Literary1 • Cite the textual evidence that most strongly supports an analysis of what the text explicitly says, as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to characters, setting, and plot. Provide an objective summary of the text. • Slide Forty-One to Forty-Nine • Slide Fifty-Eight to Slide Eighty-Eight 1
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1
Literary1
• Cite the textual evidence that most strongly supports an analysis of what the text explicitly says, as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to characters, setting, and plot. Provide an objective summary of the text.
• Slide Forty-One to Forty-Nine• Slide Fifty-Eight to Slide Eighty-Eight
2
Literary2Determine a theme or central idea of a text and
analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• Slides Forty to Forty-Nine • Slides Fifty-Eight to Eighty-Eight• Slide 360
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Literary3
• Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Tell how something provokes a decision. Slide Forty to Forty-Six, and Slide Fifty-Eight to Eighty, and Slides 328-332Slide Fifty
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Literary4
• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Need to add figurative and connotative meanings, impact of specific word choices (we call that “diction”). Slide 274-292, Slide 322-332
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Literary5
• Compare and contrast the structure of two texts and analyze how the differing structure of each text contributes to its meaning and style. Slide 333-336
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Literary6
• Analyze how differences in the points of view of the characters and the audience or reader (e.g., those created by the use of dramatic irony) create such effects as suspense or humor. Dramatic irony results when the audience or reader is made aware of some factual information before the members of the cast in the play or movie become aware of it, thus the reader or audience is a step ahead of the characters, at least some of them.
• Slides Nineteen to Twenty-Two
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Literary7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to, or departs from, the script or text and then evaluate the choices made by the director or actors.
Slide 360, Slides Fifty-Six and Fifty-sevenSlide Fifty
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Literary9
• Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Themes, myths, character types, and how borrowed elements from these works appear as they are redone in a modern work of fiction.
• Slides Fifty to Fifty-Seven • Slide Eighty-Seven to Eighty-Eight• Slide 421
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Literary10
• By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
• Slide 362 • Slide 451-454 for literary titles with Lexile
designations • Slide Fifty
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Informational1
• Cite the textual evidence that most strongly supports an analysis of what the text explicitly says, as well as inferences drawn from the text.
• Slide Fifty-Eight to Slide Sixty-Two
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Informational2
• Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas: provide an objective summary of the text.
• Slide Sixty-One and Slide Sixty-Two• Slide Eighty-Seven to Slide Eighty-Eight• Slide 441-450
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Informational3
Analyze how a text makes connections among, and distinctions between, individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Slide Fifty-Eight to Slide Sixty-One, Conclusions and Inferences Slide 433-439, Comparisons: Similarities and Differences
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Informational4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Slide 322 -333
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Informational5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Slide 324-333
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Informational6 Determine an author’s point of view or purpose in a text and
analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Slide thirteen, Slide fifteenSlide 101 to Slide 107Slide 337, Slide 339-344 Slide 353-356 Slide 358Slide 370Slide 394
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Informational7
Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Slides 363-366
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Informational8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.Slide 358
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Informational9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Slide thirteen to fifteenSlide 101-Slide 107Slide 339-344 Slide 353-356 Slide 358Slide 370Slide 394
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Informational10
By the end of the year, read and comprehend literary non-fiction written at the high end of grades 6-8’s challenging texts.
Slide 451-454 for literary titles with Lexile designations.
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Research1
Conduct short research projects to answer a question, including a self-generated question, by drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Slide ninety-eightSlide 101Slide 455
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Research2
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Slide 101-107, Slide 369
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Research3
Draw evidence from literary or informational texts to support analysis, reflection, and research.Slide 370
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Research4
• Write routinely over extended time frames allowing time for research, reflection, and revision, as well as writing in shorter time frames, such as a single day or two, for a range of discipline-specific tasks, purposes, and audiences.
• Slide 371-379• Slides 108-130
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Comprehension&Collaboration1Engage effectively in a range of collaborative
discussions with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Slide 380
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Comprehension&Collaboration1a
Come prepared to discuss assignments, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Slide 381
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Comprehension&Collaboration1b
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Slide 382-383
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Comprehension&Collaboration1c
Pose questions that connect the ideas of several speakers, and respond to others’ questions and comments with relevant evidence, observations, and ideas. Slide 383
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Comprehension&Collaboration1d
Acknowledge new information expressed by others, and when warranted, qualify or justify their own views in light of the evidence presented. Slide 384
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Comprehension&Collaboration2
Analyze the purpose of information presented in diverse media and formats, and evaluate the motives behind its presentation.
Slide 385Slide 455
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Comprehension&Collaboration3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the evidence and identifying when irrelevant evidence is introduced. Slide 358
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Comprehension&Collaboration4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence , sound, reasoning that is valid and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Slides 352-357. Whether students are working on oralor written reports, ideas and information for preparingthe reports are essentially the same.
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Comprehension&Collaboration5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Slide 351
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Comprehension&Collaboration6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Slide 350
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Conventions Of Standard English1
Demonstrate command of standard Englishgrammar and usage when writing or speaking.{See the following slides’ breakdown of various
facets of this goal with their respective references.}
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Conventions Of Standard English1a
Explain the function of verbals: gerunds, present participles, past participles, and infinitives, both in general and their functions in particular sentences.
Slides 155-157Slides 198-199 Slides 266-273
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Conventions Of Standard English1bActive and Passive Voice
Use verbs in both active voice and passive voice.Slide 178-192, Slide 202-209 Irregular Verb List = 210-219 Sine qua non forpassive voice mastery.Analyze the morphosis of pronouns from subjectin active voice to object of a preposition inpassive voice, as in: SHE wrote the e-mails. Thee-mails were written by HER.
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Conventions Of Standard English1c
Use verbs in five modes, or moods: Indicative (declarative)Imperative (command)Interrogative (question)Conditional (If. . . then. . .; would. . .would. . . ) Subjunctive (Never going to happen. . .)Slide 221, 219, 220, 457, 458
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Conventions Of Standard English1d
Recognize and correct inappropriate shifts in voice, time, mood, person, and number. Slide 345-349
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Conventions Of Standard English2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Slide 158-164, Capital Letters Slide 165-177, Punctuation Slide 252-265, Spelling
Slide Eighty-Nine to 130
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Conventions Of Standard English2a
Use punctuation to indicate a pause or break: comma{,} ellipsis{. . .} dash{--}.
Use an ellipsis to indicate an omission. Slide 167
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Conventions Of Standard English2c
Spell correctly. Slide 252-265.
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KnowledgeOfLanguage3
Use verbs in the active and passive voice as well as in the conditional and subjunctive moods to achieve particular effects.
Use verbs in both active voice and passive voice.Slide 178-192, Slide 202-209, Passive VoiceSlide 210-218, Irregular Verb ListConditional: Slide 221, 457 Subjunctive: Slide 221, 458
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VocabularyAcquisition&Use4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based upon grade level reading and content, choosing flexibly from a range of strategies. Slide 292-308 Slide 338
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VocabularyAcquisition&Use4a
Use context as a clue to the meaning of a word or phrase. You can often figure it out.
Determine the overall meaning of a sentence or paragraph, or a word’s position or function in a sentence, as a clue to the unfamiliar word or phrase.
If you think a word is important to understanding the text, ask someone what it means or look it up so you can understand the text. Slide 338, Slide 292-308
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VocabularyAcquisition&Use4b
Use common Greek or Latin prefixes, suffixes, and roots as clues to the meaning of a word or phrase.
Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Distinguish among the connotations of words with similar denotations; for example, “bullheaded” or “stubborn” implies a negative association, whereas “resolute” implies a desirable, positive trait. Slide 323-325
Acquire and use high frequency, grade-appropriate, general academic words and phrases; gather vocabulary knowledge when considering a word or phrase that is important to comprehension or expression.
Slide 386-391
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WritingStandard1
Write arguments to support claims with clear reasons and relevant evidence.
{See references next card.}
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WritingStandard1aArgumentative or Persuasive
Introduce claims, acknowledge and distinguish the claims from alternative or opposing claims, and organize the reasons and evidence logically. Slide Eighty-Nine to 130
Slide 339-344Slide 372Slide 376 -377Slide 393-394
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WritingStandard1bSupport claims with logical reasoning and relevant evidence,
using accurate, credible sources and demonstrating an understanding of the topic or text.
Slide thirteen to Slide fifteen Slide Eighty-Nine to 130 Slide 353-356 Slide 358Slide 370Slide 394
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WritingStandard1c
Use words, phrases, and clauses to create cohesion andclarify the relationships among claims, counterclaims,reasons, and evidence.Slide Eighty-Nine to 130Slide 309-310
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WritingStandard1d
Establish and maintain a formal style.Slide Eighty-Nine to 130Slide 395-400
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WritingStandard1e
Provide a concluding statement or section that follows from and supports the argument presented.
Slide Eighty-Nine to 130
Slide 401 Slide 101
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WritingStandard2
Write informative/exploratory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
{See following breakdown of facets.}Slide Eighty-Nine to 130
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WritingStandard2a
Introduce a topic clearly, previewing what is to follow: organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Slide Eighty-Nine to 130 Slide 404
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WritingStandard2b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Slide Eighty-Nine to 130Slide 311-321 Slide 405
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WritingStandard2c
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.Slide Eighty-Nine to 130Slide 406
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WritingStandard2d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Slide Eighty-Nine to 130Slide 407
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WritingStandard2e
Establish and maintain a formal style.Slide Eighty-Nine to 130 Slide 395-400
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WritingStandard2f
Provide a concluding statement or section that follows from and supports the information or explanation presented. Slide Eighty-Nine to 130
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WritingStandard3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Slide 409 Slide 424-430Slide 156-157
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WritingStandard3a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and characters; organize an event sequence that unfolds naturally and logically.
Slide 410Slide 424-430
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WritingStandard3b
Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and characters.
Slide 411Slide 424-430
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WritingStandard3c
Use a variety of transition words, phrases, and clauses to convey sequence, to signal shifts from one time frame to another, and to show the relationships among experiences and events.
Slide 412 Slide 424-430Slide 156-157
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WritingStandard3d
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Slide 413Slide 424-430Slide 156-157
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WritingStandard3e
Provide a conclusion that follows from the narrated events or experiences and reflects upon them.
Slide 414Slide 424-430
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WritingStandard4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Slide Eighty-Nine to 130Slide 415Slide 431Slide 156-157
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WritingStandard5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well the purpose and audience have been addressed.
Slide Eighty-Nine to 130Slide 415
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WritingStandard6
Use technology to produce and publish writing and present ideas efficiently as well as to interact and collaborate with others via the Internet or other means.
Slide Eighty-Nine to 130 Slide 417
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WritingStandard7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.{Also see references listed on Research slides through Menu-Bar-Top-Right>Editing>Find>Find What, then typing in <<Research>>.}
Slide Eighty-Nine to 130
77
WritingStandard8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Slide 419
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WritingStandard9
Draw evidence from literary or informationaltexts to support analysis, reflection, andresearch.Slide 420
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WritingStandard9a
• Apply grade level reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
• Slide 459 • Slide Eighty-Seven to Slide Eighty-Eight
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WritingStandard9b
Apply grade 8 reading standards to literary non-fiction (e.g., “Delineate and evaluate the arguments and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Slide 422
81
WritingStandard10
Write routinely over extended time frames (time for research, reflection, and revision), and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
{Also see references listed on Research slides through Menu-Bar-Top-Right>Editing> Find> Find What, then typing in <<Research>>.}
82
Parody, Parodies
• Describe and give an example of a parody.• List the three characteristics of a
parody.Common Core, implied general literary
knowledge, ELA {Slide One through Slide Eight}
83
Stretch Your KnowledgeShort Stories
Identify and describe short stories,distinguishing them from poetry, drama, andNovels.Slide Nine to Slide FifteenSlide FiftySlides Eighty-One to Eighty-Four
84
Stretch Your KnowledgeExpository and Argumentative Writing
Identify and describe various types of expository writing, and compare and contrast expository writing and argumentative writing.
Slide Seventeen
85
Stretch Your Knowledge Irony and Satire
• Identify and describe the characteristics of satire.
• Identify and describe the characteristics of irony.
• Slide Eighteen to Slide Twenty-Two
86
Stretch Your KnowledgePoetry, Meter, Rhyme Scheme
Correctly describe a poem using the number of beats or syllables per line, as well as the rhyme scheme, and then compose a short poem according to a prescribed meter and rhyme scheme.
Slide Thirty-Six to Slide FortySlides Eighty-One to Eighty-Four
87
Stretch Your KnowledgeLiterary Analysis
Analyze a piece of literature and describe it in terms of setting, local color, characters, plot, effect of setting on the plot, archetypal theme (if applicable), symbols, including relationship to myths or religious themes.
Slide Forty-Seven to Forty-NineSlide Seventy-ThreeSlide Eighty-Five to Slide Eighty-Eight
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Stretch Your KnowledgeStart Writing Right! Do Pre-Writing!
A reader can always tell if a writer did not do a pre-writing activity before beginning to compose text. Without pre-writing, it is easy to wander off the path and lose focus of your main point. Unwanted sentences and thoughts will creep in, with a result of loss of focus, confusion about what the main idea is, and no clear purpose will be obvious.
Slide Eighty-Nine to Slide Ninety-FiveSlide 433 to 434
89
Stretch Your Knowledge: Use The Right Pronouns!
Knowing pronouns and when to use I vs. me, she vs. her, and other similar pairs is absolutely necessary to write and edit skillfully.
To practice manipulating pronouns in various roles, see these slides.
Slides 131-144Slides 150-152
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Stretch Your Knowledge:
PrepositionsSlide 145-149
91
Stretch Your Knowledge:Sentence Control
• Slide 193-199
92
Stretch Your Knowledge:Writing Letters
Some letter formats to master:Friendly Letter FormatBusiness Letter FormatOthersSlide 108 Slide 200-201
93
Stretch Your Knowledge:Find the verb, Find the subject.
Subject + Verb = Sentence.Be able to find the verb in the sentence.Be able to find the subject in the sentence.Slides 222-233
94
Stretch Your Knowledge:
Find Direct ObjectsSlide 234-241
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Stretch Your Knowledge:Two Word Verbs
• Recognize and use two-word verbs, both together and separated.
• Slides 242-245
96
Stretch Your Knowledge:
• Recognize and use modals, also called auxiliary verbs.
• Slide 246-251
97
Stretch Your Knowledge: Multiple Meaning Words
Find and use correct diction whenconfronted with multiple-meaning words.Slides 292-308