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MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

ENGLISH LANGUAGE

TERM 3

GRADE 8

Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 1 Adjective Clause Comprehension

Passage Narrative Writing:

Characters Week Review

2 Essential and Nonessential

Adjective Clauses

Poetry Narrative Writing: Setting

Week Review

3 Adverb Clause Vocabulary Narrative Writing: Plot

Week Review

4 Noun Clause Synonyms Narrative Writing: Theme

Week Review

5 Expository Writing: Cause and Effect

Antonyms Narrative Writing: Point-of-View

Week Review

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Week: 1

Lesson: 1

Topic: Clauses: Adjective

______________________________________________________________________________

Welcome back everyone! Today we will examine a special type of clause. Before we do that, let

us review a few important things from the last term that will help you during the lesson.

A clause is a group of words that contain both a subject and a verb.

There are two types of clauses: Independent (or main) and dependent (or subordinate)

Independent clauses can function as complete sentences. Here is an example:

Mary took the bus.

Dependent clauses do not make complete sense on their own, rather, it depends (or needs

help) from the independent clause for it to make sense. Here is an example:

Because she was ill. Even though this clause has both a subject and a verb, it does not

make sense by itself.

Mary took the bus because she was ill. Can you see the independent clause and the

dependent clause?

An adjective is a word that is used to describe a noun or a pronoun. For example:

Mary’s hair is long and golden. The words ‘long’ and ‘golden’ describe the noun hair.

Now that we have completed our review, let us examine a special type of dependent

clause: Adjective Clause.

Definition

An adjective clause is a type of dependent clause that works to modify (or give more

information) about a noun or pronoun.

The easiest way to identify an adjective clause is by looking for a relative pronoun. There

are only 5 relative pronouns in English Language. These are:

- Who - Whom - That

- Whose - Which

In some cases, an adjective clause may begin with relative adverbs such as:

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When

Where

Why

Additionally, please note that an adjective clause never begins a sentence.

Let us take a look at some examples:

1. Pizza, which most people love, is not very healthy.

‘Which most people love’ is the adjective clause. Why?

- It modifies the noun ‘pizza’

- It begins with the relative pronoun ‘which’

- It has a subject and a verb: people (subject) and love (verb)

2. The store where the new phone is being sold had a huge line of people outside.

‘Where the new phone is being sold’ is the adjective clause. Why?

- It modifies the noun ‘store.’

- It begins with the relative adverb ‘where.’

- It has a subject and a verb: phone (subject) and is being sold (verb)

In some cases, we have sentences where the subject is not stated, but it is understood. Let’s look

at an example of this.

1. Fruit that is grown organically is expensive.

In this case we can identify an adjective clause. How?

- It modifies the noun ‘fruit’

- It is being used with the relative pronoun ‘that’

- It has a subject and a verb

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The subject is not stated but is understood. When we ask who or what is grown organically, the

answer is fruit. However, fruit is not repeated in the clause ‘that is grown organically’ but when

you read the clause the subject is understood.

- ‘is grown’ functions as the verb in the clause.

When trying to identify adjective clauses look for the following:

1. What is the noun in the sentence that the clause is modifying?

2. The relative pronouns (who, whose, whom, which, that). Or the relative adverbs (when,

where, why)

3. The subject and verb within the clause.

Activity: Underline the adjective clauses in the following sentences:

Example: My pen which you stole from me was a gift from my grandma.

1. Those people whose names are on the list will go to camp.

2. Grandpa remembers the old days when there was no television.

3. Students who are intelligent get good grades.

4. I know someone whose father served in World War 1.

5. Eco-friendly cars that run on electricity help the environment.

6. The books that you borrowed from class must be returned.

7. The girl who is leading the parade is my best friend.

8. His share of money, which consisted of one hundred thousand dollars, was given to him

on Monday.

9. You should never visit a doctor whose plants have died.

10. People who do not complain are never pitied.

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Week: 1

Lesson: 2

Topic: Comprehension Passage

______________________________________________________________________________

A Mighty Flier- The Bee Hummingbird

What is two inches tall, can hover in mid-air, and flies in every direction including backwards?

It’s not an insect. The answer is the bee hummingbird.

Most hummingbirds are about three to five inches long. But the bee hummingbird is only five

centimeters, or approximately two inches, making it the smallest species of bird alive today.

Really it isn’t bigger than a large insect. But don’t let its tiny body fool you. This bird is a fierce

flier. It can beat its wings up to 80 times per second. If you ever see one in flight, you’ll notice its

wings are just a blur to the human eye. Hummingbirds are also the only vertebrates that can

hover in one place. Add to that being able to fly backwards and upside down, and these creatures

are amazing flying machines.

And being a master flier isn’t the only one of the bee hummingbird’s talents. The bee

hummingbird does a great job performing its part in plant reproduction. During the course of a

single day, the bee hummingbird can visit up to 1,500 flowers. And just like a bee, when the bee

hummingbird drinks nectar from the flowers, pollen is transferred from the flower to the bird’s

body. This pollen is carried to the next flower. Transferring pollen from one flower to another

helps plants make seeds.

Besides drinking nectar, bee hummingbirds eat insects. In fact, they eat about half their body

mass each day. But what’s more impressive is that they drink eight times their body mass every

day. This is why they live in areas where there are gardens and shrubbery. These tiny birds are

found primarily in Cuba, but some have been spotted in Jamaica and Haiti as well.

Despite its size, there’s no arguing that the bee hummingbird is a mighty flier.

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Answer all questions by circling the correct response and by filling in the blank spaces with explanations in your own words.

1. How do hummingbirds help flowering plants?

A. They give the flowering plants energy.

B. They help flowering plants make seeds and reproduce.

C. They build their nests in flowering plants.

D. They drink pollen in the flowers.

2. The bee hummingbird is about as large as....

A. a flea B. a bee

C. a dragonfly D. a sparrow

3. If you ever see a hummingbird in flight, you may have a difficult time seeing the wings. They would look blurry. Why?

______________________________________________________________________________

______________________________________________________________________________

4. What do hummingbirds drink?

A. pollen B. insects

C. flowers D. nectar

5. In which countries do bee hummingbirds live?

______________________________________________________________________________

6. If a bee hummingbird weighed 2 grams, about how many grams of liquid would it drink in a day? Use your math skills to figure out the answer. Show your work in the space below.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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The scrambled words below are vocabulary words from the passage. All words can be

found in the passage so search very carefully. Unscramble each word and write it on the

line. Please be sure each word is spelt correctly.

1. __________ l i r m o y e a x a t p p

hint: about; roughly; estimated number

2. __________ b a t v e e e t r s r

hint: animals with backbones

3. __________ t e a r n c

hint: sweet liquid inside of flowers

4. __________ e l p n o l

hint: powdery dust in flowers that is used to help them reproduce

5. __________ f a n d t s e e r r r

hint: moved

6. __________ a s m s

hint: amount of matter something is made of; can be measured in pounds, ounces, grams, or

kilograms

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Week: 1

Lesson: 3

Topic: Narrative Writing: Characters

______________________________________________________________________________

For the purpose of future lessons in this term, we need to establish a very basic understanding

which is this: anytime you hear/see these words: narrative, narration or narrator, think of story

writing, reading or telling.

As you would have learnt, there are five elements of a short story. These are:

1. Character

2. Setting

3. Plot

4. Theme

5. Point-of-view

Throughout this term, we will examine each of these elements in detail. Today we will focus on

Character.

Definition

A character is a person, animal or thing that takes part in the action of a story, play or movie.

There are two types of characters. There are:

1. Major character

2. Minor character

Major character

A major character is a character who has a large part of the action in the development of a story,

play, or movie.

To help you remember ask yourself: Who is the star of the movie, play or story?

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Minor character

A minor character is a character who has a small part of the action in the development of a story,

play or movie.

Here are two terms you should become familiar with as they are an important part of stories:

1. Protagonist: The main or principal character in a story. In most cases the protagonist is

considered the ‘good guy’ but a protagonist can be good or bad.

2. Antagonist: The character in a story that is considered as the chief foe or adversary of

the protagonist.

Let’s read the following story about Anancy and the Cricket match and see if we can

identify major and minor characters

ANANCY AND THE CRICKET MATCH

Once upon a time, Brother Anancy had a plan to go to the cricket match in town, which was far

away. He did not have enough money so he came up with a plan. He went to see Brother Snake

and Brother Rabbit, who also wanted to see the cricket match but did not have enough money.

However, they had just a little more money than Anancy did. Anancy told them to meet him at

the train station in the morning at 5:00 a.m. and bring what little money they had. He told them

he could get them all there if they shared the food with him, which they would buy with the extra

money. They agreed. The next morning Anancy met Brother Snake and Brother Rabbit at the

station.

They were excited as they saw the train coming and going. He told them he would get them to

the match but they had to trust him with their money. They hesitated but then he explained that

they would have spending money if they trust him. He also requested he hold all the money for

safekeeping. He told them that he would keep the extra money and the tickets.

“Anancy what is the plan?” they asked.

“I am going to get us to the match and back with one round trip ticket,” he replied.

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They knew Anancy was a master trickster so they went with the plan but told him they would

hold the extra money. Anancy walked over to the ticket booth and bought a one-way ticket to go

to Kingston.

The train was ready and Anancy beckoned to them to follow him. They got on the train and

Anancy led them all the way to toilet. “Anancy, what are you doing?” asked Rabbit. Anancy told

them, “Just be quiet man and watch the ride.” He told them to get in quickly. Snake said to

Anancy, “Mi nah ride like this go ah de match.” Anancy replied “Just keep quiet Snake, you will

soon get your own seat. Jus watch de ride.”

The train started to pull out and the conductor was coming down the aisle. “Tickets please.” he

shouted. He tapped on the toilet door and Anancy told Rabbit to slide the ticket under the door.

The conductor took it and was on his way. Anancy and friends waited for 10 minutes so then

they all left the toilet and found seats in the car. This was easy being it was the first train and it

left at 5.00 a.m. On arrival at the station, Rabbit and Snake bought breakfast. Anancy asked for

some but they told him no they would share lunch. Anancy was angry but did not argue with

them. They got to the cricket field early and watched the set up. Rabbit and Snake bought more

food. They bought sky juice and bulla and shared none with Anancy. They ate and paid him no

mind. Anancy requested food again. Snake said, “Man yuh to craven go fine yuh ownnah food.”

By this time Anancy realized that he was not going to get any food from them so he would have

to get some for himself.

He started to devise a plan. The match had started and he continued to look for food. Anancy

walked over to one the vendors and told them that he wanted a patty and juice. When the man

asked for money he told him his friends Snake and Rabbit would pay for it. The man walked

over to Snake and Rabbit for the money. They were angry. Hold this and we will pay you the rest

later. Rabbit said, “Snake since yuh have de ticket mek we leave Anancy when the match done.”

Snake smiled, “Yes we will leave him mek him fine de money pay.” The match went well and

the W.I. won. Snake and Rabbit told Anancy they had to go toilet before they go.

Anancy knew they were up to something as he saw the vendor coming and they were gone for

more than 15 minutes. He ran all the way to the station and the vendor was in hot pursuit. Now

Snake and Rabbit were already on the train in the bathroom. Anancy got on the train sat down

and waited for the train to start moving. As soon as it did he got up, went over to the restroom

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and changed his voice and said, “Ticket please.” Snake took the ticket, slipped it under the door.

Anancy took the ticket and went back to his seat. Snake and Rabbit were doing the same thing

Anancy told them, to wait 5 minutes. A little while later there was a knock on the door. “Tickets

please.” the person asked. Snake replied, “The other conductor took our ticket.” The conductor

replied, “I am the only conductor on the train.” As they were thrown off the train to the waiting

vendors they saw Anancy sitting on the train with a big smile.

List all the major and minor characters in the story.

Major Character(s) Minor Character(s)

Answers for Week 1 Lesson 3

Major Characters: Anansi, Brother Rabbit, Brother Snake

Minor Characters: The conductor, The vendor

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Week: 1

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Adjective Clauses

Comprehension Passage

Narrative Writing: Characters

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

List the five (5) relative pronouns in English Language

_____________________________________________________________________________

Underline the adjective clause in each sentence below:

1. That cat that you found belongs to our neighbor.

2. The man who wore the hat was guilty.

3. Stephen, whose friends were from out of town, had a great time.

4. Summer, which is my favorite season, is usually hot.

5. English, which is my favorite subject, has a lot of good stories.

6. Los Angeles is the city where I was born.

7. Which person do you think will be able to complete the work?

8. The woman who lives next door, brought us some cookies.

9. There is a condo that I’d like to purchase.

10. Lincoln City is where I wish to live.

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Define the term character in your own words.

______________________________________________________________________________

______________________________________________________________________________

In your own words, explain the difference between a major and a minor character.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Week: 2

Lesson: 1

Topic: Essential and Nonessential Adjective Clauses

______________________________________________________________________________

Essential and Nonessential Adjective Clauses

In week 1, you learnt that an adjective clause is a dependent clause that acts like an adjective in

the sentence. This means that it gives more information about a noun or pronoun in the sentence.

This week we will focus on Essential and Nonessential Adjective Clauses.

Essential Adjective Clause

Sometimes the information given by the adjective clause is essential. This word means necessary

or needed. An essential adjective clause is one that is needed for the sentence to make sense. If

you took it out, you would not know all the information that you need to know.

For example:

1) The man who left his wallet is coming back for it.

If we took out the clause, the sentence would be read this way: The man is coming back

for it. Here we do not know which man would be returning, therefore the adjective clause

is needed. It is essential for us to know which man.

2) I want the dog that is black and white.

If we removed the clause, the sentence would read: I want the dog. We would not know

to which dog the individual is referring, therefore the adjective clause is needed to give us

that information. The clause is essential for us to know which dog.

Nonessential Adjective Clause

At other times, the information given by the adjective clause is nonessential. This word means

unnecessary or not needed. A nonessential adjective clause is one that is not necessary. The

sentence would still make sense and you would know everything you need to know even without

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the clause. This means that the clause can be removed and the sentence would still tell us

everything we need to know.

When a sentence has a nonessential adjective clause, the clause is set apart with commas. This

shows that it is not essential.

For example:

1) Lisa, who takes ballet with Jan, is my best friend. If the adjective clause is removed, the

sentence would read: Lisa is my best friend. We have all the information needed. It is not

essential for us to know about the ballet. Therefore, that clause is considered a

nonessential adjective clause.

2) My grandfather, who lives on a farm, said he would teach me to ride a horse. If the

adjective clause is removed the sentence would read: My grandfather said he would teach

me to ride a horse. We have all the information that is needed. It is not essential to know

grandfather lives on a farm. Therefore, that clause is considered a nonessential adjective

clause.

N.B in both of the examples above, the nonessential clauses are set apart by commas. This

makes it very easy to identify a nonessential clause.

For the following sentences, underline the adjective clause and state whether it is an

essential or a nonessential clause in the space provided.

1. I do not remember the day that my cousin was born. ________________

2. I won first prize, which was a blue ribbon. _______________________

3. The school library, which is next to the cafeteria, is my favorite place in the school.

______________

4. The time when I go to bed changes in the summer. ___________________

5. Could you bring me the cup that is on the table? _____________________

6. Mary, whose mom is a nurse, sits behind me in class. ____________________

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Week: 2

Lesson: 2

Topic: Comprehension: Poetry

______________________________________________________________________________

Read the poem then answer each question that follows in a complete sentence.

Responsibility

I half awaken

to the comforting blur of my mother

pulling on her house-

dress in the half dark

5- and already the sound of my father

as from muted dream distance

clucking the chickens to corn.

I too some distant morning

shall rise responsibly

10- to set my house in motion.

Meantime, I pull the covers close

and smile for the pure secret

thrill of it, and ease myself down

into that last, sweet, morning sleep.

Edward Baugh

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Questions.

1. Who is the speaker in the poem?

_____________________________________________________________

2. The persona makes reference in line 2 to the mother being a “comforting blur.” Suggest

what this means.

________________________________________________________________________

________________________________________________________________________

3. In line 4, the persona makes reference to ‘half dark.’ Explain what half dark is in your

own words.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What, in the persona’s view, are the things that represent responsibility?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Name three things that your parents/guardians do that you view as responsible.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Week: 2

Lesson: 3

Topic: Narrative Writing: Setting

______________________________________________________________________________

Last week you learnt all about characters. This week our lesson will focus on a second element

of the short story: setting.

Definition

The setting refers to the time (when) and place (where) of the story. It is usually introduced

during the exposition (beginning) of the story, along with the characters. The setting may also

include the environment of the story, which can be made up of the physical or geographical

location, climate, weather, or social and cultural surroundings.

Time

Time can cover many areas such as the character’s time of life, the time of the day, time of the

year or the time period (past, present, future).

Place

The place can cover lots of areas such as a certain building, room in a building, city, country,

beach, in a mode of transport (car, bus, boat, train, etc.).

The setting of a story can change throughout the plot.

Read this example below to observe how setting is written into a story.

As the sun set in the evening sky, Malcolm slowly turned and walked toward his home. All was

silent and still. Through the window, he could see his older brother James watching a football

game on the TV. James was home from his first year of college in the city. It was lonely at times,

but Malcolm felt it was rather nice to not be in James’ shadow during his senior year of high

school.

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Time: evening, senior year of high school, and modern times (they have a TV)

Place: Malcolm’s home, and possibly the suburbs or country (his brother has gone to the city for

school)

Why is Setting important?

Setting is important because it gives context to the characters’ actions in a story line. It can also

create the mood (how the reader or viewer feels). It is easier to understand why the characters in

the story are doing what they are doing when we know where they are. The time of day, time of

year, and ages of the characters will also affect how they act and what they say.

All forms of literature will have some form of setting; without a setting, readers and viewers

cannot follow a story plot.

Determine the setting from the following excerpts:

1. When Jonathan woke up, he knew something was not right. There was no light coming

through his curtains. His room was dark. His mom did not yell for him to eat breakfast.

There was no smell of bacon. He slowly got out of bed and tiptoed to his curtain. Peeking

behind his curtain, he saw mounds of snow piled outside. There was no chance that

school was happening today.

Determining setting:

Is it daytime or night time? We are not told if it daytime or night time, give one piece of

detail that helped you to decide.

________________________________________________________________________

________________________________________________________________________

Where is the story taking place (the location)?

________________________________________________________________________

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Is the story happening in the past, present, or future? Give one detail to support your

answer.

________________________________________________________________________

________________________________________________________________________

2. The wind hissed and sighed from the crevices of the cave, tore the fire into shreds and

shred the embers, spitting sparks, into the smoky dark. On the pile of glimmering straw,

buried in furs, a youth lay in troubled sleep. There was a movement outside the cave; a

sound of stone grating on stone, and a blackness passed before the cave’s mouth. Yellow

eyes burned a moment in the firelight, and the shadow passed.

Determining setting:

Is it daytime or night time? We are not told if it daytime or night time, give one piece of

detail that helped you to decide.

________________________________________________________________________

________________________________________________________________________

Where is the story taking place (the location)?

________________________________________________________________________

What is the weather like? Give one detail to support your answer

________________________________________________________________________

________________________________________________________________________

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Week: 2

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Essential and Nonessential Adjective Clauses

Poetry

Narrative Writing: Setting

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

In your own words, explain the difference between essential and nonessential clauses.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Underline the adjective clause in the following sentences and state whether the clause is

essential or nonessential.

1. The city where we met is 100 miles away. _________________

2. Jane, who served the salad, did not notice the bug nibbling on the leaf. ____________

3. The officer who made the arrest has been investigated previously for excessive use of

force. _______________

4. The cardinals, who had a terrible season this year, has not won a world series since 2011.

___________________

5. The Hunger Games, which is my favourite book, was written by Suzanne Collins.

_________________

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The setting of a story refers to the time and place in which the story occurs

Explain both time and place.

Time

_________________________________________________________________________

Place

__________________________________________________________________________

Answer the questions on the passage to determine aspects of the setting

October arrived, spreading a damp chill over the grounds and into the castle. Madam Pomfrey,

the nurse, was kept busy by a sudden spate of colds among the staff and students. Her Pepperup

potion worked instantly, though it left the drinker smoking at the ears for several hours

afterward. Ginny Weasley, who had been looking pale, was bullied into taking some by Percy.

The steam pouring from under her vivid hair gave the impression that her whole head was on

fire.

Where is the story taking place (the location)?

________________________________________________________________________

What time of year is it?

________________________________________________________________________

What type of weather are the characters experiencing?

________________________________________________________________________

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Week: 3

Lesson: 1

Topic: Clauses: Adverb Clause

______________________________________________________________________________

In weeks one and two you learnt quite a bit about adjective clauses. This week we will focus on

the adverb clause.

Definition

An adverb clause is a dependent clause that describes a verb, an adjective, or an adverb. An

adverb clause tells when, where, how, why, to what extent, or under what conditions

something happened.

An adverb clause begins with a subordinating conjunction.

Some common (but not all) subordinating conjunctions include:

after

although

as

as if

as far as

as long as

as soon as

as though

because

before

even if

even though

how

if

in order that

once

provided

(that)

rather than

since

so long as

so that

than

that

though

unless

until

when

whenever

where

wherever

whether

while

why

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Here are a few examples:

We will not have school today because it snowed last night. This adverb clause answers

the question as to why there will be no school.

Until it stops raining, we will stay inside. This adverb clause answers the question under

what conditions they will stay inside.

When your father gets here, we will go. This adverb clause answers the question of

when they will go.

How to locate adverb clauses

Adverb clauses modifying verbs can move around the sentence.

Here is an example:

1. We will not have school today because it snowed last night.

2. Because it snowed last night, we will not have school today.

Adverb clauses modifying adjectives or adverbs must come after the word modified.

Here are a few examples:

1. Playing football is dangerous if you don't have the right equipment. Here the adverb

clause that is underlined modifies the adjective ‘dangerous. It has to come directly after

the word dangerous. It cannot be shifted around the sentence.

2. We walked to class quickly as if we were going to be late. Here the adverb clause

underline modifies the adverb ‘quickly.’ It has to come directly after the word quickly. It

cannot be shifted around the sentence.

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For each of the sentences, underline the adverb clause. In the blank space, state

whether it modifies a verb, adjective or adverb.

1. Even if it rains, I will come. ______________

2. When you have finished your work, you may go home. ________________

3. You can put it wherever you like. ______________

4. I did not buy that watch because it was expensive. ________________

5. You must go whether you hear from him or not. _______________

6. He spoke in such a low voice that few people could hear him. ____________

7. Since you have apologized, we will take no further action against you. _____________

8. I have not been well since I returned from the hills. _______________

9. He was so weak that he could not stand. ________________

10. As he was not there, I spoke to his mother. ____________

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Week: 3

Lesson: 2

Topic: Vocabulary

______________________________________________________________________________

Find the literary terms and devices for the words listed below the word search. When completed,

choose any five terms and write the definition for each.

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Answers for Week 3 Lesson 2

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Week: 3

Lesson: 3

Topic: Narrative Writing: Plot

______________________________________________________________________________

Last week we examined the setting of a short story. This week we will continue learning about

narrative writing by examining a third element: the plot.

Definition

The plot is the sequence or order of events in which the story occurs. The plot is the story,

and more specifically, how the story develops, unfolds, and moves in time. Plots, also known

as storylines, include the most significant events of the story and how the characters and their

problems change over time.

Plots are typically made up of six main elements:

1. Exposition: The beginning of the story, characters, setting,

2. Inciting incident (conflict): Here the main conflict is typically introduced. Some

happens that creates a problem for the protagonist.

3. Rising Action: The main character is in crisis and events leading up to facing the

conflict begin to unfold. The story becomes complicated.

4. Climax: At the peak of the story, a major event occurs in which the main character faces

a major enemy, fear, challenge, or other source of conflict. The most action, drama,

change, and excitement occurs here.

5. Falling Action: The story begins to slow down and work towards its end, tying up loose

ends.

6. Resolution. This is also known as the denouement, the resolution is like a concluding

paragraph that resolves any remaining issues and ends the story.

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The Importance of Plot in Stories

The plot is what makes a story a story. Without it, the story would not exist. It gives the story

character development, suspense and emotional release. It allows an author themes, and most

importantly conflict that makes a story emotionally engaging (which you will learn about later);

everyone knows how hard it is to stop watching a movie or reading a story before the conflict is

resolved.

The background information of the story. It includes anything the author thinks you need to know about the characters, setting or events of the story.

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Here is a very short story with a sample plot:

Example

Kaitlin wants to buy a puppy. She goes to the pound and begins looking through the cages for

her future pet. At the end of the hallway, she sees a small, sweet brown dog with a white spot on

its nose. At that instant, she knows she wants to adopt him. After he receives shots and a medical

check, the dog, Berkley and her , go home together.

The exposition: introduces us to Kaitlin. She wants a puppy.

Inciting incident/conflict: Kaitlin does not have a puppy but badly wants one.

The rising action: occurs as Kaitlin enters the pound and begins looking.

The climax: the moment when Kaitlin sees the dog of her dreams and decides to adopt him.

The falling action: consists of a quick medical check.

The resolution, or ending: occurs when Kaitlin and Berkley happily head home.

31

Outline the plot of the story below using the story map

Scott wants to be on the football team, but he’s worried he won’t make the team. He spends

weeks working out as hard as possible, preparing for try outs. At try outs, he amazes coaches

with his skill as a quarterback. They ask him to be their starting quarterback that year and give

him a jersey. Scott leaves the field, ecstatic!

Exposition

Rising Action

Climax

Falling Action

Resolution

Inciting incident

32

Week: 3

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Adverb Clauses

Vocabulary

Narrative Writing: Plot

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

In your own words, define the term adverb clause.

______________________________________________________________________________

______________________________________________________________________________

What questions do adverb clauses address?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Underline the adverb clauses in the sentences below:

1. I brush my teeth before I go to bed.

2. Call me when you get home.

3. After we watch the fireworks tonight, you must go straight to bed.

4. I had to leave while Jamie was still playing basketball.

5. Since you are coming over anyway, bring your bike.

6. I will give you a cookie if you clean your plate.

33

How many parts does the plot have? List all the elements of the plot in order, then insert them

correctly on the diagram provided.

Number of elements ______________________

The elements of the plot are:

___________________________________________________________________________

34

Week: 4

Lesson: 1

Topic: Clauses: Noun

______________________________________________________________________________

Last week we examined in detail adverb clauses. This week we will shift our attention to Noun Clauses.

Definition

A noun clause is a dependent clause that acts as a noun. It can be used as the subject, direct

object, indirect object, object of a preposition, subject complement, or appositive. We will only

examine the four.

Subject: What I had forgotten was that I had a test today.

Direct object: You must choose which flavor of ice cream you want.

Indirect object: I will tell whoever will listen to my frightening story.

Object of a preposition: Josie is not interested in whatever Kyle says.

Noun clauses often begin with pronouns, subordinating conjunctions, or other words.

Relative pronouns: that, which, who, whom, whose, what

Indefinite relative pronouns: whoever, whomever, whatever, whichever, whether, if

Interrogative pronoun: who

Interrogative adjective: what

Interrogative adverb: how

Subordinating conjunctions: how, if, when, whenever, where, whether, why

Some noun clauses, especially those used as subjects, begin with that, which seems to serve no function. It makes sense if you include the fact or the idea before it. Here is an example:

That we were late to class really upset the teacher.

The fact that we were late to class really upset the teacher.

35

Adding ‘the fact’ helped to make the noun clause clearer.

Underline each noun clause in the sentences below. Remember to identify words that begin

noun clause, this will give you a hint as to where the clause is.

Example: Whichever you want, will be okay with me.

Answer: Whichever you want, will be okay with me.

1. Whichever you choose, will look great.

2. What I wonder is why he did that.

3. I don’t know who left the gift here.

4. Ask the tutor if this is the correct answer.

5. He worried about what he had not completed.

6. What he said made a lot of sense.

7. I don’t know whether I won the event.

8. I don’t understand why you did that.

9. When he returns is still a mystery.

10. Whoever plays basketball must be able to run fast.

11. She tells whoever will listen.

12. The arena is where the team plays.

36

Week: 4

Lesson: 2

Topic: Synonyms

______________________________________________________________________________

In this lesson we want to focus on building your vocabulary through synonyms. You would have

learnt last term that synonyms are words that are similar in meaning to another word.

This means that a word might not mean the same as another, but the meanings are so close it can

work. Additionally, a word might have several synonyms. The only way we will know which

synonym to use is by reading the context (or surrounding words) in the sentence. This is why it is

very important to build your vocabulary by learning new words. Below is an exercise for you

that will assist you in building your vocabulary.

Match the meanings on the right with the correct words on the left. Use a dictionary to help

you.

1. Self-conscious a colouring substance or matter

2. Malinger an arrangement of sounds

3. Positive having or formed of two sides

4. Stanza to feign illness or avoid work

5. Torch marked by or displaying certainty

6. Pigment aware of oneself as an individual

7. Enforce to compel observance of or obedience

8. Bilateral one of the divisions of a poem

9. Employment the act of employing

10. Melody a portable light produced by flame

37

Answers for Week 4 Lesson 2

Match the meanings on the right with the correct words on the left. Use a dictionary to help you.

1. Self-conscious a colouring substance or matter

2. Malinger an arrangement of sounds

3. Positive having or formed of two sides

4. Stanza to feign illness or avoid work

5. Torch marked by or displaying certainty

6. Pigment aware of oneself as an individual

7. Enforce to compel observance of or obedience

8. Bilateral one of the divisions of a poem

9. Employment the act of employing

10. Melody a portable light produced by flame

38

Week: 4

Lesson: 3

Topic: Narrative Writing: Theme

______________________________________________________________________________

Last week we examined the plot of a short story. This week we will continue learning about

narrative writing by examining a fourth element: the theme.

Definition

The theme of a story is the central/main idea, lesson or message explored throughout the story.

One key aspect of themes is the fact that they are universal. This simply means that while it can

be applied to the characters in the story, you can also relate it to your own life or the life of

someone else.

Some additional key details about theme:

All works of literature have themes. The same work can have multiple themes, and many

different works explore the same or similar themes.

Themes are sometimes divided into thematic concepts and thematic statements. A

story’s thematic concept is the broader topic it touches upon (love, forgiveness, pain,

etc.) while its thematic statement is what the work says about that topic. For example,

the thematic concept of a romance novel might be love, and, depending on what happens

in the story, its thematic statement might be that “Love is blind,” or that “You can't buy

love.”

Thematic Concepts vs. Thematic Statements

Thematic Concepts Thematic Statements

Judgement Human judgement is imperfect

Love Love cannot be bought

Revenge Getting revenge on someone will not fix your problems

Forgiveness Learning to forgive is part of becoming an adult

39

Themes are almost never stated explicitly. Oftentimes you can identify a story’s theme by

looking for a symbol or phrase that appears again and again throughout a story, since it

often signals a recurring concept or idea.

Let’s see if you understand what you read. Match each theme on the left with the message

on the right. I have worked one as an example for you.

A. Courage 1. Stand by your friend in good and bad times.

B. Hope 2. Don’t give up.

C. Friendship 3. The opposite of violence.

D. Peace 4. Remember those in your life.

E. Loyalty 5. Face your fears and don’t be afraid.

F. Perseverance 6. Believe in something.

G. Dedication 7. Share your common interests and passions.

H. Honor 8. Stand up for someone or something.

I. Remembrance 9. Pay respect to someone or something

40

Week: 4

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Noun Clauses

Synonyms

Narrative Writing: Theme

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

Define the term noun clause.

______________________________________________________________________________

______________________________________________________________________________

Write three sentences with examples of noun clauses.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

41

Determining Theme

The theme of a story is the message that an author wants to convey through the story. In this task, you will read a short story and determine the theme.

Mary and her best friend Ruth were both training to complete in a long- distance run. Neither girls had families that could afford to send them to college. The winner of the race would receive a full athletic scholarship to college, so the race was very important to both of them, even though they knew only one of them could win. Both were very serious about their running. Though they were competitors, they trained together. As the day of the race grew nearer, the girls became more and more focused and on edge. Both were determined to win the race. On the day of the race, they both started out well, and soon the two of them had a significant lead over the other runners. Then Ruth stumbled on a pebble, twisted her ankle badly, and fell. Mary heard her cry out and stopped to help her.

“You have to keep going!” Ruth told her. “You can win the race and the scholarship. You must go!”

“I don’t want to leave you here alone in pain,” Mary said.

“Go!” Ruth insisted. “I want what’s best for you, and there is nothing you can do for me right now.”

Just then, the runners support group arrived. The other runners were not far behind them. Mary did as Ruth said and took off running again. She won the race and the scholarship.

Mary went off to college, while Ruth stayed home and worked in their family store. The two girls stayed in touch and remained the best of friends. When Mary graduated from college, Ruth came to the ceremony and was the proudest person there. Ruth never forgot that Mary was willing to sacrifice her whole future for their friendship. The two girls were friends for the rest of their lives.

What is the theme of the story?

______________________________________________________________________________

Explain using evidence why you chose the above as the theme of the story.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

42

Week: 5

Lesson: 1

Topic: Expository Writing: Cause and Effect

______________________________________________________________________________

The aim of expository writing is to present information in the form of facts, ideas and opinions.

This type of writing takes many different forms. Below highlight some forms of expository

writing:

1. Process Explanation

2. Description

3. Cause and Effect

4. Comparison and Contrast

5. Problem- Solution

Last term you learnt about Description. You gave very good descriptions on animals, the

Kaieteur Falls and the 1763 Monument. In this lesson we will focus on Cause and Effect.

Cause and Effect

The cause is the reason that something happens. The thing that results or happens is what we

refer to as the effect.

Let’s see if we can make this simple. Consider the examples.

Example 1

As the drought continued, the earth became scorched and cracked and the vegetation turned

brown and dry.

In the above example because of a reason (cause), something happened (effect).

Cause: prolonged drought

Effect: the earth and vegetation suffered

43

Example 2

I was totally terrified when almost everyone in the crowd expressed anger.

Cause: The crowd’s expression of anger

Effect: Feeling of terror

Let us now practice a few.

Here are situations of cause, continue these sentences showing what the effects might be.

Here is an example worked for you

Example: Mother’s loud cries made me feel empty.

1. His reckless driving ______________________________________________________

2. His late arrival __________________________________________________________

3. The violent storm ________________________________________________________

4. His illness ______________________________________________________________

5. Because of the heat _______________________________________________________

Here are situations of effect, complete the sentences by saying what the causes might be.

Here is an example worked for you

Example: The sink flooded due to the drainage being clogged up.

1. The house tumbled _______________________________________________________

2. The crops were healthy ____________________________________________________

3. We emerged exhausted ____________________________________________________

4. The girl was punished _____________________________________________________

5. His homework was unfinished_______________________________________________

44

Week: 5

Lesson: 2

Topic: Antonyms

______________________________________________________________________________

In the first term you learnt that antonyms are words that are opposite in meaning to another word

and you completed many activities on antonyms. The following activity is a bit tricky so pay

close attention to the instructions. Each sentence has a word in bold letters and a word that is

underlined. You are required to find the meaning of the underlined word by using the antonym

in bold as a clue.

Circle the letter of the word that most closely matches the meaning of the underlined word

in the sentence. Use the antonym in bold as a clue to the correct meaning.

1. While she was indifferent to golf, he husband was an avid fan.

A. boring B. likeable C. eager D. pleasant

2. I thought it was a fresh idea, but the teacher thought it was trite.

A. special B. loud C. happy D. common

3. Stacey was suspicious when the clown handed them a box, but her gullible little brother opened it anyway.

A. trusting B. sad C. doomed D. careful

4. While James is very outgoing, his older brother is very reclusive.

A. withdrawn B. athletic C. popular D. hungry

5. The woman abhorred cleaning house, but she loved a spotless home.

A. often B. demanded C. enjoyed D. hated

6. George is adept with crossword puzzles, while his sister is a failure at solving them.

A. miserable B. skilled C. close D. bored

7. Instead of a grimace, Claudia had a big smile across her face.

A. grin B. hat C. frown D. mask

8. She was an agile dancer, although her partner was quite clumsy.

A. quiet B. nimble C. shy D. stiff

45

Week: 5

Lesson: 3

Topic: Point-of-View

______________________________________________________________________________

Last week we examined the theme of a short story. This week we will continue learning about

narrative writing by examining a fifth element: point-of-view.

Definition

The point of view in a story is the vantage point from which the story is told. In simple terms,

from whose view is the story being told. Are you telling the story, or is someone else telling it?

Are you telling the story of one specific character or does the person telling the story know

everything about all the characters? There are many points-of-view. However, we will examine

four popular ones.

1. First Person Perspective

First person narration is told from the point of view of the writer themselves, or the point of view

of a character (usually the main character) in the story. It is usually easily identifiable through

the use of first person pronouns such as I, me, mine. In fiction, first person narration allows us

direct insights into the thoughts and feelings of a character in the story.

Example: Something Jim said to me when we were children led me to believe that he would one

day change the world.

2. Second Person Perspective

Here, the narrator speaks to directly to you, the reader, and tells you your story. It is identifiable

by the use of second person pronouns such as you, your, yours. The second person point of view

is most commonly seen in instruction writing, but it is sometimes used in fiction too, especially

in interactive books such as adventure game books.

Example: Management is very happy with the progress you are all making.

46

3. Third Person Limited

The third person limited point of view sees the story told from the point of view of a single

character. It is generally identifiable by the use of third person pronouns and insights into the

thoughts and feelings of the character. While other characters are referred to in the third person

too, only a single character is followed in depth. This is usually, but not always, the main

character.

Example: She heard a loud crash in the middle of the night. She was so scared that she didn't

know what she should do next.

4. Third Person Omniscient

The keyword here is omniscient. The word means ‘all-knowing or knowing everything.’ This

point of view offers the reader the point of view of a god. It can be differentiated easily from the

third person limited point of view by the fact that the reader is afforded deep insights into the

internal life of more than a single character. This is due to the narrator being privy to all the

actions, thoughts, and feelings of every character within the text.

Example: While Bob was planning a special night out with Millicent, she was quietly making

plans to break up with him. All of their friends would be shocked to discover her plans.

47

Read each sentence and state whether it is in the first, second or third person point-of-view.

Use the pronouns given as a guide.

First Person- I, we, me

Second Person- you

Third Person- he, she, it, they, them

In cases where the name of a person is used, try replacing the name with an appropriate

pronoun, this will help you figure out the point-of-view being used.

Example: I want to play now. First Person

1. You should tell me the truth. _____________________________________

2. Susan knows the way home. _____________________________________

3. I will go to the movies tomorrow. ________________________________

4. He saw an alligator in the swamp. _____________________________________

5. She is one of my best friends. _____________________________________

6. Michael will go to the football game. __________________________________

7. Can you tell me your name? _____________________________________

8. I am ready to graduate from high school. _______________________________

9. I walked to the park with my friend. __________________________________

10. He is one of the best athletes on the team. ____________________________

48

Week: 5

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Expository Writing: Cause and Effect

Antonyms

Narrative Writing: Point-of-View

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

Explain in your own words, what cause and effect is.

______________________________________________________________________________

______________________________________________________________________________

From the sentences below, highlight the cause and the effect.

1. When an employee is absent there is a drop in productivity.

Cause:

Effect.

2. I could not finish my chores because the water stopped running.

Cause:

Effect:

3. Mary was angry because she lost her best pair of socks.

Cause:

Effect:

49

Read each sentence and state whether it is in the first, second or third person point-

of-view.

1. They are ready for the game. _____________________________________

2. Do you know the final score? _____________________________________

3. I am having a great time. _____________________________________

4. It is one of the greatest monuments to visit. _________________________________

5. They are ready to leave now. _____________________________________

1

MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

ENGLISH LANGUAGE

TERM 3

GRADE 8

Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 6 Persuasive Writing Comprehension

Passage Persuasive Writing Week Review

7 Preparation of a Speech

Vocabulary Synthesis Week Review

8 Expository Writing: Compare and

Contrast

Errors in Spelling

Fiction and Non- Fiction Articles

Week Review

9 Punctuation: End Marks

Sentence Completion

Facts and Opinions Week Review

10 Figurative Devices: Exaggeration

Vocabulary Writing for yourself Week Review

2

Week: 6

Lesson: 1

Topic: Persuasive Writing: Giving Reasons

______________________________________________________________________________

Last term we examined the various strategies (pathos, logos and ethos) as well as several

techniques that advertisers use to convince consumers to purchase a product or service they are

selling. In this term, we will seek to apply the knowledge gained to actually use in writing

persuasive pieces of your own.

What is Persuasive Writing?

To persuade means to convince or to sway someone. Persuasive writing is a form of

argumentative writing that presents logical arguments with emotional appeal in order to sway

readers to agree with a particular opinion or idea. A good persuasive argument uses a

combination of thorough research and careful word choice in order to present the writer’s

opinion strongly and get the reader to agree.

For example

Imagine you want to convince your parents to increase your monthly allowance. Your parents

would expect you to give them logical reasons why they should do so. Can you think of three

reasons why your parents should give you more money? Let’s see if we can find some.

1. You are more responsible.

2. You do extra chores without them asking you to do so.

3. You are saving in order to finance a school field trip.

The above are some very good reasons to persuade your parents to raise your allowance.

However, you will need more than just stating reasons. What if your parents asked you, how are

you more responsible? What are some of the extra chores that you do? How much of the money

do you save monthly? Give us some examples. You may explain to them that you are able to

manage the current allowance that they give to you. You wash your dad’s car, cleaned the yard

and repacked the storage room without anyone asking, and you have saved $1000 every month

to go towards your field trip.

3

Providing reasons along with examples is a good strategy in order to convince your readers.

There are many other ways, but we will just focus on this one for now.

Imagine you are running for class president. Your classmates ask you, “why should we vote for

you, what makes you better than the next person running?” Provide three reasons, along with one

example each as to why they should vote for you.

1.____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4

Week: 6

Lesson: 2

Topic: Comprehension Passage

______________________________________________________________________________

Read the passage below and then answer the accompanying questions

A Solemn Vow and Promise

by Lucy Maud Montgomery from Anne of Green Gables

In Anne of Green Gables, young orphan Anne Shirley has come to live with Marilla and Matthew Cuthbert on their farm called Green Gables. Anne loves the farm. As this passage begins, Marilla has taken Anne to a neighbor's house where Anne met a girl her age named Diana. When Marilla and Anne went home Diana went with them as far as the log bridge. The two little girls walked with their arms about each other. At the brook they parted with many promises to spend the next afternoon together. “Well, did you find Diana a kindred spirit?” asked Marilla as they went up through the garden of Green Gables. “Oh yes,” sighed Anne, blissfully unconscious of any sarcasm on Marilla’s part. “Oh Marilla, I’m the happiest girl on Prince Edward Island this very moment. I assure you I’ll say my prayers with a right good-will tonight. Diana and I are going to build a playhouse in Mr. William Bell’s birch grove tomorrow. Can I have those broken pieces of china that are out in the woodshed? Diana’s birthday is in February and mine is in March. Don’t you think that is a very strange coincidence? Diana is going to lend me a book to read. She says it’s perfectly splendid and tremendously exciting. She’s going to show me a place back in the woods where rice lilies grow. Don’t you think Diana has got very soulful eyes? I wish I had soulful eyes. Diana is going to teach me to sing a song called ‘Nelly in the Hazel Dell.’ She’s going to give me a picture to put up in my room; it’s a perfectly beautiful picture, she says—a lovely lady in a pale blue silk dress. A sewing-machine agent gave it to her. I wish I had something to give Diana. I’m an inch taller than Diana, but she is ever so much fatter; she says she’d like to be thin because it’s so much more graceful, but I’m afraid she only said it to soothe my feelings. We’re going to the shore some day to gather shells. We have agreed to call the spring down by the log bridge the Dryad’s Bubble. Isn’t that a perfectly elegant name? I read a story once about a spring called that. A dryad is sort of a grown-up fairy, I think.”

5

“Well, all I hope is you won’t talk Diana to death,” said Marilla. “But remember this in all your planning, Anne. You’re not going to play all the time nor most of it. You’ll have your work to do and it’ll have to be done first.” Anne’s cup of happiness was full, and Matthew caused it to overflow. He had just got home from a trip to the store at Carmody, and he sheepishly produced a small parcel from his pocket and handed it to Anne, with a deprecatory look at Marilla. “I heard you say you liked chocolate sweeties, so I got you some,” he said. “Humph,” sniffed Marilla. “It’ll ruin her teeth and stomach. There, there, child, don’t look so dismal. You can eat those, since Matthew has gone and got them. He’d better have brought you peppermints. They’re wholesomer. Don’t sicken yourself eating all them at once now.” “Oh, no, indeed, I won’t,” said Anne eagerly. “I’ll just eat one tonight, Marilla. And I can give Diana half of them, can’t I? The other half will taste twice as sweet to me if I give some to her. It’s delightful to think I have something to give her.” “I will say it for the child,” said Marilla when Anne had gone to her gable, “she isn’t stingy. I’m glad, for of all faults I detest stinginess in a child. Dear me, it’s only three weeks since she came, and it seems as if she’d been here always. I can’t imagine the place without her. Now, don’t be looking I told-you-so, Matthew. That’s bad enough in a woman, but it isn’t to be endured in a man. I’m perfectly willing to own up that I’m glad I consented to keep the child and that I’m getting fond of her, but don’t you rub it in, Matthew Cuthbert.”

Questions

1. What do you think "kindred spirit" means when Marilla asks Anne, "Well, did you find Diana a kindred spirit"? ____________________________________________________________________________________________________________________________________________________ 2. What is one thing Diana and Anne planned to do together? ____________________________________________________________________________________________________________________________________________________

6

3. What did Matthew bring Anne? ____________________________________________________________________________________________________________________________________________________ 4. What does Marilla mean when she says that Anne isn't stingy?

____________________________________________________________________________________________________________________________________

7

Week: 6

Lesson: 3

Topic: Persuasive Writing: Introductory Paragraphs

______________________________________________________________________________

Your first lesson for this week examined giving reasons and examples in order to persuade your

readers. In this lesson we will continue on Persuasive Writing by actually writing introductory

paragraphs to arguments.

Persuasive writing is something that you will only learn to master through practice. You will

eventually be asked to write persuasive essays as you get older and you will need to remember

the information you are learning now. Before I teach you how to write an introductory

paragraph, let us first examine the most basic structure of a Persuasive essay.

Structure of Persuasive Essay

A standard essay that you would be expected to write should consist of at least five paragraphs:

Paragraph 1: This is known as the introductory paragraph. Here you will establish your topic

and state reasons if you are in support or against the topic.

Paragraph 2: Explanation of first reason. You can use examples, analogies, statistics, etc. to

prove your point.

Paragraph 3: Explanation of second reason. You can use examples, analogies, statistics, etc. to

prove your point.

Paragraph 4: Explanation of third reason. You can use examples, analogies, statistics, etc. to

prove your point.

Paragraph 5. This is known as your concluding paragraph. Here you will sum up all that was

said and make final remarks on your topic. No new reasons should be introduced.

8

Let us now focus on writing paragraph one, or the introductory paragraph. In lesson one, we

discussed three reasons why you should become class president. Let’s see how we can fit those

reasons into a paragraph.

Topic: Why you should be chosen as class president.

Becoming a class president is a prestigious position to hold in any school. However, my desire to

be class president has nothing to do with prestige. I believe I can truly make a difference. You

should vote for me to become class president because I am trustworthy, reliable and

resourceful, I care about everyone in the class as individuals, and I am a great listener.

Your introductory paragraph should be simple and straight to the point; no explanations are

needed. You will have your opportunity to do that in the body of your essay (paragraphs 2, 3 and

4).

Write an introductory paragraph on the topic: Our school should start a debate team.

Here are three reasons:

1. A debate team can help students to channel negativity energy into positive energy.

2. It can teach students discipline.

3. A debate team can help to improve oral and vocabulary skills.

9

Week: 6

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Persuasive Writing: Giving reasons

Comprehension Passage

Persuasive Writing: Introductory Paragraph

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

In your own words, state what is the purpose of persuasive writing

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Use the following topic, provide three reasons to support it, then write an introductory

persuasive paragraph.

Topic: School canteens should promote healthy eating.

1. The safety of students should be a priority.

2. Eating healthy is good for the brain.

3. Healthy eating decreases the chance of developing serious illnesses later on in life.

10

Week: 7

Lesson: 1

Topic: Preparation of Speech

______________________________________________________________________________

What is a Speech?

A speech is a formal talk that a person delivers to his/her audience. It is similar to other forms of

writing and includes a variety of tools that are designed to communicate information.

Before you start writing a speech you need to know the following:

WHO you are writing your speech for (the audience).

WHY you are writing the speech (your reason).

WHAT your speech is going to be about (the topic).

HOW long your speech needs to be (duration).

In order to prepare and deliver a well written speech, you will need to do some research on your

topic.

Some key points to remember while writing a speech include:

Keep it simple

Well stated purpose

Organizing your content

Supportive ideas

Facts, figures, examples

Proper conclusion

Format for speech

The format for speech writing is very simple. It consists of three parts:

1. The introduction

2. The body

3. The conclusion

11

Introduction

Greeting your audience: Good morning Principal, teachers and students…

Introduction to the topic: say what you are going to talk about.

Give an outline of what you will be discussing.

The body

Use short sentences

Discuss your main points in detail

Provide supporting evidence/examples

Additional information (optional)

The conclusion

Sum up your ideas

Leave a message to the audience or you can use a quote directly related to your topic.

Here is an example of a speech

The importance of friendship

Good morning respected principal, teachers and my dear friends. (greeting) Today I am

going to speak on the topic friendship. (Introduction to topic) A friend is a gift you give to

yourself. Friends are those people in your life with whom you do not have any blood relation but

understands you like a relative. Your friend is someone who will always be there for you, with

whom you feel comfortable and can easily share your thoughts and feelings. You should never

focus on how many friends you have, but on the quality of friends you keep because they

influence the type of person you are (outline).

A true friend loves you unconditionally, understands you, but never judges you and always tries

to support you and give you good advice, just like your blood relatives. The friendship of Rachel

and Monica from the T.V show is a great example of true friendship. (body)

12

A true friend is one who will always be there when you need someone. He will leave all his

important work, but will never leave you alone, especially in your difficult times. That is why it

is said a friend in need is a friend indeed. Difficult times are the best time to realize who your

true friends are. Blessed are the souls who have true friends. (body)

The kind of friends you have determines the kind of person you are. That is why it is advised to

be careful before making a friend. Choose someone with good thoughts and character, because

our thoughts and feelings are affected by the place we live in and with the people we live with.

Be friends with someone who makes you feel free, positive and alive. It does not matter how

many friends you have; what matters is how many true friends you have. (body)

It is important to have good friends because they share love unconditionally; they are always

there when you need support, and they help to build you up positively. (conclusion)

Task

Write a short speech to delivery at your school’s assembly on one of the following topics:

1. Kindness 2. Showing respect for your elders

13

Week: 7

Lesson: 2

Topic: Vocabulary

______________________________________________________________________________

In week 1 we briefly discussed the five relative pronouns in the English Language that are used

to form adjective clauses. These are: who, whom, whose, which, and that. In this vocabulary

lesson you will join clauses using these relative pronouns.

I will work a few examples, then you will complete the exercise that follows.

1. Here is my friend. He was injured yesterday.

Answer: Here is my friend who was injured yesterday.

2. This is the money. The children found it yesterday.

Answer: This is the money which the children found yesterday.

3. This is the manager. His office was attacked.

Answer: This is the manager whose office was attacked yesterday.

4. I’ll show you the house. I bought it last year.

Answer: I’ll show you the house that I bought last year.

5. We have found our cousin. We wanted to see him.

Answer: We have found our cousin whom we wanted to see.

Combine the sentences as in the examples above.

1. Here is the worker. His clothes were stolen.

2. The police are looking for the man. He caused our accident and ran away.

3. This is the girl. You were looking for her.

4. The only person I saw was James. He was playing the piano.

5. This is the book. It includes essays you need.

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6. These are the pencils. You asked for them.

7. We are looking for the store. It sells computers.

8. What was the question? It puzzled everyone.

9. This is my friend. You can depend on him.

10. Here is the woman. You were looking for her.

11. Look at the boy. His father was taken away by the police.

12. All the children are here. Miss James teaches them.

13. Did you see the boys? They were setting traps for birds.

14. This is the café. It is never closed.

15. Let us try to find the girl. She had left school without telling anyone.

15

Week: 7

Lesson: 3

Topic: Synthesis

______________________________________________________________________________

There are many different strategies that students can become familiar with in order to

become better readers. In this lesson we will examine synthesis, which is one of the most

challenging reading strategies for students.

What is Synthesis?

The prefix “syn” means together. Synthesizing a text is the process of pulling together

background knowledge, newly learned ideas, connections, etc. into a complete and original

understanding of a text. Synthesis requires students to use multiple skills and strategies

together in order to do this. When you think of synthesis, simply remember that refers to how

your thinking changes and evolves as you read a text.

Why synthesis is important

It is important to learn about synthesis because it helps you do so much more than simply

retelling a text that you read. You are able to internalize it, grow and change your thinking

because of the texts you read. It helps you to form new ideas and opinions.

Think of this illustration

Imagine dropping a pebble into calm water. First, there is a small ripple where the pebble

enters the water. This represents your initial thinking when you begin reading. It’s small

because you only have a small amount of information. However, as you read, your thinking

grows and expands, just like the ripples grow bigger. You collect new information, form

new thoughts and ideas, and evolve your thinking. Each new thought expands from the

previous thought. When you read the end of a book, you are left with a final thought. This

final thought has been formed and influenced by all that we have read and have previously

read in other texts.

16

There are three types of syntheses students can make:

1. a new understanding, something a reader has not considered before until reading the

text.

2. a deeper understanding, becoming more aware or appreciative of an idea after reading

a text.

3. a changed understanding, thinking differently as a result of the text.

In all three types, the result of synthesizing is an increase in knowledge for the reader.

Read the short story and observe how your thoughts about the story may change using

synthesis.

A lion lay asleep in the forest, his great head resting on his paws. A timid little mouse came

upon him unexpectedly, and in her fright and haste to get away, ran across the lion’s nose.

Roused from his nap, the lion laid a huge paw angrily on the tiny mouse to kill her. “Spare

me!” begged the poor mouse. “Please let me go and some day I will surely repay you.”

The lion was much amused to think that a mouse could ever help him. But he was generous

and finally let the mouse go. Some days later, while stalking his prey in the forest, the lion

was caught in the toils of a hunter’s net. Unable to free himself, he filled the forest with his

angry roaring. The mouse knew the voice and quickly found the lion struggling in the net.

Running to one of the great ropes that bound him, she gnawed it until it parted, and soon the

lion was free.

“You laughed when I said I would repay you,” said the mouse. “Now you see that even a

mouse can help a lion.”

Moral: A kindness is never wasted.

17

For the following short stories, use synthesis to outline how your thinking evolves. Use the outline provided.

The Fox and the Grapes

A fox one day spied a beautiful bunch of ripe grapes hanging from a vine trained along the

branches of a tree. The grapes seemed ready to burst with juice, and the fox’s mouth watered as

he gazed longingly at them. The bunch hung from a high branch, and the fox had to jump for it.

The first time he jumped he missed it by a long way. So he walked off a short distance and took a

running leap at it, only to fall short once more. Again and again he tried, but in vain. Now he sat

down and looked at the grapes in disgust. “What a fool I am,” he said. “Here I am wearing

18

myself out over a bunch of sour grapes that are not worth gaping for.” And off he walked very,

very scornfully.

At first I was thinking this story was about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Now I am thinking that this story is about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

After reading, I think that this story is really about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The Stag and his reflection

A stag, drinking from a crystal spring, saw himself mirrored in the clear water. He greatly

admired the graceful arch of his antlers, but he was very much ashamed of his spindling legs.

“How can it be,” he sighed, “that I should be cursed with such legs when I have so magnificent a

crown.” At that moment he scented a panther and in an instant was bounding away through the

forest. But as he ran his wide spreading antlers caught in the branches of the trees, and soon the

panther overtook him. Then the stag perceived that the legs of which he was so ashamed would

have saved him had it not been for the useless ornaments in his head.

19

At first I was thinking this story was about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Now I am thinking that this story is about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

After reading, I think that this story is really about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The Wolf in Sheep’s Clothing

A certain wolf could not get enough to eat because of the watchfulness of the shepherds. But one

night he found a sheep skin that had been cast aside and forgotten. The next day, dressed in the

skin, the wolf strolled into the pasture with the sheep. Soon a little lamb was following him about

and was quickly led away to slaughter.

That evening the wolf entered the fold with the flock. But it happened that the shepherd took a

fancy for mutton broth that very evening, and, picking up a knife, went to the fold. There the first

he laid hands on and killed was the wolf.

At first I was thinking this story was about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

20

Now I am thinking that this story is about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

After reading, I think that this story is really about

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

21

Week: 7

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Preparation of a Speech

Vocabulary

Synthesis

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

List three key points to remember when preparing a speech.

__________________________________________________________________________

For the following short story, use synthesis to outline how your thinking evolve. Use the diagram provided as an outline.

The Frog and the Mouse

A young mouse in search of adventure was running along the bank of the pond where lived a

frog. When the frog saw the mouse, he swam to the bank and croaked: “Won’t you pay me a

visit? I can promise you a good time if you do.” The mouse did not need much coaxing, for he

was very anxious to see the world and everything in it. But though he could swim a little, he did

not dare risk going into the pond without some help.

The frog had a plan. He tied the mouse’s leg to his own with a tough reed. Then into the pond he

jumped, dragging his foolish companion with him. The mouse soon had enough of it and wanted

to return to the shore; but the treacherous frog had other plans. He pulled the mouse down under

the water and drowned him. But before he could untie the reed that bound him to the dead

mouse, a hawk came sailing over the pond. Seeing the body of the mouse floating on the water,

the hawk swooped down, seized the mouse and carried it off, with the frog dangling from its leg.

Thus at one swoop he had caught both meat and fish for his dinner.

.

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Moral: Those who seek to harm others often come to harm themselves through their own deceit.

23

Week: 8

Lesson: 1

Topic: Expository Writing: Compare and Contrast

______________________________________________________________________________

In week 5, we looked at a third type of Expository Writing: Cause and Effect. In this lesson, we

will examine a fourth type of Expository Writing: Compare and Contrast.

What does it mean to compare?

To compare means to examine carefully in order to note similarities. In order for comparisons to

be made, there must be more than one thing.

For example

John looked at the two girls who were laughing with each other. He noticed that the structure of

their faces were almost the same, they both had brown eyes, long hair and perfect white teeth.

They even sounded like each other at times. He noted that if he didn’t know that they were best

friends and were now meeting them for the first time that he probably would have guessed they

were sisters.

In this example, John is comparing or noting similarities between two girls.

What does it mean to contrast?

To contrast means to examine carefully so as to note differences. In order for contrasts to be

made, there must be more than one thing.

For example

On closer examination these laughing girls were also quite unique. One of the girls’ had such a

melodious voice entire rooms often get quiet when she sings. Her friend, on the other hand, not

so much of a singer, but so very talented with Art. One was very outgoing and the other one very

shy. One of them was a sports fanatic and gym enthusiast and the other was straight A computer-

loving geek. They say opposites attract, these two friends are a living testimony to that fact.

Sometimes you may be asked to write a comparison and contrast paragraph by your teacher. This

simply means that your teacher expects you to write on a given topic highlighting similarities as

24

well as differences. One way to make writing your paragraph easier is by using a graphic

organizer such as a Venn diagram or a table to help before writing your paragraph. Let us

highlight all the similarities and differences John noted by placing them in a table.

Similarities between two girls Differences between two girls

Structure of their faces Singing versus Art

Brown eyes Extroverted versus Introverted

Long hair Sports fan versus academic

Perfect white teeth Gym enthusiast versus computer geek

Sound similar when speaking

Use the table below to list similarities between basketball and soccer, then write a comparison

and contrast paragraph highlighting the similarities and differences. Use the example provided

previously as a guide for you.

Basketball and Soccer

Similarities Differences

25

Week: 8

Lesson: 2

Topic: Errors in Spelling

______________________________________________________________________________

Spelling Challenge

DIRECTIONS: Read the sentences below. Underline the word in each sentence that is

misspelled. Spell it correctly on the line provided.

1. I had to stay after work because there was a discrepansy with my cash drawer. ____________

2. Though they ultimately failed, it was a worthwhile endevor. __________________

3. Mark is having trouble achieving equelibrium at his new school. ______________

4. We feel like Carrie’s use of foul language is becoming exsessive. _______________

5. Ian found it difficult to extrecate himself from the situation. ____________________

6. We couldn’t believe the feasco that transpired. ________________

7. Why is Caroline so flamboyent? __________________

8. She had to go to the hospital for her frostbiten fingers. _______________

9. That statue is really grotesk. ____________________

10. Everyone knows that smoking is hazerdous to your health. _________________

26

Week: 8

Lesson: 3

Topic: Fiction and Non-fiction Articles

______________________________________________________________________________

In this lesson we will examine the difference between fiction and non-fiction.

What is Fiction?

Stories that are fictional are not real. The characters, plot and various settings are created from

the writer’s imagination. We often read and watch fictional materials for fun.

For example:

The story about the Ogre Shrek, his friend, the talking donkey, and Princess Fiona is a fictional

story. Ogres are not real nor are talking donkeys. The person who created the story did so from

his/her imagination.

What is Non-Fiction

Stories that are considered non-fiction are factual stories based on real people and true events.

We often read and watch non-fictional materials for information.

For example:

A documentary on the serial killer Ted Bundy. This documentary presents true events about an

individual who killed many women. A simple google search can give you more details about this

horrible person.

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Say whether the following would be categorized as Fiction or Non-Fiction in the blank space provided.

1. To learn how to make chocolate chip cookies. ________________

2. A letter to Santa Clause. _______________

3. A web page telling you about the weather. _______________

4. To be entertained about an alien adventure. _______________

5. Information to assemble your new toy. _______________

6. A restaurant menu. _______________

7. The story about superman. _______________

8. A poster letting you know when the book fair will be held. _____________

9. Aladdin and the Genie. _______________

10. A telephone book. _______________

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Week: 8

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Expository Writing: Comparison and Contrast

Errors in Spelling

Fiction and Non-Fiction Articles

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

Explain the difference between compare and contrast

______________________________________________________________________________

______________________________________________________________________________

State whether the statement is fiction or nonfiction

1. A book informing you all about bats. _______________

2. An atlas _______________

3. A fairy tale. _______________

4. Comic books? _______________

5. A book telling you about the seasons? _______________

6. A book with an index and a glossary? _______________

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Week: 9

Lesson: 1

Topic: Punctuation: End Marks

_____________________________________________________________________________

What is an End Mark?

An end mark is a punctuation mark that is used at the end of a sentence to indicate that the

sentence has finished, or that the thought expressed has been completed.

How many end Marks are there?

In English, there are only three punctuation Marks that function as end marks. These are:

The full stop (also known as period)

The question mark

The exclamation mark (Also known as exclamation point)

Imagine travelling in a vehicle and you see the light shows red. What should the driver do?

Red

Amber

Green

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The law requires that the driver stops.

The end punctuation marks in sentences, function like the red light that tells you to stop. They

are a signal that when you are reading you need to stop for a short while once you see them.

Let us now examine the three (3) End Marks individually.

Before we examine the end marks, we need to consider the kinds of sentences.

There are four (4) kinds of sentences. These are:

Declarative

Imperative

Interrogative

Exclamatory

N.B Please do not confuse TYPES of sentences, with the KINDS of sentences.

We will consider the kinds of sentences on order to determine with end mark should be used.

The Full Stop

The full stop is used at the end of a declarative or imperative sentence. Additionally, we use a

full stop at the end of an indirect question.

Declarative sentences

This type of sentence makes a statement or expresses an opinion.

For example:

1. I want to be a good writer. (Makes a statement)

2. My friend is an excellent singer. (Expresses an opinion)

31

Imperative sentence

This type of sentence gives a command or makes a request. In most instances these end with a

full stop.

For example

1. Please sit down John. (Request)

2. I need you to calm down now. (Softer command)

N.B if the intention behind the command is a strong one, it sometimes end with an

exclamation mark.

The second sentence can also express a strong command, if this is the intention of the writer,

then an exclamation mark must be used.

Indirect (reported) questions

An indirect question can be embedded in a statement, another question, or an order. If it is

phrased as a statement, like the examples below, then a full stop needs to be used.

For example:

1. Mom asked If you remembered to buy the milk.

2. The teacher asked Micah why he was late again.

Question Mark

A question mark is used at the end of an interrogative sentence.

Interrogative sentences are sentences that ask a direct question.

For example:

1. Have you seen my other shoe?

2. I didn’t eat the leftover food, did you?

3. Would you please hand me that book?

32

Exclamation Mark (or Exclamation Point)

An exclamation mark (or point) is used at the end of exclamatory sentences.

An exclamatory sentence is a sentence that expresses great emotion such as surprise, excitement

happiness and anger.

For example:

1. It is too dangerous to climb that mountain!

2. I got an A on my English exam!

Now that we have considered how and when end marks should be used. Let’s see if you can work on your own.

Insert the correct end marks for each of the sentences below.

1. Please, don’t do that again

2. Can you pass me the remote

3. I wonder whether Anne is happy

4. Do you know if anyone was listening

5. Anne shouted, “There is a rat in the pot”

6. I would like another chance with you

7. Mary excitedly told her best friend, “I won a trip to Disneyland”

8. Will you go to prom with me

33

Week: 9

Lesson: 2

Topic: Sentence Completion

______________________________________________________________________________

Read the passage carefully and for each sentence fill in the blank with the correct word from the

options below

I hope you ___________ (1) my last letter. A lot has __________ (2) since I wrote to you. I

___________ (3) with an accident about a week ago while ____________ (4) football. Actually I

____________ (5) in hospital since then but I am ___________ (6) myself here because I

___________ (7) a lot of good friends. Actually I have not ___________ (8) Hindi since I came

here which, of course, is good for my English. On my first day, I ____________ (9) a nurse

called Sophia and ____________ (10) in love with her almost instantly.

1. a) received b) will receive c) receive

2. a) happening b) happened c) happen

3. a) meet b) met; c) am meeting d) would meet

4. a) played b) playing c) was playing

5. a) am b) had been c) have been

6. a) enjoy b) enjoyed c) enjoying

7. a) have made b) had made c) making

34

8. a) speaking b) spoken c) spoke

9. a) meet b) meeting c) met

10. a) fall b) fallen c) fell

35

Week: 9

Lesson: 3

Topic: Facts and Opinions

______________________________________________________________________________

Every day in our speech we use facts and opinions. Many people present their opinions as facts

and get offended when others disagree with them. In this lesson you will learn to tell the

difference between facts and opinions.

What is a Fact?

A fact is a statement that is true and can be proven or verified.

What is an Opinion?

An opinion is a personal feeling about someone or something which may or may not be true.

Observe the table below. It highlights the differences between a fact versus an opinion

Basis for Comparison Fact Opinion

Meaning Something that can be

verified and proven to be true

A judgement or belief about

something

Based on Observation or research Assumption or personal view

Represents Something that really

happened

A perception of something

Change Universal: all over the world

it remains the same

Differs from person to person

Debatable No Yes

When trying to figure out whether something is a fact or an opinion ask yourself these

questions:

1. If I do research, can this statement be verified or proven true? If this is the case, then it is

a fact.

2. Is this someone’s views? Can someone else feel differently about the same thing? If this

is so, then it is an opinion.

36

Here are a few examples. For each example considered, ask the yourself the above

questions.

1. Jamaica is a Caribbean country – Fact

2. The Minister of Education in Guyana is the Honourbale Priya Manickchand – Fact

3. Corporal punishment should be administered in schools- Opinion

4. I prefer Robin Williams as the Genie in Aladdin instead of Will Smith- Opinion

State whether the statements below are facts or opinions in the blank space provided.

1. A giant tortoise can live to be over 150 years old. _________________

2. Jennifer saw a zebra at the zoo. ________________

3. A polar bear is the most fun animal to watch. __________________

4. Parrots are prettier than blue birds. ________________________

5. Elephants eat grass and leaves. _________________________

6. Oil was discovered in Guyana. _______________________

7. Rihanna is prettier than Beyonce. _____________________

8. Canaries sing beautifully. _________________

9. Kaieteur falls is the largest single drop water by volume. __________________

10. The bats in the cave are very scary. _______________________

37

Week: 9

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

End Marks

Sentence Completion

Facts and Opinions

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

What are the three punctuation marks that end sentences?

_______________________________________________________________________

Insert appropriate end marks to complete the sentences below

1. I had a crazy day at school ______

2. When are we going to the museum ______

3. You need to complete your homework on time daily ______

4. Please take out the trash when you get home ______

5. My favorite team won the game ______

6. What did you want to eat for lunch ______

7. It is so exciting to see you______

8. Why do we have to go home so early ______

9. How do we get to the amusement park ____

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Explain the difference between a fact and an opinion

A fact is something that is true and can be proven or verified, meanwhile an opinion is

someone’s personal feelings about something.

State whether the following are facts or opinions

1. The primary colours are red, white and blue. ____________

2. Canada can be found in North America. _____________

3. Jamaica is a beautiful place to visit. ______________

4. There are ten administrative regions in Guyana. ______________

5. My mother is the best cook. ________________

39

Week: 10

Lesson: 1

Topic: Figurative Devices: Exaggeration

______________________________________________________________________________

There are many kinds of figurative devices. Some devices with which you may already be

familiar include: simile, metaphor, personification and alliteration. In this lesson we will focus

on Exaggeration.

Exaggeration

We all exaggerate. Sometimes we do this by spicing up stories to make them more fun, or simply

to highlight our points.

Exaggeration is a statement that makes something worse, or better, than it really is. In literature

and oral communication, writers and speakers use exaggeration as a literary technique, to give

extra stress and drama in a work or speech.

Everyday examples of Exaggeration

1. This bicycle is a thousand years old.

2. He snores louder than a cargo train.

3. My dog only has cat friends.

4. He is drowning in his tears.

5. His brain is the size of a pea.

Generally, there are two kinds of exaggeration:

- Overstatement

- Hyperbole

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Overstatement

An overstatement is a statement that slightly exaggerates something to convey the meaning.

For example: He never listens, a piece of stick probably broke in his ear.

Hyperbole

Hyperbole is an extreme, extravagant, and impossible exaggeration.

For example: I haven’t seen you in a million years girl!

Function of Exaggeration

The function of any type of exaggeration, whether it is overstatement or hyperbole, is to lay

emphasis and stress on the given idea, action, feature, or feeling by overstating it. Through

exaggeration, writers describe an action or a feature in a remarkable and heightened manner.

Sometimes, they also use it sarcastically and ironically to bring humor to their works. In poetry,

on the other hand, poets use it by adding images, similes and metaphors.

Rewrite the paragraph, adding hyperbole to the underlined phrases.

Kristin and her mother went to the grocery store on Saturday. As they arrived at the store, it

began to rain very hard. When they entered the door, they were quite wet. Kristin selected a

shopping cart, but its wheels were not straight. It wobbled as she pushed it down the aisle. Her

mother quickly selected the groceries on the list. While they didn’t have very many items, it was

still very expensive. They grabbed the bags of groceries, which were very heavy, and returned

home.

41

Week: 10

Lesson: 2

Topic: Vocabulary

______________________________________________________________________________

Fill in the blanks with the words in the box, make plural if needed. Optional Instructions Independence Term Genius Specimen Peer Acceptable Assignment Mental

1. Three days was simply not a(n) _________ amount of time to complete such a lot of work.

2. You don't need to be a(n) ________________ to see what the problem here is.

3. Make sure you read all the ______________ carefully before setting up the device.

4. There are special schools for students with ___________disorders.

5. Seeing that some of their __________have one, children ask their parents for a mobile phone at a very early age.

6. When the space probe landed on Mars, the first thing it did was to take a(n) _______from the Martian soil.

7. The students get monthly __________which usually include writing a report.

8. Half of the courses in our department were ____________. There were a variety of courses to choose from.

9. Children need to be taught to learn __________ at primary school, otherwise they can't get anywhere in their school life.

10. In most countries, schools have two __________, or semesters, while in others there can be up to six.

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Week: 10

Lesson: 3

Topic: Writing for yourself

______________________________________________________________________________

There are many reasons people write. Over the course of this term you learnt about persuasive

writing, as well as different forms of expository writing. Last term you wrote letters to your

friends and family. In this lesson, as a simple exercise, I will help you to write for yourself.

Importance of writing for yourself

Sometimes you may get so overwhelmed with the things that happen to you and you may want to

tell someone. However, you are afraid that others might tell someone else and so you bottle up or

keep your feelings inside. This may work well for a time, but eventually it may become too

much for you to deal with.

A good way to keep track of yourself and your feelings is to keep a journal. Some things you can

include in a journal are:

1. The date

2. What happened

3. How you reacted

4. How you think you should have reacted/ what you should have done instead

5. What you plan to do in the future if the situation arises

Making notes about these things can help you to grow and prepare you for situations that may

arise in school. Here is a typical example:

One bright Monday morning you entered the class and noticed someone’s footprints all over

your seat. You suspect who the person is but you are not sure. However, because you are

extremely upset, you walked over to the person you suspect who was sitting calmly in his seat

and accused the individual. The person denied it, and without thinking you upturned the furniture

with him still sitting. He fell and hit his head and you were taken to the head teacher’s office.

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You were later suspended for three days. Later on, you found out that the person you suspected

was not the individual who stood on your chair.

When making a journal entry your writing can reflect something like this:

Date

15th March, 2021

Incident: I was suspended from school for injuring a fellow student after I thought he

deliberately stood on my bench to soil it.

How I reacted

I was so angry that I tumbled the furniture he was sitting in causing him to hit his head.

How I think I should have reacted

When I think back, I really should have walked away. It wasn’t such a big deal but I got upset

because the fact remains no one should disrespect me like that, especially when I did nothing

wrong. However, I realise that my rash actions could have injured my colleague far worse than

he was injured, which was very fortunate for me. He could have fractured his skull or broke his

neck and I didn’t even think of that. I really should have reported the matter instead of taking

matters into my own hand. I’m still working through how to apologize to him. I don’t want to

look stupid but it is the right thing to do.

What I plan to do in the future

I plan to keep my anger in check when situations bother me. I realise that acting rashly can turn

out badly in the end. Also, should something happen between myself and another classmate, I

plan to take the matter to an adult who will be able to deal with it better than I would. In the

meantime, I will keep track of all situations where I get angry easily and google ways I can

manage my anger.

Task

Use a journal to track situations that bother you. Follow the headings given. If possible, share

how you feel about something that bothers you with a trusted adult and ask for their advice on

what you can do.

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Week: 10

Lesson: 4

Topic: Week Review

______________________________________________________________________________

In this week’s lessons we covered three areas. These areas included:

Figurative Devices: Exaggeration

Vocabulary

Writing for yourself

Below are a few questions and activities that will help to refresh your memory, as well as

ascertain whether you understood the concepts taught.

Read each sentence below. If the sentence contains a hyperbole, write “hyperbole” in the

blank. If it does not have one, write “none” in the blank.

1) I’m so hungry I could eat a whole elephant!

______________________

2) May is the nicest month of the year.

______________________

3) Her brightly colored dress hurt his eyes.

______________________

4) Larry was such a big baby that this parents had to use bed sheets for diapers.

______________________

5) I ate all of my salad for lunch.

______________________

6) As I approached the horse, it seemed larger than it had in the pasture.

______________________

7) The roof rose up and down to the rhythm of the loud music.

______________________

8) We thought the apple pie was the best kind of dessert for the party.

______________________