This document contains an excerpt from a short story titled "The Spider's Thread" by Ryunosuke Akutagawa. The summary is:
The story describes Buddha using a spider's silver thread to rescue a man named Kandata from hell. Kandata begins climbing the thread to escape but sees other sinners following him. Fearing the thread will break under their combined weight, Kandata yells at the others to get off the thread. However, the thread then snaps, causing Kandata to fall back into hell.
1. The passage discusses vocabulary words from multiple paragraphs. It provides definitions and context for words like "capitulates", "washed", and "instrument".
2. Key words defined include "fashion" meaning personal manner, "instrument" meaning a means to achieve something, and "speechless" meaning having no words to say.
3. The passage examines prefixes, suffixes, and roots of vocabulary words to determine their meanings. Words broken down include "unfriendly", "recapture", and "symbiosis".
The document contains a reading comprehension test with multiple choice questions about a passage from the book "Bud, Not Buddy". It tests vocabulary in context and meaning based on 14 sample sentences. It also contains 4 reading comprehension questions about two passages from the book. The passages describe the main character checking his suitcase of personal items after others have gone through it, and an interaction where he discovers the name of the camp he is in is actually "Hooverville", not "Hooperville".
Context clues are hints in the text that help readers understand unknown words. The document discusses three types of context clues - direct definitions, synonyms, and antonyms - and provides examples of each. It then guides readers through an activity where they use context clues to determine the meanings of unfamiliar words in a sample diary entry.
The document provides information on correct usage of the verb "to be" in English, including singular and plural forms for present and past tense. It gives rules for using "am," "is," and "are" in the present tense and "was" and "were" in the past tense. Examples are provided to demonstrate these rules. The document concludes with a practice section where the reader fills in the correct form of "to be" in various sentences.
Two roosters fought for dominance over the farm yard. One rooster gained the advantage and defeated the other. The losing rooster hid in a quiet corner while the winner crowed its victory from atop a high wall. Suddenly, an eagle swooped down and carried off the winning rooster. The losing rooster then emerged from its hiding place and became the new ruler of the farm yard.
This document provides instruction on proper use of the verb "to be" in English, including present and past tense forms. It reviews rules for using "am", "is", and "are" in the present tense depending on whether the subject is singular or plural. Examples are given and practice questions are provided for the reader to fill in the correct form of "to be".
The document contains instructions for an English exam with multiple choice questions about three short stories:
1) Snow White - Snow White runs away from her aunt and uncle and finds shelter in the cottage of seven dwarfs.
2) The Frog Prince - A princess promises a frog she will be his friend if he retrieves her ball, but does not intend to keep her promise. Her touch breaks the spell that turned the frog into a prince.
3) The Bear - Two travelers encounter a bear, one climbs a tree while the other plays dead. The bear advises him not to keep company with those who abandon their friends in difficult times.
Interchange 2. Unit 1: A Time to RememberBrittany Reed
油
Nicole Kidman was born in Hawaii and had her first acting experiences in Australia as a child, participating in theater and winning awards. She became a Hollywood star through roles in films like Days of Thunder and Batman Forever, and cemented her status by winning an Academy Award for her role in The Hours, though her personal life faced struggles like divorce.
The man courted two women at the same time, one young and one older. The older woman, ashamed of dating a younger man, would pull out the man's black hairs whenever he visited. The younger woman, not wanting an old man, would remove any gray hairs. Between the two women, they soon left the man completely bald.
National Library Week is celebrated in April. The document is a note from a student to their best friend explaining that they should meet at the library instead of the playground that day. It includes a list of classmates' names. The second document is instructions for a morning writing assignment about not watching TV for a week during National TV-Turnoff week held in April and what they would want to watch when they turn the TV back on.
The document describes a writing prompt asking students to imagine traveling back in time to change one thing in their life and to draw a picture about what they would change and why. It then lists the names of students in the class. The summary is:
The document provides a writing prompt asking students to imagine changing one thing in their past and drawing a picture about it. It then lists the names of students in the class.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
Jim thought Fred would make a good center on the basketball team when he first saw Fred walk into the classroom. This allows the inference that Fred is tall, as centers in basketball are usually tall. Basketball players' positions correlate with their height, so seeing Fred walk in and thinking he'd be a good center implies Fred is tall.
1) Adverbs of frequency are words that indicate how often something happens. They are placed before verbs or after forms of "to be".
2) Examples of common adverbs of frequency are always, often, sometimes, never, usually, and frequently.
3) Adverbs of frequency can also be in the form of phrases like "three times a day" or "once a week" and are placed at the end of sentences.
Virtue is defined as moral excellence of character. A virtuous person has a character comprised of virtues like honesty, respect, courage, forgiveness, and kindness. Because of these virtues, a virtuous person is committed to doing the right thing regardless of personal cost and does not bend to urges or desires, but acts according to principles. The document provides definitions and examples of virtues and how a virtuous person behaves. It also includes idioms, vocabulary words, grammar exercises and comprehension questions about a reading on Dante's Divine Comedy.
Tone and mood are different literary elements that describe attitudes and atmospheres. Tone refers to the author's attitude toward the subject matter and is revealed through word choice. It can be positive, negative, or neutral. Mood describes the overall feeling or atmosphere created by details in the writing. It is how the reader feels in response to those details. While tone is about the perspective of the author, mood is about the environment or experience conveyed and how it impacts the audience emotionally. Identifying both tone and mood involves using descriptive adjectives to articulate the intended feelings.
This document provides information about tone, mood, and context clues in writing. It includes examples of passages and asks the reader to identify the tone and mood based on descriptive words. Tone reflects the author's attitude while mood is the feelings created in the reader. Context clues in word choice and details are used to infer tone and mood. The document seeks to build vocabulary to aid in analysis.
This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and references for students to learn about nouns. Specifically, it aims to help students identify and classify different types of nouns, including proper nouns, common nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials include instruction cards, activity cards with exercises to identify and categorize nouns, and assessment cards to evaluate comprehension. The goal is to help students understand the different types of nouns and be able to distinguish between them.
STRATEGIC INTERVENTION MATERIAL IN ENGLISH - NOUNS pdfROSARIO G. CASTRO
油
This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and answers to help students learn about different types of nouns including common nouns, proper nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials were created by Rosario G. Castro for students in Magalang, Pampanga and include cards with lessons, exercises to identify and classify nouns, and answers to assess student learning.
Dante Alighieri was an Italian poet born in the 13th century in Florence. He is best known for writing the epic poem Divine Comedy, which is divided into three parts - Inferno, Purgatorio, and Paradiso. Inferno describes Dante's journey through Hell and the types of sins people are punished for. The document provides a brief biography of Dante and summarizes the three parts of his most famous work, the Divine Comedy.
1. The document outlines the objectives, content, and activities for teaching about Non Violence and Peace Day in school.
2. The lessons include listening to songs about peace, reading about how the day is celebrated worldwide, writing poems, and learning vocabulary related to peace.
3. The goals are to familiarize students with the concepts of non-violence and peace, celebrate the January 30th day of non-violence in schools, and promote attitudes of respect and collaboration.
The document contains reading comprehension passages and questions for grade 3 students. It includes stories about a kind man helping a frozen snake, a girl receiving a doll as a gift, a boy coming home late from the river, details about Jose Rizal's life, and more. Each passage is followed by 5 multiple choice questions to test students' understanding of key details, inferences, sequence of events, and identifying cause-and-effect relationships in the texts.
This document provides examples and explanations of different types of phrases that professional writers use to compose more distinctive sentences: appositive phrases, participial phrases, absolute phrases, and prepositional phrases. It examines sentences written by famous authors and identifies the phrase that gives each sentence its distinctive quality. The document aims to teach readers sentence composing skills used by professional writers to build better sentences.
The Last Leaf.pptx Grade 10 English PresentationDiomedesColar1
油
The document summarizes the short story "The Last Leaf" by O. Henry in 3 sentences:
The story is about two friends, Johnsy and Sue, who live together where Johnsy contracts pneumonia and believes she will die when the last leaf falls from an ivy vine outside her window; their neighbor Mr. Behrman risks his life in a storm to paint a green leaf on the wall and give Johnsy hope, though unfortunately Mr. Behrman then contracts pneumonia and dies. The overall message is about the power of hope and human kindness.
This document discusses the differences between facts and opinions. Facts are statements that can be proven true or false, often with evidence, numbers or dates. Opinions are statements of personal beliefs that cannot be proven, and typically include words like "think", "feel", or "believe". To identify facts, one can check if a statement can be proven true; to identify opinions, one looks for words indicating personal perspective. Facts are used to support opinions, but opinions themselves are not provable statements.
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The document contains instructions for an English exam with multiple choice questions about three short stories:
1) Snow White - Snow White runs away from her aunt and uncle and finds shelter in the cottage of seven dwarfs.
2) The Frog Prince - A princess promises a frog she will be his friend if he retrieves her ball, but does not intend to keep her promise. Her touch breaks the spell that turned the frog into a prince.
3) The Bear - Two travelers encounter a bear, one climbs a tree while the other plays dead. The bear advises him not to keep company with those who abandon their friends in difficult times.
Interchange 2. Unit 1: A Time to RememberBrittany Reed
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Nicole Kidman was born in Hawaii and had her first acting experiences in Australia as a child, participating in theater and winning awards. She became a Hollywood star through roles in films like Days of Thunder and Batman Forever, and cemented her status by winning an Academy Award for her role in The Hours, though her personal life faced struggles like divorce.
The man courted two women at the same time, one young and one older. The older woman, ashamed of dating a younger man, would pull out the man's black hairs whenever he visited. The younger woman, not wanting an old man, would remove any gray hairs. Between the two women, they soon left the man completely bald.
National Library Week is celebrated in April. The document is a note from a student to their best friend explaining that they should meet at the library instead of the playground that day. It includes a list of classmates' names. The second document is instructions for a morning writing assignment about not watching TV for a week during National TV-Turnoff week held in April and what they would want to watch when they turn the TV back on.
The document describes a writing prompt asking students to imagine traveling back in time to change one thing in their life and to draw a picture about what they would change and why. It then lists the names of students in the class. The summary is:
The document provides a writing prompt asking students to imagine changing one thing in their past and drawing a picture about it. It then lists the names of students in the class.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
Jim thought Fred would make a good center on the basketball team when he first saw Fred walk into the classroom. This allows the inference that Fred is tall, as centers in basketball are usually tall. Basketball players' positions correlate with their height, so seeing Fred walk in and thinking he'd be a good center implies Fred is tall.
1) Adverbs of frequency are words that indicate how often something happens. They are placed before verbs or after forms of "to be".
2) Examples of common adverbs of frequency are always, often, sometimes, never, usually, and frequently.
3) Adverbs of frequency can also be in the form of phrases like "three times a day" or "once a week" and are placed at the end of sentences.
Virtue is defined as moral excellence of character. A virtuous person has a character comprised of virtues like honesty, respect, courage, forgiveness, and kindness. Because of these virtues, a virtuous person is committed to doing the right thing regardless of personal cost and does not bend to urges or desires, but acts according to principles. The document provides definitions and examples of virtues and how a virtuous person behaves. It also includes idioms, vocabulary words, grammar exercises and comprehension questions about a reading on Dante's Divine Comedy.
Tone and mood are different literary elements that describe attitudes and atmospheres. Tone refers to the author's attitude toward the subject matter and is revealed through word choice. It can be positive, negative, or neutral. Mood describes the overall feeling or atmosphere created by details in the writing. It is how the reader feels in response to those details. While tone is about the perspective of the author, mood is about the environment or experience conveyed and how it impacts the audience emotionally. Identifying both tone and mood involves using descriptive adjectives to articulate the intended feelings.
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This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and references for students to learn about nouns. Specifically, it aims to help students identify and classify different types of nouns, including proper nouns, common nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials include instruction cards, activity cards with exercises to identify and categorize nouns, and assessment cards to evaluate comprehension. The goal is to help students understand the different types of nouns and be able to distinguish between them.
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Dante Alighieri was an Italian poet born in the 13th century in Florence. He is best known for writing the epic poem Divine Comedy, which is divided into three parts - Inferno, Purgatorio, and Paradiso. Inferno describes Dante's journey through Hell and the types of sins people are punished for. The document provides a brief biography of Dante and summarizes the three parts of his most famous work, the Divine Comedy.
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2. The lessons include listening to songs about peace, reading about how the day is celebrated worldwide, writing poems, and learning vocabulary related to peace.
3. The goals are to familiarize students with the concepts of non-violence and peace, celebrate the January 30th day of non-violence in schools, and promote attitudes of respect and collaboration.
The document contains reading comprehension passages and questions for grade 3 students. It includes stories about a kind man helping a frozen snake, a girl receiving a doll as a gift, a boy coming home late from the river, details about Jose Rizal's life, and more. Each passage is followed by 5 multiple choice questions to test students' understanding of key details, inferences, sequence of events, and identifying cause-and-effect relationships in the texts.
This document provides examples and explanations of different types of phrases that professional writers use to compose more distinctive sentences: appositive phrases, participial phrases, absolute phrases, and prepositional phrases. It examines sentences written by famous authors and identifies the phrase that gives each sentence its distinctive quality. The document aims to teach readers sentence composing skills used by professional writers to build better sentences.
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1. Selection 6
Speed and Comprehension Reading Material English Grade 10
1
493 words
Wild
I was 16 when my father unequivocally decided he would send me to wilderness camp for
several months. He had threatened to do it many times before, but my mother had always
managed to prevent him from actually packing me up and shipping me off. This time he
was dead set on it.
My latest transgression was viewed as the last straw. In a fit of unbridled rage, I had
shoved my math teacher down a flight of steps at school. He broke his arm in two places
and severely dislocated his shoulder. The man hadnt done a thing to me. I am hard-
pressed to remember why I was so irritated at him.
Anyway, Mr. Ford, my math teacher, had agreed not to press charges as favor to my dad.
He was a friend of my dads from way back. Mr. Ford knew what was at stake. We all did.
Dad was in the middle of a tight race for sheriff in our town. This latest Danny Thing, as
my reckless behavior was now called, had all my dads closest advisors talking.
John, hes your son and hes a kid, but he is dragging you down, I heard Jake Hutch tell
my dad through his closed office door the night after I pushed Mr. Ford. If it appears you
cant set the course for enforcement in your own home, how can you set the course for
this town?
So, off to Pisgah National Forest I went. I knew in my heart that Wilderness Camp was
surely just a euphemism for Torture Center. I imagined hours of untold abuse at the
hands of some lumberjack-sized drill sergeant. I resolved not to be broken and to emerge
from the program unchanged. I was who I was.
Nearly every day for six months, a small group of other troubled teens and I lugged our
30-pound backpacks on a trek that covered about 10 miles. We hiked in a rugged
wilderness that seemed untouched by civilization. The grandeur of the sky, rock, and
wilderness made me reverent.
Our counselors were firm but kind, not the ogres I had imagined. We learned how to
make a fire without matches and create a shelter with twigs, branches, and grass.
We learned which plants were safe to eat out in the wild. Late into the night, we talked
about our fears and hopes. We were devoid of radios, televisions, and cell phones. I felt
myself change. I was calm and often reflective. My old, impulsive self was gone.
One morning, six months later, my dad came to pick me up. I ran to hug him and saw
relief and love in his eyes.
So whats it like being sheriff? I asked on the ride home.
I lost the race, Danny, he said. Im sorry, Dad. I knew my behavior probably had a lot
to do with his defeat. Dad squeezed my shoulder and brought me close. As long as I
dont ever lose you, Im okay.
2. Selection 6
Speed and Comprehension Reading Material English Grade 10
2
493 words
WILD
Questions:
Directions: Copy the letter of the best answer on your paper.
1) Which best describes the double meaning of the title?
A. Danny goes to wilderness camp; it is in a national forest.
B. Danny is out of control; he is sent into the wilderness.
C. Danny changes at wilderness camp; his father loses a tight race for sheriff.
D. Danny hikes in the rugged wilderness; he becomes respectful of nature and others.
2) "I was 16 when my father unequivocally decided he would send me to wilderness camp
for several months." Which of the following is the best way to rewrite the above sentence
(from paragraph 1) while keeping its original meaning as used in the story?
A. I was 16 when my father angrily decided he would send me to wilderness camp for
several months.
B. I was 16 when, over the course of several months, my father decided he would send
me to wilderness camp.
C. I was 16 when my father tentatively decided he would send me to wilderness camp for
several months.
D. I was 16 when my father decided without question he would send me to wilderness
camp for several months.
3) What does the idiomatic expression, "the last straw," (in paragraph 2) suggest?
A. the biggest problem of all
B. the worst thing someone could have done
C. the last in a line of unacceptable occurrences
D. the deed someone wishes he or she could take back
4) As used in paragraph 2, which is the best antonym for unbridled?
A. amusing B. peaceful C. restrained D. understandable E. scarce
5) What lesson did Danny seem to learn in this passage?
A. Fight fire with fire. B. Faith will move mountains.
C. Nature exceeds nurture. D. A reed before the wind lives on, while mighty
oaks do fall.
6) What is a euphemism (paragraph 6)?
A. a code word B. a nickname C. a different name
D. a less offensive term E. a meaningless title
7) What kind of character is Jake Hutch in this passage?
A. round, meaning he/she is fully developed
B. protagonist, meaning he/she is the main character
C. antihero, meaning he/she lacks heroic traits
D. flat, characterized by having only enough traits to fulfill his/her function in the passage
E. antagonist, meaning he/she is the person who is opposed to or struggles against
another character
3. Selection 6
Speed and Comprehension Reading Material English Grade 10
3
493 words
8) "The grandeur of the sky, rock, and wilderness made me reverent." Which of the
following is the best way to rewrite the above sentence (from paragraph 7) while keeping
its original meaning as used in the story?
A. I was awed by the majesty of the sky, rock, and wilderness.
B. I felt small in comparison to the sheer size of the sky, rock, and wilderness.
C. The power of the sky, rock, and wilderness made me regret my past behavior.
D. The inherent danger of the sky, rock, and wilderness made me nervous.
9) What is evident by the end of the passage?
I. how much Danny has changed
II. how much John loves his son
III. that John has given up running for office
A. I only B. I and II C. II and III D. I, II, and III
10) If the counselors at the wilderness camp had been ogres (paragraph 8), how might
have they behaved?
A. by giving teenagers water only when they were thirsty
B. by making the teenagers figure out how to build a fort in the rain
C. by refusing to treat the teenagers wounds when they got injured
D. by encouraging the teens to socialize with one another even if they didn't want to