gone, the sultan went into the garden and found Death still lingering there. "How dare you accost my
servant?" he demanded harshly of the eerie figure lurking in the shadows.

Death looked at the sultan in astonishment. "But Your Majesty," he said, "I did not accost the youth. I simply threw
up my hands in surprise at finding him here in your garden. You see, I have an appointment with him tonight in
Baghdad.

1. What is the setting of “Appointment in Baghdad”? ___________________________________________________
__________________________________________________________________________________________________
2. Would you call the characters in this story stereotypes or rounded characters? __________________________
3. What is the plot question that first interested you in “Appointment in Baghdad”? _________________________
__________________________________________________________________________________________________
4. The sultan himself asks the last plot questions. What is it? ____________________________________________
__________________________________________________________________________________________________
5. In your opinion, what kind of conflict is involved in the story? __________________________________________
__________________________________________________________________________________________________
6. In your opinion, is the theme in “Appointment in Baghdad” important? __________________________________
7. What is the theme? _____________________________________________________________________________
__________________________________________________________________________________________________

Activity: 2

117
BLOCK 3











Team work. Take turns with your partners and read the story written in the early 1930s,
this story describes an episode that takes place on a train traveling from Detroit to New
York. At that time, trains were still the major means of travel in the United States for both
rich and poor people. Discuss the story and the dictionary words with your team and
teacher, these dictionary words will help you to answer the questions.

On the outside
by August W. Derleth.

I can't remember when the boy got on the train. Perhaps he'd been there already
when I boarded it and I hadn't seen him, or perhaps he'd changed coaches while I
was reading. I can't even remember what it was that made me see him at last. A
thin little fellow looked to be under twelve. He had sharp black eyes, intelligent
eyes, and when I saw him they were fixed on a prosperous-looking businessman,
sunk deep in a fur coat. The boy had turned in his seat to look at the businessman
and to listen to him.

I had noticed the businessman when I passed him to go to my seat, just a glance, no more. He had been talking
for the past half hour with two university students who sat across the aisle from him. When I looked at the boy and
watched him, I began to listen to the conversation. The businessman was talking. "You fellows," he was saying,
"are on the outside. You theorize. That's all very well. But you don't know anything about it..."

"Capitalism," interrupted one of the students. "Catchwords," cut in the businessman. "I know, I'm on the inside. I
have to go through these things. You know nothing but what you read in the newspapers - and God knows what
they don't all print."
"Capitalism," said the student patiently, "is bound to collapse within a few decades."
The businessman smiled but said nothing.
"This massacre at Detroit, now," cut in the second student. "What do you think of that?"
"It serves those men right. The only thing I'm sorry about is that it gives them a chance to be martyrs for the
martyr-worshipping hoodlums who cause riots and disturbances."
"Riots and disturbances," murmured the student. "riots and disturbances. If a man wants bread and goes to get it,
that's a riot. If a woman wants milk for her children, it's a disturbance, and dangerous to the peace. Hunger is a
crime against society."
"Bosh," said the businessman. "That's an extreme view."
"Hunger," said the second student, "is always extreme."
There was an expression of satisfaction on the businessman's face, and it was not dispelled by the student's bitter
words. The man looked away from the students. Suddenly his eyes met the boy's. "You," he said smiling, "what do
you think about it?"
The boy looked at him for a moment without answering. "Detroit," he said slowly, "was a hungry place."
Everyone looked at the boy.
"I'm glad we're going away from it."
"Oh, you're not alone, then?" asked the businessman.
"No, pa's along. We're both going. We're going to New York where ma is."
Silence fell. The clicking of the drivers edged into the coach, sounding louder and louder.
"I didn't see your father," said the businessman. "I didn't see him come in. Where's he at?"
The boy made a vague gesture in the direction of the smoking car.
"Oh, I see," said the businessman. He looked speculatively at the boy and asked, "What are you going to do in
New York, you and your dad?"
"I don't know."
Silence crept into the coach again and presently the businessman turned away. But the boy continued to look at
him, staring at him rather, without once blinking his eyes or shifting his stare. The businessman was conscious of
the boy's scrutiny, for he looked up again, fixed the boy with his eyes, and said, "Your dad's been gone some
time. He must have a whole box of cigars."



Activity: 3

118
ANTHOLOGY



































At that, the boy's stare wavered for the first time. He closed his eyes for a moment. "A big box, " he
murmured. "A big box."
The businessman got up suddenly and stretched himself. "I'm getting old," he muttered.
"No, I'm stiff, too," said one of the students, and came to his feet.
"I tell you what," said the businessman abruptly, looking toward the boy. "Let's go find your dad."
The boy nodded eagerly and jumped from his seat. He went quickly along the aisle, pausing only once to look
back to see whether the others were following. On an impulse, I got up, too.
We passed through another coach, in which three men were sleeping, one with a newspaper spread over his
face. Then we came to the smoker, but there was no one in it. The businessman, who was directly behind the boy,
stopped, but the boy apparently did not notice, for he kept on going.
"This is the smoker," he called to the boy. Then he turned, said, "Diner ahead, perhaps," and went on.
But there was no one in the dining car either. The boy kept on, and we followed him.
We came to the baggage car. Two men were sitting in it; they looked curiously at us.
The boy stopped and pointed. "There's my pa," he said.
He was pointing at a long box.
The students stared. The businessman drew a sharp gasping breath, and his face coloured.
"They shot him in Detroit," the boy said, his voice sounding loud in the sudden silence.
"Listen," said the businessman jerkily, turning to the boy, "have you had dinner?"
The boy shook his head. "I'm hungry," he said in a slow dispassionate voice, as if despair of ever getting food had
saturated his thin body. "I was always hungry in Detroit. All of us. It used to be better - before they put oil on the
stuff in the garbage cans. They wanted to save our health."
One of the students smiled bitterly. "They wanted them to starve healthily," he said.
The businessman said, "We'll fix that in a jiffy," avoiding the eyes of the students. "You come right along and see
what Rastus can find for you in the dining car."
He took the boy by the hand and led him quickly out of the car.
One of the students began to laugh harshly. "Using an eyedropper on a burning skyscraper. My God! What about
the millions?"
Reference: Mullen, J. S.


Changed coaches: Went from one car to another on a train.
Capitalism: And economic system characterized by private or corporate ownership of goods and open
competition for business.
Martyr-worshiping: Making heroes of victims they believe to have been persecuted.
Riots and disturbances: Noisy public demonstrations, sometimes violent.
Rather: Usually means "somewhat," but here it means "instead" as a self-correction.
Nodded eagerly: Indicated an emphatic "yes" by moving his head up and dow".
Jerkily: In a stilted, somewhat shaky manner.
Starve healthily: (irony or ironic) die from lack of food, but not get sick from eating garbage
Rastus: A common name in slave times (stereotype name) for a black servant or waiter.
Eyedropper: A small instrument that allows one drop at a time (usually of medicine) to flow out.

Activity: 3 (continuation)

119
BLOCK 3














































Choose the closest answer for each question. There is no correct answer to all the
questions as one can always interpret the meaning of the story from different
perspective. However, everyone on the team must agree on the same answer.


1. "The boy had turned in his seat ... "
A. The boy was uncomfortable.
B. The boy was curious about the businessman.
C. The boy was the businessman's son.
D. The boy had been listening to what the businessman was saying.


2. "I began to listen to the conversation"
A. The narrator was annoyed at their talking while he was trying to read.
B. The narrator was tired of reading.
C. The narrator was interested in the boy.
D. The narrator wondered what they were saying.


3. "'Capitalism,' said the student patiently, 'is bound to collapse...'"
A. The student disagreed with the businessman, but he was trying to be polite.
B. The student was a Communist.
C. The student liked to argue about politics.
D. The student had been taking courses about government or politics.


4. "'I didn't see your father,'" said the businessman...' 'Where's he at?'"
A. The businessman was worried about the boy's father.
B. The businessman was somewhat curious about the boy's father.
C. The businessman was trying to sound important.
D. The businessman didn't believe the father was really o the train.


5. "'This is the smoker,' he called to the boy."
A. The businessman wanted to sit down there and have a smoke.
B. The businessman thought the boy didn't know which car was the smoker.
C. The businessman was older and couldn't go as fast as the boy.
D. The businessman was wondering why the boy's father wasn't there.


6. "They shot him in Detroit,' the boy said."
A. The boy was angry and said that to embarrass the businessman.
B. The father must have been one of those people the students were talking about.
C. The father preferred to be shot rather than to go hungry.
D. The businessman felt ashamed of what he had said about the rioters.

Activity: 3 (continuation)

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Evaluation
Activity: 3
Product: Paragraph and reading
comprehension exercise.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Selects passages of a story to
answer questions and presents
his/her opinion to partners of the
team.
Develops and improves his/her
language level of competency by
reading and discussing a story.
Values and respects his/her
partners’ opinion and is willing to
get into consensus.
Co-evaluation
C MC NC
Obtained value


Answer the questions about the basic elements of a story: setting, characters, plot, and
theme.


1. What is the setting of “ On the outside”? ___________________________________________________________
__________________________________________________________________________________________________
2. Would you call the characters in this story stereotypes or rounded characters? __________________________
3. What is the plot question that first interested you in “On the outside”? __________________________________
__________________________________________________________________________________________________
4. In your opinion, what kind of conflict is involved in the story? __________________________________________
__________________________________________________________________________________________________
5. What is the the theme? __________________________________________________________________________
__________________________________________________________________________________________________
6. In your opinion, is the theme in “On the outside” important? ___________________________________________
7. Read the title of the story, and the third paragraph when the businessman said "I know, I'm on the inside”.
What did he mean by saying that. Write your opinion. Discuss your paragraph in class.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Activity: 3 (continuation)

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BLOCK 3






Read the epic deed that happened when the year 1854 was full of events in our country –
these events and this epic deed would transcend the days of that century and have
remained in the memory of Sonorans. Francisco Rojas Gonzalez wrote an interesting
novel based on these famous story.

The kidnapping of Lola Casanova History or Legend?
By:Gilberto Escoboza

Lola Casanova was a very beautiful eighteen-year old lady, according to those who met her. She was the
daughter of a Spanish couple who were residents of the Guaymas community. The father, a rich tradesman, was
very proud of that gorgeous woman: her green eyes resembled the waters of the bay, her golden mane was like
ripe wheat, she had fair skin, and on her cheeks, the blush of two pink roses from Jericho. She was the Dulcinea
(Quixote's dream girl) to the most handsome young men of the area. But old man Casanova already had plans to
marry his only child to a man from the old country who also lived in the Port. A brother of Mr. Casanova who lived
with his family in Hermosillo invited his niece on several occasions to spend some time in his house with his also
teenage daughters. He persisted and was successful when Dolores' father agreed to allow his daughter go on
vacation to the house of her cousins.

In those days the Seris (native Indians) were raiding places near the coast, from Guaymas up to the beaches of
Altar. For this reason, stagecoaches that would take travelers from the Port to the Old Villa Pitic (Hermosillo), were
protected by a numerous escort of dragoons, as ordered by General José María Yáñez. Doloritas, as her father
called her, left Guaymas on the morning of April 2. It was still cold and the fifteen dragoons who escorted the
stagecoach were wearing their heavy coats. It was a special escort that the military authorities appointed for such
a distinguished lady. Lola was not only protected by the troops and several passengers, but her godmother was
going with her also.

The vehicle and its escort were traveling at normal speed, "the three trunks of robust beasts", the coachman
would say, "can make this stagecoach fly". But they could not go any faster; they had to keep the pace with the
others in the line, because many travelers took advantage of the escort to make such a dangerous journey.

In his book, journalist Federico García Alva says: "Upon arriving to the point
known as La Palmita, the Seris attacked and after a fierce combat the
Indians defeated the others. Some of the cart drivers died, others managed
to escape, and poor Lola Casanova fainted in one of the carts.

The chief of the Seris, very tall and athletically built, took the beautiful booty
in his arms and fled with her through valleys and mountains, to finally place
her gently on a hard boulder and turn himself into her guardian and
anxiously await for her to regain consciousness. When Lola opened her
eyes and saw herself next to that suntanned warrior, she was at first
petrified and later pretended to flee, but the Indian grabbing her clothes fell
to his knees at her feet and in very clear Spanish told her not to fear
anything from him, not to flee, that he, though a chieftain of the tribe, was
not a Seri, but a Pima. That since his youth he had been taken prisoner by
the Seris in a battle, and through the years he had come to master with his
courage and skill; that he adored her and that he would make her the
queen of the tribe.

Activity: 4

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ANTHOLOGY













































"Poor Lola was lost and surely not because of love, but she gave in to
the ferocious passion of that fearsome wild man. He engaged in
heroic battles against the main leaders of the tribe who opposed the
arrival of that queen, until finally he imposed her".

Mr. García de Alva makes a mistake when he states in the last paragraph transcribed
above, because the Indians of Sonora -as it happens today- have always respected
the women of the men of the same tribe, even when they are from another ethnic
background.

Legend has it -or perhaps history?- that Coyote-Iguana, the chief who kidnapped the
white girl, was a man of approximately 6' 4" (which was a very common height among
the ancient Seris, who were the tallest of all native Americans) and that his muscles
made him invincible in hand-to-hand combats.

They also say that the Seri chieftain fell so madly in love with Lola, that he took her to his village and not wanting
to keep her as a prisoner, built a house for her. The Indian knew the girl could not escape since she did not know
the whereabouts of the Seri community. Also, to this day, oral tradition has it that Coyote-Iguana respected the
girl's integrity for a long time and that at night he would go to her dwelling to sing her love songs in his dialect, and
that those songs were heard all over the village.

Lola, being very young, soon learned how to speak the Seri dialect and followed the traditions of the tribe, starting
to mingle with the single women of the group. Meanwhile, Coyote-Iguana, who had fallen madly in love with her,
would always be seen in battles against government troops or against the warriors of other tribes leading his men
without worrying about losing his own life. That is why the Seris were afraid to lose their chieftain.

On many occasions, the Pima who became a Seri chief, survived wounds that would have killed any other man;
and every time that the giant arrived to the village aided by his warriors, Lola would wash and cure his wounds.

Two years after the kidnapping, Coyote-Iguana lost all hope of conquering Lola's heart and one day he came to
the girl's room and said:

-Tomorrow, before sunrise, you go back to your people. Two warriors to go with you near Guaymas.

Then the white woman answered:
-I do not want to leave.
-Why? -asked the chieftain and she answered lowering her eyes as the Indian women do when their men talk to
them:
-Because I want to be your woman.

Mrs. Manuelita Romero, widow of De la LLata, who died after her 100th birthday in 1933, was my father's aunt and
lived until her death in one of his houses, located on the other corner of the Cathedral of Hermosillo, which was
torn down to make Miguel Hidalgo y Costilla Boulevard. She was an elderly woman who had an extraordinary
memory. That is the reason why I always tried to go with my dad whenever he visited her to provide for her. My
great aunt's stories always moved me or made me happy. She was very charming when she told anecdotes, short
stories or old tales. "It seemed", my sister Gloria says, "that when she used to tell her stories, she would take us by
the hand to the place where the real or fictitious characters were, and would make us feel the emotions that
moved her when she recalled the events of her childhood and youth". With such a long and fruitful life, the very
loved old lady had many things to tell; she loved to tell them and I loved to listen to them.
Activity: 4 (continuation)

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One day, Aunt Manuelita told me:
-Ah! If you had seen Lolita Casanova as I did, the girl that a Seri chieftain kidnapped, you would
have thought that you were seeing an angel dressed as a woman. I met her because.... you know?
My dad was also Spanish and one day that we went to Guaymas, we visited the Casanovas. The old
lady thought for a while, as if she were digging in a trunk of memories. Then she went on, with her
eyes fixed on the ceiling of the room, as if she were thinking aloud:
- This was ... was almost eighty years ago... But it seems as if I were looking at her this moment!.
The aunt kept silent again and I noticed she cried inside; for they say that old people do not have any more tears
because they already shed them all. And I felt a lump in my throat when she continued her story.
- Mr. Casanova and his wife died the year after the kidnapping.
When they did not find their daughter, they lost all interest in life. Lolita's uncle took care of the businesses of the
dead man and spent a fortune trying to rescue his niece.
As the old lady stopped talking, surely because the memories moved her emotions, I asked impatiently:
-And what happened at the end, Aunt Manuelita?
-There were revolutions later, many revolutions; the Empire of Maximiliano was imposed and many battles
followed. That is why Lolita's uncle had to stop looking for his niece.
The old lady was silent for a few seconds before going on: -But one day they found her, after fifteen years of the
assault on the stagecoach. My aunt's clear eyes could not see the emotions in my face; the senile blindness
allowed her only to see my silhouette. However, she wanted to please my curiosity and ended her story:
-Lolita did not want to go back to the civilized world. She said she loved Coyote-Iguana.
And I, who was a child, was satisfied with the ending of the story, considering that such a painful drama deserved
a happy ending.
Instituto Sonorense de Cultura

Activity 4a. Your teacher will make teams of four or five and will assign the paragraphs that you are
going to read.Take turns with your team members to read, together summarize your assigned
paragraphs. Then share your team’s summary with the rest of the class by reading it and by writing it
on the board or present it on a flip chart. Collect the rest of the teams’ summaries and discuss the
story in class.

Write your team’s summary here.
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Activity: 4 (continuation)

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Evaluation
Activity: 4
Product: Graphic organizer,
summary paragraph and class
discussion.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Organizes information of a text to
complete a graphic organizer
and to summarize facts in a
paragraph.
Integrates information of a short
story in a graphic organizer and
summarizes facts in a paragraph.
Collaborates and learns with
partners while developing skill at
summarizing.
Co-evaluation
C MC NC
Obtained value


Read the story “The kidnapping of Lola Casanova” and fill out the graphic organizer.

Activity: 4 (continuation)
Setting
______________
______________
______________
______________
_____________
Main Character
______________
______________
______________
Problem
__________________________
__________________________
__________________________
__________________________
_______________________

Events
#1________
___________
___________
___________
___________
___________
__________
#2_________
___________
___________
___________
___________
#3 _______
__________
__________
__________
__________
_
#4 ________
___________
___________
___________
_______

125
BLOCK 3

















|

Read the selection from the book “Living to Tell the Tale” a book from one of the most
famous writers of modern times Gabriel García Márquez. Then Answer the questions about
the basic elements of a story.


LIVING TO TELL THE TALE
by Gabriel García Márquez

The Story So Far when Márquez accompanies his mother to his childhood home to help her
sell the house in which they were both raised, he is flooded with memories of his childhood.
This excerpt is from the first book of what will be a three-book-long memoir of his life and work.

IT WAS ALSO MY GRANDFATHER WHO GAVE ME MY first contact with the written word when I
was five, and he took me one afternoon to see the animals in a circus passing through Cataca,
under a tent as large as a church. The one that attracted my attention was a battered, desolate
ruminant with the expression of a frightening mother. “It’s a camel,” my grandfather told me.
Someone standing nearby interrupted: “Excuse me, Colonel, but it’s a dromedary.”

I can imagine now how my grandfather must have felt when someone corrected him in the presence of his
grandson. Without even thinking about it, he went him one better with a worthy question: “What’s the difference?”
“I don’t know,” the other man said, “but this is a dromedary.”
My grandfather was not an educated man and did not pretend to be one, for he had dropped out of the public
school in Riohacha to go and shoot a gun in one of the countless civil wars along the Caribbean. He never
studied again, but all his life he was conscious of the gaps, and he had an avid desire for immediate knowledge
that more than compensated for his deficiencies. That afternoon he returned dejected to his office and consulted
the dictionary with childish attention. Then he and I learned for the rest of our lives the difference between a
dromedary and a camel. In the end he placed the glorious tome in my lap and said:

“This book not only knows everything, but it’s also the only one that’s never wrong.”

It was a huge illustrated book, on its spine a colossal Atlas holding the vault of the universe on his shoulders. I
did not know how to read or write, but I could imagine how correct the colonel was if the book had almost two
thousand large, crowded pages with beautiful drawings. In church I had been surprised by the size of the missal
but the dictionary was thicker. It was like looking out at the entire world for first time.
“How many words does it have?” I asked.
“All of them,” said my grandfather.

The truth is that I did not need the written word at this time because I expressed everything that made an
impression on me in drawings. At the age of four I had drawn a magician who cut off his wife’s head and put it
back on again, just as Richardine had done in his act at the Olympia. The graphic sequence began with the
decapitation by handsaw, continued withthe triumphant display of the bleeding head, and ended with the wife, her
head restored, thanking the audience for its applause. Comic strips had already been invented but I only saw
them later in the color supplement to the Sunday papers. Then I began to invent graphic stories without dialogue.
But when my grandfather gave me the dictionary, it roused so much curiosity in me about words that I read it as if
it were a novel, in alphabetical order, with little understanding. That was my first contact with what would be the
fundamental book in my destiny as a writer.

When children are told the first story that in reality appeals to them, it is very difficult to get them to listen to
another. I believe this is not true for children who are storytellers, and it was not true for me. I wanted more. The
voracity with which I listened to stories always left me hoping for a better one the next day, above all those that
had to do with the mysteries of sacred history.

Activity: 5

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Everything that happened to me in the street had an enormous resonance in the house. The
women in the kitchen would tell the stories to the strangers arriving on the train, who in turn brought
other stories to be told, and all of it was incorporated into the torrent of oral tradition. Some events
were first learned through the accordion players who sang about them at fairs, and travelers would
retell them and enhance them. But the most striking story of my childhood occurred very early one
Sunday, on our way to Mass, in an ill-advised sentence spoken by my grandmother:

“Poor Nicolasito is going to miss Pentecost Mass.”

I was happy, because Sunday Mass was too long for a boy my age, and the sermons of Father Angarita, whom I
loved so much as a child, seemed soporific. But it was a vain illusion, for my grandfather almost dragged me to
the Belgian’s studio, in the green velveteen suit I had been dressed in for Mass and that was too tight for me in
the crotch. The police officers recognized my grandfather from a distance and opened the door for him with the
ritual formula:

“Go in, Colonel.”

Only then did I learn that the Belgian had inhaled a solution of gold cyanide—which he shared with his dog—after
seeing All Quiet on the Western Front, the picture by Lewis Milestone based on the novel by Erich Maria
Remarque. Popular intuition, which always finds the truth even when it seems impossible, understood and
proclaimed that the Belgian had not been able to endure the shock of seeing himself crushed with his decimated
patrol in a morass of mud in Normandy.

The small reception room was in darkness because of the closed windows, but the early light from the courtyard
illuminated the bedroom, where the mayor and two more police officers were waiting for my grandfather. There
was the body covered with a blanket on a campaign cot, the crutches within reach, where their owner had left
them before he lay down to die. Beside him, on a wooden stool, was the tray where he had vaporized the cyanide,
and a sheet of paper with large letters written in pencil: “Don’t blame anyone, I’m killing myself because I’m a
fool.” The legal formalities and the details of the funeral, soon resolved by my grandfather, did not take more than
ten minutes. For me, however, they were the most affecting ten minutes I would remember in my life.

The first thing that shook me when I came in was the smell in the bedroom. I learned only much later that it was
the bitter almond smell of the cyanide that the Belgian had inhaled in order to die. But not that or any other
impression would be more intense and long-lasting than the sight of the corpse when the mayor moved the
blanket aside to show him to my grandfather. He was naked, stiff and twisted, his rough skin covered with yellow
hair, his eyes like still pools looking at us as if they were alive. That horror of being seen by the dead shook me for
years afterward whenever I passed the graves without crosses of suicides buried outside the cemetery by order of
the Church. But what I remembered with greatest clarity, along with a charge of horror when I saw the body, was
the boredom of nights in his house. Perhaps that was why I said to my grandfather when we left the house: “The
Belgian won’t be playing chess anymore.”

It was a simple idea, but my grandfather told it to the family as if it were a brilliant witticism. The women repeated it
with so much enthusiasm that for some time I ran from visitors for fear they would say it in front of me or oblige me
to repeat it. This also revealed to me a characteristic of adults that would be very useful to me as a writer: each of
them told the story with new details that they added on their own, until the various versions became different from
the original. No one can imagine the compassion I have felt since then for the poor children whose parents have
declared them geniuses, who make them sing for visitors, imitate birds, even lie in order to entertain. Today I
realize, however, that this simple sentence was my first literary success.


Activity: 5 (continuation)

127
BLOCK 3













































1. What is the setting of “Living to tell the tale”? ____________________________________________
______________________________________________________________________________________
2. Would you call the characters in this story stereotypes or rounded characters? __________________________
3. What is the plot question that first interested you in “Living to tell the tale”? ______________________________
_________________________________________________________________________________________________
4. In your opinion, what kind of conflict is involved in the story? __________________________________________
__________________________________________________________________________________________________
5. What is the the theme? __________________________________________________________________________
__________________________________________________________________________________________________
6. In your opinion, is the theme in “Living to tell the tale” important? ______________________________________
Why? ____________________________________________________________________________________________
__________________________________________________________________________________________________

In the selection from Living to Tell the Tale, think about the meaning of each underlined word. Also
consider the context in which the word is used. Then fill in the blank with the letter(s) of the correct
definition(s).

a) Outpouring
b) Quality of having a
large appetite
c) Predetermined
course of events
d) Counterbalanced;
made up for
e) Blended
f) Serving as a basis
or foundation
g) Ability to bring about
a response
h) Eager; enthusiastic
i) Causing drowsiness
or sleep


He never studied again, but all his life he was conscious of the gaps, and he had an avid desire for immediate
knowledge that more than compensated for his deficiencies. ______________________ _____________________

That was my first contact with what would be the fundamental book in my destiny as a writer. __________________

The voracity with which I listened to stories always left me hoping for a better one the next day, above all those
that had to do with the mysteries of sacred history. ______________________________________________________

Everything that happened to me in the street had an enormous resonance in the house. ______________________

The women in the kitchen would tell the stories to the strangers arriving on the train, who in turn brought other
stories to be told, and all of it was incorporated into the torrent of oral tradition. _______________ _____________

I was happy, because Sunday Mass was too long for a boy my age, and the sermons of Father Angarita, whom I
loved so much as a child, seemed soporific. ___________________________________________________________

Activity: 5 (continuation)

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ANTHOLOGY






















































Evaluation
Activity: 5
Product: Reading comprehension
exercises, class discussion and
summary paragraph.
Value:
Knowledge
Conceptual Procedimental Attitudinal
Selects information to
summarize and write a
paragraph.
Applies knowledge of context clues
to answer question and integrates
ideas and facts to summarize in a
paragraph.
Collaborates and learns with
partners while developing skill at
summarizing.
Co-evaluation
C MC NC
Obtained value


Your teacher will make teams of four or five and will assign the paragraphs that you are
going to read. Take turns with your team members to read, together summarize your
assigned paragraphs. Then share your team’s summary with the rest of the class by
reading it and by writing it on the board or present it on a flip chart. Finally collect the rest
of the teams’ summaries and discuss the selection in class.

Write your team’s summary here.

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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_________________________________________________________________________________________________

Activity: 5a

129
BLOCK 3
















































Investigate and write about the life and work of Gabriel García Márquez (El Gabo) one of
the most famous living writers. He’s also known as the “Father of Magical Realism”.

_________________________________________________________________________
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Activity: 6

130
ANTHOLOGY















































Evaluation
Activity: 6 Product: Written report. Value:
Knowledge
Conceptual Procedimental Attitudinal
Integrates information to write a
report about the life and work of
a famous Latin-American writer.
Searches and writes about the life
and work of a famous Latin-
American writer.
Appreciates the purpose of
literature as a review and the
acquisition of new knowledge
when investigating about facts of
a famous writer.
Co-evaluation
C MC NC
Obtained value


_____________________________________________________________________________________
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Activity: 6 (continuation)

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BLOCK 3
Closing Activity




















Plan and write an essay based on Garcia Marquez’ relationship with his grandfather. Use
details from” Living to Tell the Tale” to back up your thesis.

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Activity: 7

132
ANTHOLOGY
Activity 7a. Ask a partner to use the rubric to check your essay.


4 3 2 1
Purpose/Task
Accomplishes the task;
includes many details
that are clearly connected
to the development of the
task, but there may be
minor irrelevancies.
Accomplishes the
task; includes some
details that are
generally connected
to the development of
the task, but there
may be some
irrelevancies.
Accomplishes the
task; includes few
details, some of which
may be only loosely
connected to the task.
There are many
irrelevancies.
Attempts to
accomplish the task;
makes some reference
to it but provides few or
no supporting details.
Organization
Exhibits a logical and
coherent sequence
throughout; provides a
clear sense of a
beginning, middle, and
end. Makes smooth
transitions between
ideas.
Exhibits a logical
sequence; provides a
beginning, middle,
and end.
Attempts to provide a
logical sequence
and/or the beginning
or ending is abrupt or
unclear.
Exhibits little order;
provides a series of
separate sentences
and/or disconnected
ideas.
Vocabulary
Includes a wide variety of
vocabulary that expands
the topic, but there may
be minor inaccuracies.
Includes a variety of
vocabulary related to
the topic.
Includes basic
vocabulary; some
vocabulary may be
inaccurate or
unrelated to the topic.
Includes limited
vocabulary and/or
most vocabulary is
inaccurate or unrelated
to the topic.
Structure/
Grammar
Demonstrates a high
control of
structure/grammar:
correct subject-verb
agreement, correct tense,
correct noun-adjective
agreement, correct word
order, and correct
spelling.
Demonstrates some
control of
structure/grammar:
correct subject-verb
agreement, correct
tense, correct noun-
adjective agreement,
correct word order,
and correct spelling.
Demonstrates some
control of
structure/grammar,
but errors due hinder
overall
comprehensibility. Or
writing is below
achievement level.
(Errors 12-17)
Demonstrates little
control of
structure/grammar.
Errors impede overall
comprehensibility of
passage. (Errors 18+)
















Evaluation
Activity: 7 Product: Essay and rubric. Value:
Knowledge
Conceptual Procedimental Attitudinal
Writes an essay about the
excerpt from the book “Living to
Tell the Tale”.
Uses his/her own words to write
about the selection from Garcia
Marquez’ book.
Appreciates the purpose of
literature as a review and the
acquisition of new knowledge
when reading about facts of a
famous writer.
Co-evaluation
C MC NC
Obtained value

133
BLOCK 3
Bibliography


Buscemi Santi, Smith Charlotte. 2000. “75 Reading Plus” McGraw Hill Higher Education. United States of America.

Garcia Marquez Gabriel. 2002. “Living to tell the Tale” .Editorial Diana S.A. de C.V. Printed in Mexico. Translated by
Edith Grossman. Published by Alfred A. Knopf, a Division of Random House Inc.

Gray Betty, Davies Toth Marian, Nickell R. Nancy. 1996. "World of Language”. Silver Burdett Ginn Inc. United States of
America.

Kirszner Laurie, Mandel Stephen. 1989. “The Holt Handbook” Second Edition. Holt, Rinehart and Winston Inc. United
States of America

Langan John.1998. “Ten Steps to Building College Reading Skills”. Third Edition.

McWhorter Katheleen T. 2001. “Academic Reading”. Fourth Edition. AddisonWesley Longman, Inc. Printed in the United
States of America

Nist Sherrie, Diehl William. 2003. “The Reader’s Corner”. 2003. Houghton Miffin Custom Publishing. Boston MA

Oshima Alice and Hogue Ann. 2008. “Writing Academic English”. Pearson Longman Inc.


Page Jack. 2001. “Checkpoints”. Fourth Edition. Addison-Wesley Educational publishers Inc. Printed in the United
States of America.

Potter Robert R. 1987. “The American Anthology”. Globe Book Company, Inc. Printed in the United States of America.

Rosa Alfred, Eschholz Paul. 2004. “Models for Writers” Eight Edition. Bedford/St. Martin’s. Boston MA

Richards Jack C. 1999. “New Interchange” Teacher’s Edition. Cambridge University Press. Printed in the United States
of America.


Electronic Sources

Famous Writers: http://www.librarything.com/author/derlethaugust&all=1

Dictionary use: http://www.tlsbooks.com/dictionaryskillsreview.pdf
http://www.ehow.com/how_5143798_teach-childrendictionary.html#ixzz1WphcHprD
http://www.wordreference.com/
http://www.thefreedictionary.com/dictionary

Writing an Essay: www.aucegypt.edu/academic/writers/ -
http://www.uop.edu.jo/download/PdfCourses/TW/PurposesforWriting.pdf

Songs with figurative language: http://oldses.files.wordpress.com/2010/12/figurative-language-in-songs.pdf

Instituto Sonorense de Cultura: http://www.iesa.gob.mx/horizontes/15/
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