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Today we will use an archived lesson I prepared in February of 2021 in order to do some important sequencing work. Not only is this skill included on the Writing HiSET, but it is also an integral part of the writing process. Knowing which sentences most effectively follow each other and understanding how to find clues that logically propel a paragraph forward are the keys to clear and concise writing!
I think you will have fun with this lesson!! If there is time, we may do a partner activity in which you create a paragraph, and then rearrange the order of your sentences (incorrectly!). Will your classmate be able to correct it? I look forward to reading your work!! As always, enjoy the process!!
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Hi, everyone! Here are some new skills, along with a review of our latest lessons! Enjoy!!
Part One. Idiom of the Day Before Sari started her new job, she thought it would take a few days for her to adapt to it. But when her supervisor had to attend an important meeting on Sari's first day, Sari got her feet wet much faster than she had envisioned. What does the idiom in bold print mean, according to the context clues provided in the two sentences? Have you ever experienced a situation like this? My definition of got her feet wet is: Idiom #2 When you make decisions regarding colleges or careers, the bottom line is you should find the best fit for you in terms of what you want to accomplish and how happy you want to be! My definition of the bottom line is: Part Two. Literary Terms in Review Directions: Please show your understanding of the words below by placing them in the correct blanks. Each literary term is used only once. You may use your notes, but why not try to do this without them first?! rhetorical question hyperbole palindrome antagonist inference simile irony portmanteau climax point of view onomatopoeia personification foreshadowing conflict metaphor alliteration protagonist resolution 1. When a writer gives human qualities to an inanimate object (one that is not living), this is known as _____________________________________________________. 2. If you say "Why is there so much traffic today?" but you do not expect a response, your statement is known as a ______________________________________________________________. 3. The highest point of action in a story is its ____________________________________. 4. "Her face was as red as a rose" is an example of a ______________________________________. 5. If you say "He is a fish" when referring to someone's swimming ability, you are using a ________________. 6. When you are writing a story and use pronouns such as I, me, my, etc., you are using first-person ________________________________________________________________. 7. Splat! Buzz! Wham! These expressions of sound are examples of ___________________________________. 8. If an elevator repairman fixes the school elevator, but then he leaves the building by using the stairs, this is an example of _________________________________ because he did the opposite from what you thought he would do. 9. When we say we are "starving" or that "we are so hungry we could eat a horse," we are using ____________________________________________________. 10. Another word for a problem in a story is known as the ________________________________. 11. When a story ends, there is a ________________________________________ in which all the pieces of the puzzle come together! 12. The word brunch, which is made up parts of the words breakfast and lunch, is an example of a _________________________________________________________ in which parts of two different words are put together to form a new word. 13. A ____________________________________ is the term for a word that is spelled the same way whether you spell it from left to right or from right to left (such as the words Bob or racecar). 14. The main character in a story is called the ____________________________________________. 15. The person or force that goes against this main character is known as the ___________________________. 16. "Paul peels potatoes" or "Sally sells striped socks" are examples of ____________________________ in which the same sound starts several words. 17. When an author drops hints early in the story for what is to come later, he is using ____________________. 18. We often use our background knowledge, as well as information we learn about something, to make a judgment about it. For example, if someone rushed into our classroom and told us something excitedly, we would make an __________________________ that this person was in a hurry or that he had something very important to tell us. Part Three. Greek and Latin Roots Today's Root: audi- Origin: Latin Meaning: to hear Examples: audible, audience, auditorium Directions: Please fill in the blanks with the word you believe is the correct word choice. 1. The (audible, audience, auditorium) clapped hard after they heard the beautiful song. 2. The people sat in the (audience, audible, auditorium) and waited to hear the concert. 3. Even though I tried hard to hear it, the sound was not (audience, audible, auditorium). Create sentences of your own in the space below that demonstrate knowledge of the three new words. If possible, use two or three words in the same sentence! Part Four. Grammar Directions: Please select the correct word in each sentence below. 1. The chair was tipped over on (it's, its) left leg. 2. (Its, It's) a lovely day today! 3. Are you heading over (their, there, they're) after class? 4. (Their, They're, There) moving into the house next door. 5. Is that (their, they're, there) new puppy? 6. Today I will (lie, lay) down on the couch. 7. Yesterday, I (lied, lay) down for hours. 8. Sam (laid, lain) the books on the table. 9. Trisha has (laid, lain) in the sun a little too long today! 10. He has (sat, set) on the same chair since early this morning! Part Five. Subject and Verb Agreement Directions: Please select the correct verb that matches the subject of the sentence. 1. The young man, who had worked for many companies, (was, were) a good candidate for this new job. 2. Did you (see, seen) the latest movie at the Loop? 3. The boys from Boston (was, were) on their way for a visit. 4. The flags, which hung in the hallway, (was, were) from many different countries. 5. The students from Room 119B (was, were) studying hard! 6. My friend, who traveled all the way from the Bahamas, (was, were) arriving on the next flight. 7. The children (was, were) having a great time at the park. 8. The women at the station (was, were) worried that the train would not be on time. 9. How many of these cookies did you (eat, ate)? 10. My dad and mom (is are) enjoying a Cape Cod vacation. BONUS QUESTIONS: Can you find the following (using the sentences in Part Five): a preposition: a prepositional phrase: a conjunction: a clause: a common noun: a direct object: a proper noun: Part Six. Writing. Here is your story starter. Please continue the story maintaining point of view and parallel sentence structure. Enjoy!! Omar was on his way to work one day when he happened to notice someone on the side of the road who needed help. A young lady was standing next to a red sports car, which seemed to have broken down. Omar pulled over to offer assistance, but when he got out of his car and had a better look at the young girl, he had the biggest surprise of his life. |
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