ࡱ> a jbjb N\f f f rrr8\T"   U |>@@@@@@,RXlf 1$ Ul  %@r f >z D >V6 @j f  rv  D 0 x)) f ijI can infer the meaning of an unfamiliar word in a sentence using context clues (such as antonyms, synonyms, and other clue words).When a student encounters an unknown word or phrase, he/she should use the clues from the surrounding words to figure out the meaning of the unknown word or phrase.Definition clues: Explicit. It actually provides the definition of the word. You will see words like means, refers, to, or, is. The worker decided to make the weapon from bronze, a mixture of copper and tin. Example/Illustration: Often implicit. It is used to illustrate the unknown words meaning. Readers rely on own background knowledge to arrive at meaning. The skater glided blithely around the rink as if she hadnt a care in the world. Contrast: The text provides an antonym or opposite expression. You will see words such as but, however, in contrast, instead, even though, or, although. Jamal is boisterous, but his sister is calm and quiet. Logic or Experience: Implicit. You must rely on prior knowledge and experiences to infer or guess the meaning of the unknown word.  HYPERLINK "http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm" http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm Provides types of context clues and examples  HYPERLINK "http://www.sadlier-oxford.com/phonics/cows/first_cows.html" http://www.sadlier-oxford.com/phonics/cows/first_cows.html OR  HYPERLINK "http://www.english-zone.com/vocab/vic02.html" http://www.english-zone.com/vocab/vic02.html Practice identifying the correct answers using context clues  HYPERLINK "http://vclass.mtsac.edu:920/readroom/context.htm" http://vclass.mtsac.edu:920/readroom/context.htm Provides definitions and examples of context clues  HYPERLINK "http://www.nytimes.com/learning/students/wordofday/" http://www.nytimes.com/learning/students/wordofday/ Word of the Day  I can identify, differentiate, and examine prefixes, suffixes, and root words.The student knows how adding beginnings or endings to words change the meaning of the word.Examples of prefixes: Ante, counter, dys, hyper, inter, intra/intro, micro, pseudo, trans Examples of suffixes: Hood, ic, ify/if, logy, ure Examples of roots: Anthrop, belli, brev, cred, culpa, derm, duc/duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu, ortho, ply, rect, the/theo, urv, vac, vir,  HYPERLINK "http://ueno.cool.ne.jp/let/prefix.html" http://ueno.cool.ne.jp/let/prefix.html Provides definitions and examples  HYPERLINK "http://www.southampton.liu.edu/academic/pau/course/webesl.htm" http://www.southampton.liu.edu/academic/pau/course/webesl.htm Interactive Vocabulary Workshop  HYPERLINK "http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html" http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html Lists of Prefixes, Suffixes, Roots, Meanings, and Origins  HYPERLINK "http://www.quia.com/jfc/65963.html" http://www.quia.com/jfc/65963.html Interactive Flashcards  I can identify similes and interpret the authors purpose.A Simile is used when an author wants to compare two objects using like or as. The student should be able identify and interpret the use of similes in a piece of text. They are able to see the connection between two objects and also explain why the author used such a simile. Examples of Similies: a voice as clear as a crystal bell The persons voice very understandable and clear. A crystal bells sound is also very clear and understandable. Therefore the author wanted to reader to make the connection between the sound of the crystal bell and how the voice was very clear.  HYPERLINK "http://www.rhlschool.com/eng3n25.htm" http://www.rhlschool.com/eng3n25.htm Definitions and practice examples  HYPERLINK "http://www.saidwhat.co.uk/spoon/similes.php" http://www.saidwhat.co.uk/spoon/similes.php List of example similes  HYPERLINK "http://www.how-to-study.com/similes.htm" http://www.how-to-study.com/similes.htm Definition, Explanation, and Common Examples  HYPERLINK "http://www.quia.com/cb/130986.html" http://www.quia.com/cb/130986.html Interactive Figurative Language Jeopardy  HYPERLINK "http://youtube.com/watch?v=mfYzp7yiNqc" http://youtube.com/watch?v=mfYzp7yiNqc Video on Similes and Metaphors  I can identify metaphors and interpret the authors purpose.A metaphor is used when an author wants to compare two objects. The student should be able to identify and interpret the use of metaphors in a piece of text. They are able to see the connection between two objects and also explain why the author used such a metaphor.Example: He was a rock when the detective questioned him. The author here is trying to create the image in the readers head that the person was lifeless and like stone when the detective was trying to question him. A rock has no emotion, and has no life in it. The person being questioned took the characteristic of the rock.  HYPERLINK "http://www.rhlschool.com/eng3n26.htm" http://www.rhlschool.com/eng3n26.htm Definition and short quiz  HYPERLINK "http://knowgramming.com/metaphors/metaphor_chapters/examples.htm" http://knowgramming.com/metaphors/metaphor_chapters/examples.htm Popular Metaphor Resources  HYPERLINK "http://owl.english.purdue.edu/handouts/general/gl_metaphor.html" http://owl.english.purdue.edu/handouts/general/gl_metaphor.html Why use Metaphors and how to use them creatively  HYPERLINK "http://www.quia.com/cb/130986.html" http://www.quia.com/cb/130986.html Interactive Figurative Language Jeopardy  HYPERLINK "http://youtube.com/watch?v=mfYzp7yiNqc" http://youtube.com/watch?v=mfYzp7yiNqc Video on Similes and Metaphors  I can identify personification and interpret the authors purpose.Personification is used when an author wants to give something nonhuman or inanimate human traits. The student should be able to identify and interpret personification in a piece of text. They should be able to see the connection between the object and why it takes on human traits. Example: Mornings sunshine crept over the landscape with pink fingers caressing the horizon. The author here is using the words crept and the pink fingers to express how the morning sun shone on the landscape and brightened the horizon.   HYPERLINK "http://www.tnellen.com/cybereng/lit_terms/personification.html" http://www.tnellen.com/cybereng/lit_terms/personification.html Definition and example  HYPERLINK "http://www.imschools.org/cms/Units/Poetry/personif.htm" http://www.imschools.org/cms/Units/Poetry/personif.htm Quiz for additional practice  HYPERLINK "http://www.americanrhetoric.com/figures/personification.htm" http://www.americanrhetoric.com/figures/personification.htm Examples with audio  HYPERLINK "http://www.quia.com/cb/130986.html" http://www.quia.com/cb/130986.html Interactive Figurative Language Jeopardy  HYPERLINK "http://youtube.com/watch?v=sH9FnChQy4U" http://youtube.com/watch?v=sH9FnChQy4U Video on Personification in Music  I can identify hyperbole and interpret the authors purpose.A Hyperbole is used when an author wants to over exaggerate a point he or she is trying to make. The student should be able to identify and interpret the hyperbole in a piece of text. The student should be able to understand why the author used the hyperbole. Example of hyperboles: If I have told you once I have told you a million times The author is making a point that she has told this person something many times. Of course she did not do it a million times but she is exaggerating to make her point.  HYPERLINK "http://www.worsleyschool.net/socialarts/hyperbole/hyperbole2.html" http://www.worsleyschool.net/socialarts/hyperbole/hyperbole2.html Fun examples of hyperboles  HYPERLINK "http://www.dowlingcentral.com/MrsD/area/literature/Terms/hyperbole.html" http://www.dowlingcentral.com/MrsD/area/literature/Terms/hyperbole.html Definition, Examples, and online quiz  HYPERLINK "http://www.berghuis.co.nz/abiator/rdg/hyperbolehelp.html" http://www.berghuis.co.nz/abiator/rdg/hyperbolehelp.html Definition  I can explain imagery and the authors purpose for using it in the text. Imagery is used when an author writes compelling to the readers five senses. (touch, taste, sight, hearing, and smell) They also refer to the senses that are inside the body such as hunger, pain, sadness, fear, or joy. Example of Imagery: I spot the hills With yellow balls in autumn I light the prairie cornfields Orange and tawny gold clusters Here the author is using the readers sense of sight to create imagery.  HYPERLINK "http://mrbraiman.home.att.net/lit.htm" http://mrbraiman.home.att.net/lit.htm Definition of most literary terms  HYPERLINK "http://cte.jhu.edu/techacademy/web/2000/baczkowski/imageex.htm" http://cte.jhu.edu/techacademy/web/2000/baczkowski/imageex.htm Two examples in poetry  HYPERLINK "http://www.dowlingcentral.com/MrsD/area/literature/Terms/Imagery.html" http://www.dowlingcentral.com/MrsD/area/literature/Terms/Imagery.html Definition, Examples, and online quiz  I can find and restate the explicit main idea and supporting details. I can infer the main idea. The main idea is the central topic of a story. It is a statement that can usually sum up an entire article or essay. The main idea is sometimes stated directly. Other times, the reader must interpret or infer the main idea. The student should be able to identify and be able to restate the main idea of a passage. Types of Questions about Main idea: What are the main ideas of scene II? What is the main idea of the passage? This passage is mainly about What is the main topic of the passage?  HYPERLINK "http://www.moonstar.com/~acpjr/Blackboard/111BB/ComExplicit-Implicit.html" http://www.moonstar.com/~acpjr/Blackboard/111BB/ComExplicit-Implicit.html Explicit & Implied Main Idea Pointers and Essay Example  HYPERLINK "http://net2.valenciacc.edu/mwhissel/CPT/Reading/rea_006.htm" http://net2.valenciacc.edu/mwhissel/CPT/Reading/rea_006.htm Implied Main Idea Definition and Example  HYPERLINK "http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htm" http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htm Main Idea Tutorial  I can define, identify, and analyze a theme of a narrative text.The theme of a text is the central message of a story. Theme is almost exclusive to narrative text. It is sometimes referred to as the moral of the story. Examples of theme in well known stories: Three Little Pigs: It pays to spend your time and do things right the first time. Boyz in the Hood: Violence hurts more than just the people involved.  HYPERLINK "http://www.learner.org/exhibits/literature/read/theme1.html" http://www.learner.org/exhibits/literature/read/theme1.html Analyzing Theme  HYPERLINK "http://en.wikipedia.org/wiki/Theme_(literature" http://en.wikipedia.org/wiki/Theme_(literature) Definition  HYPERLINK "http://www.sjsu.edu/faculty/patten/theme.html" http://www.sjsu.edu/faculty/patten/theme.html Common Themes   I can explain the authors purpose for using a given point of view.Point of view is used to differentiate how a story is told. The types of point of view are first person, second person, and third person. The student should be able to differentiate between these types and be able to explain the authors purpose for using the particular point of view.First person: These stories use I, me, our, we, or my. The narrarator is a character in the story but not always the main character. A story told from one persons point of view limits that characters knowledge to his or her own ideas. Second Person: Third Person: These Stories use he, she, and they. The story is told by a narrator that is not part of the story. If the third person narrator appears to know what everyone in the story is thinking or feeling they are considered omniscient. When the narrator is limited to just what the protagonist thinks then it is called limited.  HYPERLINK "http://www.learner.org/exhibits/literature/read/pov1.html" http://www.learner.org/exhibits/literature/read/pov1.html Explanation and different types  HYPERLINK "http://academic.brooklyn.cuny.edu/english/melani/pv.html" http://academic.brooklyn.cuny.edu/english/melani/pv.html Examples of Point of View in Sleeping Beauty  HYPERLINK "http://writingcenter.tamu.edu/content/view/474/76/" http://writingcenter.tamu.edu/content/view/474/76/ Different types of point of view I can explain and analyze the authors purpose for using flashback.A Flashback is used when the author wants to disrupt the chronology of a narrative by shifting to an earlier time in order to introduce new information. The student should be able to identify when the author is using flashback and be able to interpret why. Example of flashback: Me and Cathy were waiting too, because Granny always has something to say. She teaches steady with no let-up. I was on this bridge one time, she started off. Was a crowd cause this man was going to jump you understand. The phrase in red is a flashback because the author is referring to an earlier experience to introduce new information. Definition  HYPERLINK "http://users.wirefire.com/tritt/tip11.html" http://users.wirefire.com/tritt/tip11.html Why use flashback?  I can explain the authors purpose for using foreshadowing.Foreshadowing is used when the author wants to give clues to the readers to upcoming events in a story. The student should be able to identify when an author is using foreshadowing and make predictions as to what he or she is hinting to. Example: If you jus happen to get in trouble like you always done before, I want you to come right her an hide in the brush. Here the author is giving the reader a clue that a character is going to get into trouble later in the story and that he is going to have to hide in the brush.  HYPERLINK "http://www.tnellen.com/cybereng/lit_terms/foreshadowing.html" http://www.tnellen.com/cybereng/lit_terms/foreshadowing.html Definitions and Sample  HYPERLINK "http://users.wirefire.com/tritt/tip11.html" http://users.wirefire.com/tritt/tip11.html Why use foreshadowing?  I can analyze the authors tone and how it affects the mood of the story.Tone is usually used to describe an authors attitude toward the subject, characters, or reader. Mood is referred to the atmosphere of the work. The student should be able to infer the tone and mood of a piece of text. Tone can be described in such terms as: Formal Informal Sympathetic Serious Matter of Fact Mood can be described in such terms as: Mysterious Joyous Gloomy Depressing Peaceful. Tone is attitude and mood is atmosphere. Many times the tone will create the mood.  HYPERLINK "http://www.dowlingcentral.com/MrsD/area/literature/Terms/Mood.html" http://www.dowlingcentral.com/MrsD/area/literature/Terms/Mood.html Examples of mood   I can explain the authors purpose for using satire.Satire is used when an author uses ridicule or scorn, often in a humorous or witty way, in order to expose follies and weaknesses. The student should be able to recognize when an author is being satirical and be able to interpret it. Example of Satirical text: Urgent taxpayer bulletin: The Federal Budget Surplus Crisis has become so severe that there is now serious talk in Washington of letting you keep slightly more of your own money. That is correct. The government has been taking in so much of your money that EVEN CONGRESS is having a hard time spending it all. Not that Congress isnt trying! Here the target of the Satire is Congress and the government. The author is using humor to expose how much money congress takes from the taxpayer.  HYPERLINK "http://www.tnellen.com/cybereng/lit_terms/satire.html" http://www.tnellen.com/cybereng/lit_terms/satire.html Definition and Example  HYPERLINK "http://readwritethink.org/lesson_images/lesson811/contemporary-examples.pdf" http://readwritethink.org/lesson_images/lesson811/contemporary-examples.pdf Examples of Satire in Pop Culture   I can explain the authors purpose for using irony.Irony is used when an author wants to contrast between what seems to be and what really is. The student should be able to identify when an author is using irony, know what type of irony the author is using, and be able to explain it. Three types of Irony: Verbal Irony: refers to the difference between what a character says and what he or she means. Irony of Situation: Occurs when events are contrary to what is expected. Dramatic Irony: Describes a situation in which the audience or reader of a play knows more about a characters situation that he or she does.  HYPERLINK "http://rhetoric.byu.edu/figures/I/irony.htm" http://rhetoric.byu.edu/figures/I/irony.htm Definition and Example  HYPERLINK "http://www.cvco.org/education/etohc/irony.htm" http://www.cvco.org/education/etohc/irony.htm Examples of Irony in Everyday Life  HYPERLINK "http://academic.brooklyn.cuny.edu/english/melani/irony.html" http://academic.brooklyn.cuny.edu/english/melani/irony.html Examples of Irony  I can analyze the authors use of symbolism.Symbolism is used when an author wants a person, place, thing, or event to stand for something abstract, such as an idea or emotion in a literary work. Students should be able to identify when something is being used as a symbol and be able to interpret what it stands for. Example of symbolism: She looked at the tree that had been there for years. It had weathered so many years of weather. It had eluded the clearing of land for development. Its roots had grown deep and spread wide across the land. It was strong and nearly immovable. She stared at the tree and realized the mistakes she had made in life. The tree is a symbol of strength. The girl in this paragraph realizes that she had never stayed in one place long enough to grow roots or to gain strength. The tree is a symbol for the abstract idea that a person needs strong roots in order to have a good life.   I can identify and analyze the plot elements (exposition, rising action, climax, falling action, conflict and resolution) to analyze a story.Plot is what happens in a story. Authors use plot to organize and structure their writing. It usually unfolds in chronological order and has five main parts. Parts of Plot: Exposition: Rising Action: Conflict Climax Falling Action Resolution Other parts of plot are: Subplot: Story within a story that expands the plot. Parallel Episodes: events that are happening at the same time.  HYPERLINK "http://www.readwritethink.org/materials/plot-diagram/" http://www.readwritethink.org/materials/plot-diagram/ Interactive Plot Diagram  HYPERLINK "http://www.learner.org/exhibits/literature/read/plot1.html" http://www.learner.org/exhibits/literature/read/plot1.html Parts of a Plot  HYPERLINK "http://www.quia.com/mc/155157.html" http://www.quia.com/mc/155157.html Elements of Plot Matching Game  HYPERLINK "http://www.readwritethink.org/materials/lit-elements/" http://www.readwritethink.org/materials/lit-elements/ Interactive Conflict Map  I can describe the role of the protagonists and antagonists. I can describe the role of flat and round characters. I can describe and analyze the role of static and dynamic characters.Authors can develop characters in a variety of ways. Characters take on certain characteristics and can be categorized in a variety of ways. Students should be able to analyze characters in a story and be able to distinguish what type of character he or she is. Types of characters: Protagonist: central figure in a story. (hero or heroine) Antagonist: catalyst character that causes initial conflict. Round: character with a complete and detailed description. Flat: character with less importance. Not well developed. Static: character stays the same through the story. He or she hardly changes. Dynamic: character changes from the start of the story to the end. They often learn as a result of an event. A character can fit a variety of these categories.  HYPERLINK "http://www.cas.usf.edu/lis/lis6585/class/litelem.html" http://www.cas.usf.edu/lis/lis6585/class/litelem.html Definition of types of characters  HYPERLINK "http://en.wikipedia.org/wiki/Fictional_character" http://en.wikipedia.org/wiki/Fictional_character Fictional Character definitions  HYPERLINK "http://readwritethink.org/materials/trading_cards/" http://readwritethink.org/materials/trading_cards/ Interactive Site to create Character Trading Cards  HYPERLINK "http://www.readwritethink.org/materials/lit-elements/" http://www.readwritethink.org/materials/lit-elements/ Interactive Character Map  I can identify and analyze the historical, social, and cultural setting in the text.Setting is the time and place in which a literary work takes place. Authors use setting for a variety of ways. The historical, social, and cultural aspects of a setting all play a role in the development of a story. Students should be able to analyze these aspects of setting in a story and explain their significance. Definitions of setting: Historical: Place, Location, Time period, Recorded dates. Cultural: Ways of living, traditions, fashions, ideas and beliefs. Social: Social or racial status, Age group, peers.  HYPERLINK "http://www.learner.org/exhibits/literature/read/setting1.html" http://www.learner.org/exhibits/literature/read/setting1.html Explanation of Setting in Literature  HYPERLINK "http://www2.hawaii.edu/~kirkpatr/settings.htm" http://www2.hawaii.edu/~kirkpatr/settings.htm The Use of Setting in Literature Power Point  HYPERLINK "http://www.readwritethink.org/materials/lit-elements/" http://www.readwritethink.org/materials/lit-elements/ Interactive Setting Map  I can examine the authors stand by discriminating between supporting and opposing viewpoints. Authors use supporting and opposing viewpoints to strengthen their arguments in persuasive writing. Writers must support what stance they are defending. Students should be able to identify those details and be able know which one support and which oppose. Types of Questions you May see concerning Authors Stand: How does the author support the position? With which one of these statements would the author probably agree? Which sentence best supports the authors conclusion that television is a vital part of American culture?  HYPERLINK "http://history.latech.edu/writing%20center%20files/writingworksheetfall2006dma.htm" http://history.latech.edu/writing%20center%20files/writingworksheetfall2006dma.htm Writing Worksheet  HYPERLINK "http://youtube.com/watch?v=oJi5qa4CTb0" http://youtube.com/watch?v=oJi5qa4CTb0 Use of Persuasion in Presidential Ads  HYPERLINK "http://www.readwritethink.org/materials/persuasion_map/" http://www.readwritethink.org/materials/persuasion_map/ Interactive Persuasive Map  I can differentiate between fact and opinion. Authors use fact and opinion to support their stances. It is important that readers differentiate between the two because opinions can be mistaken for facts. Students should be able to know the difference. Definitions: Fact: statements of information that can be verified as true. Example: ESPN is a sports network that covers sports from football to golf. Opinion: statements of belief, judgments, or points of view that are based on personal preference or bias. Example: ESPN is the best sports network on the air because it covers sports from football to golf.  HYPERLINK "http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcfo1.htm" http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcfo1.htm Fact or Opinion Quiz  HYPERLINK "http://www.st.cr.k12.ia.us/reading/fact_and_opinion.htm" http://www.st.cr.k12.ia.us/reading/fact_and_opinion.htm Pointers for Fact and Opinion  HYPERLINK "http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html" http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html Fact or Opinion Quiz  HYPERLINK "http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf" http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf Graphic Organizer I can define and identify propaganda in a persuasive textAuthors use propaganda as a form of written or spoken persuasion intended to influence the reader or listener strongly, though sometimes subtly, and usually one sided. Students are able to identify when propaganda is being used. Types of Propaganda: Glittering Generalities: seeks to make people approve and accept without examining evidence. Bandwagon: everyone else is doing it, and so should you. Name Calling: links a person or idea to a negative symbol. Testimonials/Citing Authority: Appeal to Plain Folks: used to convince that the speaker and their ideas are just like on of them. Appealing to fear: when a speaker warns members of audience that disaster will result of they do not follow a course of action.  HYPERLINK "http://www.sourcewatch.org/index.php?title=Propaganda_techniques" http://www.sourcewatch.org/index.php?title=Propaganda_techniques Propaganda Techniques  HYPERLINK "http://www.thematzats.com/propaganda/prop/sld001.htm" http://www.thematzats.com/propaganda/prop/sld001.htm Types of Propaganda Slide Show  HYPERLINK "http://youtube.com/watch?v=Wdp0AOK8Sa0" http://youtube.com/watch?v=Wdp0AOK8Sa0 OR  HYPERLINK "http://youtube.com/watch?v=A1XsJEilYkU" http://youtube.com/watch?v=A1XsJEilYkU OR  HYPERLINK "http://youtube.com/watch?v=M3Z386vXrt4" http://youtube.com/watch?v=M3Z386vXrt4 OR  HYPERLINK "http://youtube.com/watch?v=zrk13IcPV4I" http://youtube.com/watch?v=zrk13IcPV4I Commercials using propaganda  HYPERLINK "mailto:aaron@propagandacritic.com" aaron@propagandacritic.com Propaganda Posters and information I can identify descriptive text and interpret the authors purpose for using that text structure. I can identify problem/solution text and interpret the authors purpose for using that text structure. I can interpret the authors purpose for using comparison and contrast. I can identify the sequence of a text and interpret the authors purpose. I can interpret the authors purpose for using cause and effect.Authors use different types of text structures depending on what topic they are writing about. Students should be able to identify what type of text structure an author is using because each structure is organized in a specific way. Knowing the structure improves comprehension. Words that are associated with each text structure: Descriptive: Tells about something. (about is, a, has a, does) Sequence: Series or steps (first, second, third, next, finally) Problem/Solution: problem attempted solutions result. (problem is, solution is, have solved this problem by) Compare and contrast: Similarities and differences. (different from, same as, alike, similar to, resemble) Cause and Effect: Reasons why something happens or exists. (so that, because of, as a result of, since, so, in order to)General Text Structure Websites  HYPERLINK "http://www.nea.org/reading/usingtextstructure.html" http://www.nea.org/reading/usingtextstructure.html Explanation of text structure and different types  HYPERLINK "http://www.somers.k12.ny.us/intranet/skills/organizing/sequencing/sequence.html" http://www.somers.k12.ny.us/intranet/skills/organizing/sequencing/sequence.html Sequencing Text Structure  HYPERLINK "http://www.somers.k12.ny.us/intranet/skills/organizing/compcontr/compare.html" http://www.somers.k12.ny.us/intranet/skills/organizing/compcontr/compare.html Comparison/Contrast Text Structure  HYPERLINK "http://www.readingquest.org/pdf/compare.pdf" http://www.readingquest.org/pdf/compare.pdf OR  HYPERLINK "http://www.readingquest.org/pdf/venn2.pdf" http://www.readingquest.org/pdf/venn2.pdf Comparison/Contrast Graphic Organizer  HYPERLINK "http://www.somers.k12.ny.us/intranet/skills/organizing/describing/describing.html" http://www.somers.k12.ny.us/intranet/skills/organizing/describing/describing.html  HYPERLINK "http://www.readwritethink.org/materials/compcontrast/map/" http://www.readwritethink.org/materials/compcontrast/map/ Interactive Comparison/Contrast Map Descriptive Text Structure  HYPERLINK "http://www.somers.k12.ny.us/intranet/skills/organizing/problem/problem.html" http://www.somers.k12.ny.us/intranet/skills/organizing/problem/problem.html Problem/Solution Text Structure  HYPERLINK "http://www.readingquest.org/pdf/prob.pdf" http://www.readingquest.org/pdf/prob.pdf Problem/Solution Graphic Organizer  HYPERLINK "http://www.somers.k12.ny.us/intranet/skills/organizing/cause/cause.html" http://www.somers.k12.ny.us/intranet/skills/organizing/cause/cause.html Cause & Effect Text Structure I can write for a specific purpose and audience using: Tone MoodVoice communicates something about you to the writer. Voice is important because it makes your writing unique. Good writers use voice to express emotions and appeal to the reader. Three indicators of good voice in writing: Communicates to the reader something about the individual. Engages the reader making him or her feel that you sincerely care about what you say. Moves the reader to feel that reading your work has been a pleasurable and worthwhile experience. TONE AND MOOD: Your voice should express your tone (attitude towards the subject) and mood. (atmosphere created by your work)  HYPERLINK "http://owl.english.purdue.edu/owl/resource/658/04/" http://owl.english.purdue.edu/owl/resource/658/04/ Identifying an Audience  I can edit and/or avoid fragments and run-ons.A sentence fragment lacks a subject, verb, or some other essential part. A run on sentence is two or more sentences joined without adequate punctuation or a connecting word. Writers should be able to recognize these errors and be able to avoid and or correct them. Examples: Fragment: Spaghetti all over the table. (fragment lacks a verb) Correction: Spaghetti slipped all over the table. Run on: I thought the ride would never end my eyes were crossed, and my fingers were numb. Correction: I thought the ride would never end. My eyes were crossed, and my fingers were numb.  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_sentpr.html" http://owl.english.purdue.edu/handouts/grammar/g_sentpr.html Avoiding Errors  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_frag.html" http://owl.english.purdue.edu/handouts/grammar/g_frag.html Sentence Fragments  HYPERLINK "http://www.chompchomp.com/frag01/frag01.htm" http://www.chompchomp.com/frag01/frag01.htm Interactive Practice of Sentence Fragments  I can vary sentence length by using simple, compound, and complex sentences.Varying your sentence length helps give your writing style. If all your sentences are written the same way your writing will sound robotic and boring. By varying your sentence length and the beginnings and endings of your sentences, your writing will sound much more interesting. Example of sentences: Simple: Can have a single subject or compound subject. (or single or compound predicate. It can only have one independent clause My back aches. My back and feet ache. Compound: Consists of two independent clauses. A comma and a coordinating conjunction or semicolon must join the clauses. I usually dont mind missing school, but this is not fun. I feel too sick to watch T.V; I feel to sick to eat. Complex: Contains one independent clause (in bold) and one or more dependent clauses. (underlined) When I get back to school, Im going to actually appreciate it. I wont even complain about waking up early, although I will still be very sleepy.  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_clause.html" http://owl.english.purdue.edu/handouts/grammar/g_clause.html Dependent and Independent Clauses  I can use conjunctions and transitions to show the relationship of ideas.Good writers use conjunctions to separate thoughts and/ or clauses in paragraphs and sentences. They also use transition words between paragraphs to aware the reader of a change. As a writer, you should be able to use both fluently. Types of Conjunctions: Coordinating: usually connect a word to a word, or phrase to a phrase, or clause to a clause. (and, but, or, nor, yet, so) I could tell by my old mans eyes that he was nervous and wanted to smooth things over. Subordinating: connects two clauses that are not equally important, thereby showing the relationship between them. (after, although, as, as if, as long as, as though, because, before, if, in order that, provided that, since, so that, that, though, till, unless, until, when, where, whereas, while) A brown trout will study the bait before he eats it. Transitions: help your reader move easily from one idea to the next. They also help you arrange your ideas in order of importance. (First of all, Also, The best reason, One reason, In addition, Finally, To Begin with, Another reason, Most importantly.) HYPERLINK "http://owl.english.purdue.edu/handouts/general/gl_transition.html" http://owl.english.purdue.edu/handouts/general/gl_transition.html Transitions  I can effectively use main ideas, thesis statements, and topic sentences.Main ideas, thesis statements and topic sentences give writers clear direction and a clear stance. Without these, writing can wander aimlessly. As a good writer, you should be able to develop these in your writing. Definitions: Thesis Statement: A statement that takes a stand or expresses a specific feeling about or feature of a topic. It gives direction to the paper. Main Ideas: Sometimes referred to as main points: Each paper should have three or more main points. These main points or ideas will help you develop your topic sentences. Topic Sentences: These sentences introduce the main point of the paragraph. It usually comes at the beginning of a paragraph but not always.  HYPERLINK "http://owl.english.purdue.edu/handouts/general/gl_thesis.html" http://owl.english.purdue.edu/handouts/general/gl_thesis.html Writing a thesis statement I can choose appropriate supporting details for the main idea.Writers use supporting details to support their thesis statements, topic sentences, and main idea. Without supporting details, a paper cannot stand. As a writer, you must have adequate supporting details to support your stances. Examples of topic sentences: Thesis Statement: School is a necessary obligation for all people. Supporting Details: It makes people much more intelligent. It improves the quality of life of people. It helps us as a nation to make better decisions.   I can develop an effective introduction that captures the readers attention.The introduction is the beginning or opening paragraph of an essay. It should grab the readers attention, introduce your topic and present your thesis. Good writers take time to develop effective introductions. Approached to writing good beginnings: Start with an interesting fact: In the period between world wars, the Harlem Renaissance thrust African American culture into the mainstream. Ask an interesting question: Did you know that the civil rights movement really began with the Harlem Renaissance in the 1920s? Start with a quotation: As one who loves literature, art, music, and history, Ive been deeply rooted in the Harlem Renaissance for many years. So states Debbie Allen, a well-known actress of film and television fame.  HYPERLINK "http://owl.english.purdue.edu/workshops/hypertext/reportW/introduction.html" http://owl.english.purdue.edu/workshops/hypertext/reportW/introduction.html Introductions  I can write a body paragraph with appropriate supporting details.The body of an essay is where you do most of the work. In this part you develop the main points that support your thesis statement. Points to keep in mind as you develop your body: Cover your main points: develop each main point in a paragraph or series of paragraphs. Give background information: provide some history of your topic to help you put it in context. Define terms: Clarify any terms people might not know. Raise questions: anticipate what questions readers might have. Answer Objections: address different viewpoints about your topic.  HYPERLINK "http://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.html" http://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.html Body Paragraphs I can write a concluding paragraph.The conclusion of your writing should summarize your thesis and leave the reader with something to think about. Good writers do not leave the reader hanging without some sense of closure.Points to help write conclusions: First Sentence: Reflect on the topic: Start by reflecting on the material presented previously. Second Sentence: Add another point: Include a final point of interest you did not mention before. Third Sentence: Emphasize the most important point. Stress the importance of one or more key points that support your thesis. Fourth Sentence: Wrap Up you topic or draw a conclusion: Add one final thought about the topic, or draw a conclusion from the points you have presented in the writing.   I can choose an appropriate type of organization for a specific topic or genre using different text structures.Writers use different text structures to get their points across. Depending on the message they want to relay, they will choose the text structure that best fits their purpose.  Words that are associated with each text structure: Descriptive: Tells about something. (about is, a, has a, does) Sequence: Series or steps (first, second, third, next, finally) Problem/Solution: problem attempted solutions result. (problem is, solution is, have solved this problem by) Compare and contrast: Similarities and differences. (different from, same as, alike, similar to, resemble) Cause and Effect: Reasons why something happens or exists. (so that, because of, as a result of, since, so, in order to)    I can create a formal paper that includes the introduction, body, and conclusion.A good paper takes these three aspects and forms them into a coherent whole. If one or more of these parts are missing then the essay or writing is incomplete.   HYPERLINK "http://owl.english.purdue.edu/workshops/hypertext/ResearchW/outline.html" http://owl.english.purdue.edu/workshops/hypertext/ResearchW/outline.html Outlines  HYPERLINK "http://www.readwritethink.org/materials/essaymap/" http://www.readwritethink.org/materials/essaymap/ Interactive Organization Map  HYPERLINK "http://members.tripod.com/~lklivingston/essay/" http://members.tripod.com/~lklivingston/essay/ Guide to creating a Basic Essay  HYPERLINK "http://www.brainpop.com/english/writing/fiveparagraphessay/" http://www.brainpop.com/english/writing/fiveparagraphessay/ Short video on creating a 5-paragraph essay I can appropriately use an active voice.Active voice indicates that the subject of the verb is, has been, or will be doing something. Active writing makes your writing more direct and lively.Active Voice example: Present tense: I see You see He/she/it sees We see You see They see Passive Voice examples I am seen You are seen He/she/it is seen I was seen You were seen  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_actpass.html" http://owl.english.purdue.edu/handouts/grammar/g_actpass.html Active/Passive Voice  I can create a mental picture for the reader by using words that are specific and accurate (i.e. lively verbs, colorful expressive modifiers, specific nouns).Writers use a variety of words that help them make their writing come to life. They are careful not to make their writing bland and use a variety of resources to liven up their writing. Tips to make your writing more lively: Use a lot of adjectives. Vary your verb usage. Avoid repetition of words  HYPERLINK "http://owl.english.purdue.edu/owl/printable/572/" http://owl.english.purdue.edu/owl/printable/572/ Conciseness   I can use correct punctuation and capitalization.  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_sentp.html" http://owl.english.purdue.edu/handouts/grammar/g_sentp.html Sentence Punctuation  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_apost.html" http://owl.english.purdue.edu/handouts/grammar/g_apost.html Apostrophes  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_comma.html" http://owl.english.purdue.edu/handouts/grammar/g_comma.html Commas  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_overvw.html" http://owl.english.purdue.edu/handouts/grammar/g_overvw.html Brief Overview  HYPERLINK "http://owl.english.purdue.edu/handouts/grammar/g_quote.html" http://owl.english.purdue.edu/handouts/grammar/g_quote.html Quotation Marks  HYPERLINK "http://owl.english.purdue.edu/owl/resource/592/01/" http://owl.english.purdue.edu/owl/resource/592/01/ Capitalization PAGE  PAGE 1 INTERACTIVE I CAN LIST INTERACTIVE I CANS LIST INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS INTERACTIVE I CANS VOCABUALRY IN CONTEXT STRUCTURAL ANALYSIS FIGURATIVE LANGUAGE: SIMILE FIGURATIVE LANGUAGE: METAPHOR FIGURATIVE LANGUAGE: PERSONIFICATION FIGURATIVE LANGUAGE: HYPERBOLE FIGURATIVE LANGUAGE: IMAGERY TOPIC AND MAIN IDEA Theme POINT OF VIEW FLASHBACK FORESHADOWING TONE AND MOOD SATIRE IRONY SYMBOLISM PLOT ELEMENTS CHARACTER SETTING AUTHORS STAND FACT AND OPINION PROPAGANDA TEXT STRUCTURE VOICE SENTENCE FLUENCY INTERACTIVE I CANS SENTENCE FLUENCY SENTENCE FLUENCY IDEAS AND CONTENT IDEAS AND CONTENT ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION WORD CHOICE WORD CHOICE CONVENTIONS )*+J { | H I J K L   Z [ \ ʸ觚wcw'jhJhRCJOJQJUhJhR0JCJOJQJ'jhJhRCJOJQJUhJhRCJOJQJ!jhJhRCJOJQJUhJhR6h_GhR6CJhJhR6CJhJhRCJh_GhROJQJhR h_GhRh_GhROJQJaJ$*rpkd$$Ifl 31 t 6`~064 l4a$~&`#$/IfgdRl\u*+ H I J rrrrrrrrrrrr$~&`#$/IfgdRlpkd[$$Ifl 31 t 6`~064 l4a J K   C b r $&`#$/IfgdRlC$~&`#$/IfgdRl   C D + , - ` a q s v w y |  *+,UWھھھھھyyleZeZh_GhROJQJ h_GhRh_GhROJQJaJ h7<hR#jhRUaJmHnHsHtHhR'j4hJhRCJOJQJU'jahJhRCJOJQJUhJhRCJOJQJhJhR0JCJOJQJ!jhJhRCJOJQJU'jhJhRCJOJQJU!r s w x y } ~  {ytttttZ$&`#$/IfgdRlgdRkd $$Ifl*0A 3 t 6`~064 l4a +v$&`#$/IfgdRlnkd~$$Ifl  31 t 6`064 l4a+,BWvvvvvvvvcc$IfgdRlC$&`#$/IfgdRlnkd$$Ifl 31 t 6`064 l4a WX%&'de89tu$~wewVh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRhR'jh7<hRCJOJQJU'jh7<hRCJOJQJU'jh7<hRCJOJQJUh7<hR0JCJOJQJ'j,h7<hRCJOJQJUh7<hRCJOJQJ!jh7<hRCJOJQJU!f:tPKgdRkd $$Ifl03 3 t 6`064 l4a$&`#$/IfgdRl$IfgdRlC%&>qnkd $$Ifl 11 t 6`&064 l4a$&&`#$/IfgdRlgdR$%&=>?}~567bc|}  ;<=_`öÓööÓöökÓööWÓ'j h7<hRCJOJQJU'jA h7<hRCJOJQJU'jx h7<hRCJOJQJUh7<hR0JCJOJQJ'j h7<hRCJOJQJUh7<hRCJOJQJ!jh7<hRCJOJQJU h_GhRh_GhROJQJh_GhRCJOJQJhRh_GhRCJ">?UV{rstuvwxyzvvvvvvvvvvvv$&&`#$/IfgdRlnkdf $$Iflm11 t 6`&064 l4a z{~d| a$IfgdRlC$&&`#$/IfgdRl `  LMNZ[\ !opq󻴢o['jVh7<hRCJOJQJU'jh7<hRCJOJQJUh_GhROJQJ h_GhRh_GhROJQJaJ#jhRUaJmHnHsHtH h7<hRhRh7<hR0JCJOJQJ'j h7<hRCJOJQJU!jh7<hRCJOJQJUh7<hRCJOJQJ#   M}xxxx\$&`#$/IfgdRlgdRkdx$$Ifl01 t 6`&064 l4aMN[r$&`#$/IfgdRlpkd$$Ifl  3x3 t 6`064 l4a[\errrrrrrV$&`#$/IfgdRlC$&`#$/IfgdRlpkd@$$Ifl 3x3 t 6`064 l4a  _o$&`#$/IfgdRl$&`#$/IfgdRlC ]^EFGmnοοοzm^UJh_GhROJQJh_GhRCJh_GhRCJOJQJaJh_GhRCJOJQJ#jhRUaJmHnHsHtH h7<hRhR'jh7<hRCJOJQJU'j:h7<hRCJOJQJUh7<hR0JCJOJQJ!jh7<hRCJOJQJU'jIh7<hRCJOJQJUh7<hRCJOJQJ{vvvvvvvvvc$IfgdRlBgdRkd$$IflZ0] 3# t 6`064 l4a gkdi$$Ifl%a44 t0464 l4a$IfgdRlBgkd!$$Ifla44 t0464 l4aHIJ  = > ! !!0!1![!\!!͝͝u͝a͝'jhh_GhRCJOJQJU'jh_GhRCJOJQJU'jh_GhRCJOJQJUh_GhR0JCJOJQJ'jh_GhRCJOJQJUh_GhRCJOJQJ!jh_GhRCJOJQJUh_GhRCJh_GhROJQJ h7<hR h_GhR#_` = 2![!!$IfgdRlC 4 $IfgdRlB$IfgdRlB!!!!!!!!!!""#"$"+#,#-#-$2$3$$$$$$$$8%9%:%%%ھuھaھھM'jh_GhRCJOJQJU'jh_GhRCJOJQJUh_GhROJQJh_GhRCJOJQJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhRCJh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'jh_GhRCJOJQJU!!!!!!!!!#"rmmQ$&`#$/IfgdRlBgdRzkd$$Ifl0a4fg t0464 l4a$IfgdRlB #"$",#r$&`#$/IfgdRlBpkd<$$Ifl.556 t 6`05664 l4a,#-#D#E#~##*$+$,$-$.$/$0$1$rrrrrrrrrrrr$&`#$/IfgdRlBpkd$$Ifl556 t 6`05664 l4a 1$2$$$%%,&7&8&Lkd$$Ifl 0Q5 t 6`05664 l4a$IfgdRlC$&`#$/IfgdRlB%%%%%%*&+&6&9&<&=&&&e'f'=(>(q(r(s((((( ) ) )I)J)b)c))󸦸q]'jh_GhRCJOJQJU'jh_GhRCJOJQJU h_GhRh_GhROJQJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhR0JCJOJQJ'jh_GhRCJOJQJU!jh_GhRCJOJQJUh_GhRCJOJQJ 8&9&=&&&&f'mQ$&`#$/IfgdRlBpkd<$$Ifll34 t 6`0464 l4a$&`#$/IfgdRlCgdRf'g'{''''''1(2(3(4(5(6(rrrrrrrrrrrr$&`#$/IfgdRlBpkd$$Ifl%34 t 6`0464 l4a 6(7(8(9(:(;(<(=(((K)b))%*$IfgdRlC$&`#$/IfgdRlB )))))$*)*,*-***+++,,,,,,8-9-r-s------$.%.t.ھھpھھ\ھھ'j"h_GhRCJOJQJU'j!h_GhRCJOJQJU h_GhRh_GhROJQJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'jh_GhRCJOJQJU%*&*'*(*)*-*s***{vvvv\I\$IfgdRlC$&`#$/IfgdRlBgdRkd $$Ifl03   t 6`0464 l4a**+v$&`#$/IfgdRlBnkd!$$Iflz 3e3 t 6`064 l4a++++,A,_,,,,,,,,vvvvvvvvvvvv$&`#$/IfgdRlBnkd[!$$Iflz 3e3 t 6`064 l4a ,,,,,,,,,,:-r--$...$IfgdRlC$&`#$/IfgdRlBt.u.v.........//////000000 1 111Z1[1\11ھuھaھھM'j&h_GhRCJOJQJU'j%h_GhRCJOJQJUh_GhROJQJh_GhRCJOJQJh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'j#h_GhRCJOJQJU...../}xxx^$&`#$/IfgdRlBgdRkd$$$Ifl 0~ 3 t 6`064 l4a///v$&`#$/IfgdRlBnkd%$$Ifl a44 t 6`0464 l4a////2040y0z0{0|0}0~000vvvvvvvvvvvv$&`#$/IfgdRlBnkdY%$$Iflqa44 t 6`0464 l4a 00000 111122$&`#$/IfgdRlC$&`#$/IfgdRlB 111111122222222^2_2`233333333r44444444i5s5555ᷥ{occoocccch_GhR6OJQJh_GhR>*OJQJ h_GhRh_GhROJQJh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhR0JCJOJQJ'jh'h_GhRCJOJQJUh_GhRCJOJQJ!jh_GhRCJOJQJU&222222_2}xxxx^$&`#$/IfgdRlBgdRkd5($$Ifl0ra4 t 6`0464 l4a_2`23v$&`#$/IfgdRlBnkd($$Iflz 3e3 t 6`064 l4a33q4r4445555Z6z6vvvvvvvvcc$IfgdRlC$&`#$/IfgdRlBnkd($$Ifl. 3e3 t 6`064 l4a 55666X6Y6z6{6666667)7*7+7k7l7m7777777 8 8 8o`Wh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hR'j+h_GhRCJOJQJUh_GhR6CJOJQJ'j5*h_GhRCJOJQJUh_GhR0JCJOJQJ'jP)h_GhRCJOJQJUh_GhRCJOJQJ!jh_GhRCJOJQJUz66*777777PKKgdRkd+$$Ifl0z 3 t 6`064 l4a$&`#$/IfgdRlB$IfgdRlC7 8 89gkd\,$$Ifl2e3 t064 l4a$IfgdRlB 899999 : ::::::::::;;;;T;U;V;F<G<H<Q<j=k=v=㼫vgXh_GhROJQJ^JaJ,h_GhRCJOJQJaJ#jhRUaJmHnHsHtHhMhR0JCJOJQJ'j,h7<hRCJOJQJU!jhA#hRCJOJQJUhA#hRCJOJQJh_GhRB*OJQJphfh_GhROJQJ h7<hRh_GhRCJh_GhRCJOJQJ99(9 : ::::::::::::$IfgdRlBgkd,$$Ifl2e3 t064 l4a::;;;;;U;_ZZgdRzkd-$$Ifl# 0F2 t064 l4a$IfgdRlB$IfgdRlCU;V;G<H<gkdY.$$Ifl 3e3 t064 l4a$IfgdRlBgkd.$$Ifl 3e3 t064 l4aH<Q<<<k=l=m=n=o=p=q=r=s=t=u=v=>>>>$IfgdRlC$IfgdRlBv=w=====>>>Q>R>S>}>~>>>>>>>>???@@@(AᣑyngnVIhA#hRCJOJQJ!jhA#hRCJOJQJU h_GhRh_GhROJQJh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hR'j/h_GhRCJOJQJUh_GhR0JCJOJQJ'j.h_GhRCJOJQJUh_GhRCJOJQJ!jh_GhRCJOJQJU>>>>>m$IfgdRlBgdRzkdS0$$Ifl4 0+ 3 t064 l4a>>??gkd0$$Ifl2e3 t064 l4a$IfgdRlBgkd0$$Ifl2e3 t064 l4a???? @@#@K@V@]@d@o@{@|@@@@@@@@@ & F$IfgdRlB & F$IfgdRlB$IfgdRlB(A)A*AlAmAAAAAAAABBBDDDEEEEUEE F!F"F%FIDgdRkd*5$$Ifl0F2 t 6`064 l4a$&`#$/IfgdRlB$&`#$/IfgdRlCEEEEE F"F$F%F&F(F[F\F]FHGIGJGHHHHHHII'I(IcIdIeIIھuھaھھM'j6h7<hRCJOJQJU'j'6h7<hRCJOJQJUh_GhROJQJh_GhRCJOJQJh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRhA#hRCJOJQJhMhR0JCJOJQJ!jhA#hRCJOJQJU'j!4h7<hRCJOJQJU%F'F(F\F]FIGgkd5$$Ifl)00 t064 l4a$IfgdRlBgdRIGJG`GGG HHHHHHHHHHH$IfgdRlBgkd5$$Ifl)00 t064 l4aHHI'III@JRJSJTJXJ_ZZgdRzkd8$$Ifl 0)0JK t064 l4a$IfgdRlC$IfgdRlB IIIIJJJ>J?JQJTJWJ[JJJJKKKKLNN NNNNN?O@OAO'P+P,PᷥuiuuX!jh_GhRCJOJQJUh_GhR6OJQJh_GhROJQJh_GhRCJOJQJh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRhMhR0JCJOJQJ'j7h7<hRCJOJQJUhA#hRCJOJQJ!jhA#hRCJOJQJU!XJYJZJ[JJJKgkd9$$Ifl2e3 t064 l4a$IfgdRlBgdRKKKLLNNNNNN$IfgdRlBgkdL9$$Ifl2e3 t064 l4a NNN N N NNNm$IfgdRlBgdRzkd9$$Ifl 0F2 t064 l4aNN@OAOgkd::$$Ifl 31 t064 l4a$IfgdRlBgkd9$$Ifl 31 t064 l4aAOPO]OmOvO}OOOOOO'P(P)P*P+PPPHQXQQQKRdR$IfgdRlC$IfgdRlB,PoPpPqPPPPPP Q Q QFQGQXQYQQQQQQQQRRRIRJRcRfRiRlRοοοmοfTf#jhRUaJmHnHsHtH h7<hR'j<h_GhRCJOJQJU'jF<h_GhRCJOJQJU'j_;h_GhRCJOJQJU*h_GhR>*B*CJOJQJphwhh_GhR0JCJOJQJ!jh_GhRCJOJQJU'j:h_GhRCJOJQJUh_GhRCJOJQJdReRfRjRkRlRRR%Smmm$IfgdRlBgdRzkd=$$IflR 0d 3 t064 l4alR$S&S/T0T1TDTFTQTTTTTTT4U:UUU'V(V)VlVmVnVVVVVWWW8W9WZW[WWȽꠓp\p'j?h_GhRCJOJQJUh_GhR0JCJOJQJ'j>h_GhRCJOJQJUh_GhRCJOJQJ!jh_GhRCJOJQJUh_GhR>*OJQJh_GhROJQJh_GhR5OJQJh_GhRCJh_GhRCJOJQJ h7<hRh_GhRCJOJQJaJ$%S&S0T1Tgkd>$$Ifl22 t064 l4a$IfgdRlBgkd8>$$Iflq22 t064 l4a1TFTTTTT3U4UUUU'V(VVV:WZWWXXX$IfgdRlC$IfgdRlBWWWWWXXHXIXJXXXXXXXXXX;Z*OJQJh_GhROJQJh_GhRCJh_GhRCJOJQJh9hRCJaJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hR'jOAh_GhRCJOJQJUh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'jx@h_GhRCJOJQJUXXXXXXf$&`#$/IfgdRlBgdRzkd,B$$Ifl 02XY t064 l4aXX*OJQJh_GhROJQJ h7<hRh_GhRCJ#tbbbbcc|ccccccccc{dde/eeenff$IfgdRlC$IfgdRlB1f2f3flfmffffffffgggggh(hVhbhhhi*iiiiiiھuiui^iuiui^uھh{hROJQJh{hR>*OJQJh_GhROJQJh_GhRCJOJQJh_GhRCJh_GhRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'j=Mh_GhRCJOJQJUffffg$&@#$/IfgdRlBgdRxkd"N$$Ifl 0 3 t04 l4affgv$&@#$/IfgdRlBnkd}N$$Iflc34 t 6@0464 l4aggghVhhhiiiiiiivvvvvvvvvvvv$&@#$/IfgdRlBnkdN$$Ifl34 t 6@0464 l4a iii-j.jEjFjjjjjjjjkkk*CJOJQJh{hRCJOJQJh_GhRCJOJQJh9hRCJOJQJh_GhROJQJaJ#jhRUaJmHnHsHtH h7<hR'jSh_GhRCJOJQJUh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'j6Sh_GhRCJOJQJUlllYmmnRnn}x^^^^^$Z&`#$/IfgdRlCgdRkdT$$Ifl4 03#" t 6@0464 l4annov$Z&`#$/IfgdRlCnkdU$$Ifl34 t 6`Z0464 l4aooo'p(phpipppBqCqqvvvvvvvvvv$Z&`#$/IfgdRlCnkdnU$$Ifl334 t 6`Z0464 l4a CqSqjqkqqqqqrrrQrRrrrrrr4s5sPsQssssss t!tZt[t̿wcO'jXh_GhRCJOJQJU'jWh_GhRCJOJQJU'jVh_GhRCJOJQJUh_GhR0JCJOJQJ'jUh_GhRCJOJQJU!jh_GhRCJOJQJUh_GhRCJOJQJh9hRCJOJQJh{hROJQJh{hRCJOJQJh{hR>*CJOJQJqqSrr6sPss tttuuRvvvv:wZwwwxx$Z&`#$/IfgdRlB$Z&`#$/IfgdRlC$$Z&`#$/Ifa$gdRlC[t\ttttttttttuuxuyuzuuuuuvvvPvQvvvvvv8w9wZw[wwwwwwww6xҾҪҖ҂n'jK]h_GhRCJOJQJU'jB\h_GhRCJOJQJU'j][h_GhRCJOJQJU'jHZh_GhRCJOJQJU'jYh_GhRCJOJQJUh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU)6x7x8xxxxxxxxxyyJ{K{{{{{{{{{{ھobNo?obh{hR0JCJOJQJ'j2`h{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJUh{hRCJh{hRCJOJQJh{hRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh_GhRCJOJQJh_GhR0JCJOJQJ!jh_GhRCJOJQJU'j^h_GhRCJOJQJUxxxxxxx}xxx\= & F$jN&#$/IfgdRl$jN&#$/IfgdRlgdRkd_$$Ifl 03e t 6`Z0464 l4axxxyoS$jN&#$/IfgdRlBpkd|_$$IflhE22 t 6jN064 l4a & F$jN&#$/IfgdRlByyyyz z_z`zzzzC{D{E{rrrrrrrrrrrr$jN&#$/IfgdRlBpkd_$$IflE22 t 6jN064 l4a E{F{G{H{I{J{{{{Lkd a$$Ifl 0E2XY t 6jN064 l4a$IfgdRlC$jN&#$/IfgdRlB{{{{{{{{{{{{{{{{{{{{{{"|$IfgdRlBgdR{{{!|"|#|/}0}1}n~q~r~~~~~~  UVWzfWzzCWzz'jbh7<hRCJOJQJUhMhR0JCJOJQJ'j bh7<hRCJOJQJUhA#hRCJOJQJ!jhA#hRCJOJQJUh{hROJQJh{hRCJOJQJ h7<hRh{hRCJh{hRCJOJQJaJ-jh{hRCJUaJmHnHsHtH1jh{hRCJU_HaJmHnHsHtH"|#|0}1}gkda$$Ifl)55 t0564 l4a$IfgdRlBgkdza$$Ifl55 t0564 l4a1};}E}{}}}}} ~~o~p~q~~ <$IfgdRlC$IfgdRlB ;FIJˁсNwdkǃ 7^deھxpxipxixaiaxھh{hR5 h{hRh{hR6h{hR>*h{hRCJOJQJh{hRCJh{hRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRhA#hRCJOJQJhMhR0JCJOJQJ!jhA#hRCJOJQJU'jch7<hRCJOJQJU<=>?@ABCDEFJm$IfgdRlBgdRzkdd$$Ifl0T5 t0564 l4a gkdKe$$Ifl34 t0464 l4a$IfgdRlBgkde$$Ifl%34 t0464 l4aˁN_vw-cdǃ ^_`abcd$IfgdRlC$IfgdRlBabcNOPht>MkھsesWGWesWGWh{hR56CJOJQJh{hR6CJOJQJh{hR>*CJOJQJh{hRCJOJQJh{hRCJOJQJh{hRCJh{hRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRhA#hRCJOJQJhMhR0JCJOJQJ!jhA#hRCJOJQJU'jeh7<hRCJOJQJUbm$IfgdRlBgdRzkd~f$$Ifl 03   t0464 l4abcOPgkdg$$Ifl 32 t064 l4a$IfgdRlBgkdf$$Iflc 32 t064 l4aPh=>k8D$IfgdRlC$IfgdRlB 67CFIKpqrŒьŸŕŸփtk^kSGSGSGh{hR>*OJQJh{hROJQJh{hRCJOJQJh{hRCJh{hRCJOJQJaJ#jhRUaJmHnHsHtHh{hR0JCJOJQJ'j^gh{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJU h7<hR h{hRh{hRCJOJQJh{hR>*CJOJQJDEFJKm$IfgdRlBgdRzkdSh$$Ifl 0 3XY t064 l4aqrgkdh$$Ifl 3f3 t064 l4a$IfgdRlBgkdh$$Ifl 3f3 t064 l4arŒQRSTUV$IfgdRlC$IfgdRlB ьQVWCDE,-..8;?ef<~ٓмݭvvnfnfnfh{hR6h{hR>*h{hRCJOJQJh{hRCJh{hRCJOJQJaJ#jhRUaJmHnHsHtHh{hR0JCJOJQJ'jAih{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJU h7<hRh{hROJQJ%Dm$IfgdRlBgdRzkd.j$$Iflp 0x 3 t064 l4aDE-.gkdj$$Ifl%11 t064 l4a$IfgdRlBgkdj$$Iflq11 t064 l4a.KL^͏Ώ./0123456$IfgdRlB678<=>?m$IfgdRlBgdRzkdk$$Ifl 01 t064 l4afg ekdk$$Ifl 2f3 t0f34 l4a$IfgdRlBekdrk$$Iflh2f3 t0f34 l4ag<~(6$IfgdRlC$IfgdRlB ٓړۓ&'58;? <U+;i| TUeھuiuiuiuiuiuھUھ'jmh{hRCJOJQJUh{hR>*OJQJh{hROJQJh{hRCJOJQJh{hRCJh{hRCJOJQJaJ#jhRUaJmHnHsHtH h7<hRh{hRCJOJQJh{hR0JCJOJQJ!jh{hRCJOJQJU'jkh{hRCJOJQJU!678<=>?n$IfgdRlBgdRxkdm$$Ifl0V2 t0f34 l4a ekdm$$Ifl. 3x3 t04 l4a$IfgdRlBekd`m$$Iflh 3x3 t04 l4a ;<+jVf$IfgdRlC$IfgdRlBfgklmnyf$IfgdRlB$a$gdRgdRxkdn$$Ifl0& 3 t04 l4aegjnOPQt֘:Hʙcgijknݚޚߚ̛כ M]Ϝ'7NOh{hR>*CJOJQJh{hRCJOJQJh{hR>*OJQJh{hROJQJh{hRCJOJQJh{hRCJh{hRCJOJQJaJ#jhRUaJmHnHsHtH h7<hR3PQgkdo$$Iflqa44 t0464 l4a$IfgdRlBgkdHo$$Ifla44 t0464 l4aQst՘֘9:ncdef$IfgdRlBfgjlmnޚm$IfgdRlBgdRzkdo$$Ifli0a4fg t0464 l4aޚߚgkd~p$$Ifl55 t0564 l4a$IfgdRlBgkd6p$$Iflq55 t0564 l4a˛ LM&'$Z&`#$/IfgdRlC$IfgdRlBm$IfgdRlBgdRzkdp$$Ifl0T5 t0564 l4agkdlq$$Ifl 3e3 t064 l4a$IfgdRlBgkd$q$$Ifl 3e3 t064 l4a]f۟$IfgdRlC$IfgdRlB[\fgٟڟ567efѠҠӠ;=@Ck{i{Zh{hRCJOJQJaJ#jhRUaJmHnHsHtH h7<hR'j[th{hRCJOJQJU'jsh{hRCJOJQJU'jrh{hRCJOJQJUh{hR0JCJOJQJ'jqh{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJU g<=ABCl_ZZZgdRzkdDu$$Ifl30 3 t064 l4a$IfgdRlB$IfgdRlC klm JK`cfj ŤƤǤ<IJȥʥ̥ͥΥХǺǗǺvǺbǗǺv'j xh{hRCJOJQJUh{hRCJOJQJaJ#jhRUaJmHnHsHtHh{hR0JCJOJQJ'j2vh{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJUh{hROJQJh{hRCJOJQJ h7<hRh{hRCJ&lmgkdu$$Iflz34 t0464 l4a$IfgdRlBgkdu$$Ifl34 t0464 l4a,2:IQYcd{La$IfgdRlC$IfgdRlBabcghij m$IfgdRlBgdRzkdw$$Ifl 03   t0464 l4a ƤǤgkdw$$Iflza44 t0464 l4a$IfgdRlBgkd}w$$Iflha44 t0464 l4aǤ !"<=>?@ABCDEFGHIȥɥ$IfgdRlC$IfgdRlBɥʥͥϥХm$IfgdRlBgdRzkdx$$Ifl0a4fg t0464 l4adef?@MNԧէݧާ()*fgwx¨èҾ߯қ߯҇߯s߯_߯'jt}h{hRCJOJQJU'j|h{hRCJOJQJU'j{h{hRCJOJQJU'jzh{hRCJOJQJUh{hR0JCJOJQJ'jyh{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJU h7<hRh{hRCJ%gkdy$$Ifl 3e3 t064 l4a$IfgdRlBgkd>y$$Ifl 3e3 t064 l4a AM$IfgdRlC$IfgdRlBM֧ݧhw_ZgdRzkd4$$Ifl0A 3 t064 l4a$IfgdRlB$IfgdRlC QRS\]cdeghnopqruϫѫ#%8:MObdwyˬͬᷭhJhRCJ8OJQJhR0JmHnHuhR hR0JjhR0JU h7<hRh{hR0JCJOJQJ'j]~h{hRCJOJQJUh{hRCJOJQJ!jh{hRCJOJQJU6gdR©éĩũƩǩȩɩʩ˩̩ͩΩϩЩѩҩgdRҩөԩթ֩שة٩ک۩ܩݩީߩgdR gdR  !"#$%&'()gdR)*+,-./0123456789:;<=>?@ABCDEFgdRFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcgdRcdefghijklmnopqrstuvwxyz{|}~gdRgdRgdRªêĪŪƪǪȪɪʪ˪̪ͪΪϪЪѪҪӪԪժ֪תgdRתت٪ڪ۪ܪݪުߪgdR gdR !"#$%&'()*+,-.gdR./0123456789:;<=>?@ABCDEFGHIJKgdRKLMNOPQRSTUVWXYZ[\efgrstuh]hgdR &`#$gdR$a$gdRϫЫѫ#$%89:MNObccdwxyˬ̬ͬ !$a$gdR "57JL_atxʭ̭߭  35HJ]_rۮܮ@STU[\ijktuvƯǯȯϯЯ hROJQJh_GhROJQJhRhJhRCJ8OJQJW!"567JKL_`atuvwxʭ˭̭߭  345HIJ]^_rst$a$gdRۮܮ!"?@TU[\jkuv$a$gdRǯȯЯѯ'(;<=NO`ast$a$gdR(;=MNO_`ast˰̰Ͱذٰڰ h7<hRhJhRCJ8OJQJhRh{hROJQJhROJQJ)̰Ͱٰڰ$a$gdR%0:pR= /!"#$%" ,, ` Z >e(HH(dh com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.FormattingPrinter com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T14:28:22Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 4 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T14:28:22Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 2400 3058.3333333333335 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -75 -166.66666666666697 2475 3133.3333333333335 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMCustomPaper com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName na-letter com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 734 576 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 774 594 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName US Letter com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2007-08-05T16:17:05Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket Y$$If!vh5x3#vx3:Vl t 6`~651Y$$If!vh5x3#vx3:Vl t 6`~651DyK yK http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htmDyK yK vhttp://www.sadlier-oxford.com/phonics/cows/first_cows.htmlDyK yK Zhttp://www.english-zone.com/vocab/vic02.htmlDyK yK bhttp://vclass.mtsac.edu:920/readroom/context.htmDyK yK hhttp://www.nytimes.com/learning/students/wordofday/o$$If!vh55 #v #v:Vl* t 6`~655U$$If!vh5x3#vx3:Vl  t 6`651U$$If!vh5x3#vx3:Vl t 6`651DyK yK Nhttp://ueno.cool.ne.jp/let/prefix.htmlDyK yK |http://www.southampton.liu.edu/academic/pau/course/webesl.htmDyK yK http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.htmlDyK yK Fhttp://www.quia.com/jfc/65963.htmlk$$If!vh5 5(#v(#v :Vl t 6`655U$$If!vh51#v1:Vl  t 6`&651U$$If!vh51#v1:Vlm t 6`&651DyK yK Jhttp://www.rhlschool.com/eng3n25.htmDyK yK Xhttp://www.saidwhat.co.uk/spoon/similes.phpDyK yK Phttp://www.how-to-study.com/similes.htmDyK yK Fhttp://www.quia.com/cb/130986.htmlDyK yK Nhttp://youtube.com/watch?v=mfYzp7yiNqck$$If!vh55#v#v:Vl t 6`&655Y$$If!vh5x3#vx3:Vl  t 6`65x3Y$$If!vh5x3#vx3:Vl t 6`65x3DyK yK Jhttp://www.rhlschool.com/eng3n26.htmDyK yK http://knowgramming.com/metaphors/metaphor_chapters/examples.htmDyK yK http://owl.english.purdue.edu/handouts/general/gl_metaphor.htmlDyK yK Fhttp://www.quia.com/cb/130986.htmlDyK yK Nhttp://youtube.com/watch?v=mfYzp7yiNqco$$If!vh55##v##v:VlZ t 6`65#5F$$If!vh54#v4:Vl t4654F$$If!vh54#v4:Vl% t4654DyK yK ~http://www.tnellen.com/cybereng/lit_terms/personification.htmlDyK yK nhttp://www.imschools.org/cms/Units/Poetry/personif.htmDyK yK xhttp://www.americanrhetoric.com/figures/personification.htmDyK yK Fhttp://www.quia.com/cb/130986.htmlDyK yK Nhttp://youtube.com/watch?v=sH9FnChQy4U\$$If!vh55#v#v:Vl t465g5fY$$If!vh556#v56:Vl. t 6`566556Y$$If!vh556#v56:Vl t 6`566556DyK yK http://www.worsleyschool.net/socialarts/hyperbole/hyperbole2.htmlDyK yK http://www.dowlingcentral.com/MrsD/area/literature/Terms/hyperbole.htmlDyK yK rhttp://www.berghuis.co.nz/abiator/rdg/hyperbolehelp.htmlo$$If!vh55x$#vx$#v:Vl t 6`56655Y$$If!vh54#v4:Vll t 6`4654Y$$If!vh54#v4:Vl% t 6`4654DyK yK Lhttp://mrbraiman.home.att.net/lit.htmDyK yK ~http://cte.jhu.edu/techacademy/web/2000/baczkowski/imageex.htmDyK yK http://www.dowlingcentral.com/MrsD/area/literature/Terms/Imagery.htmlg$$If!vh5|5##v##v|:Vl t 6`465 U$$If!vh5x3#vx3:Vlz t 6`65e3U$$If!vh5x3#vx3:Vlz t 6`65e3DyK yK http://www.moonstar.com/~acpjr/Blackboard/111BB/ComExplicit-Implicit.htmlDyK yK xhttp://net2.valenciacc.edu/mwhissel/CPT/Reading/rea_006.htmDyK yK http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htmk$$If!vh55!#v!#v:Vl t 6`655U$$If!vh54#v4:Vl  t 6`4654U$$If!vh54#v4:Vlq t 6`4654DyK yK xhttp://www.learner.org/exhibits/literature/read/theme1.htmlDyK yK ^http://en.wikipedia.org/wiki/Theme_(literatureDyK yK \http://www.sjsu.edu/faculty/patten/theme.htmlk$$If!vh55#v#v:Vl t 6`4655U$$If!vh5x3#vx3:Vlz t 6`65e3U$$If!vh5x3#vx3:Vl. t 6`65e3DyK yK thttp://www.learner.org/exhibits/literature/read/pov1.htmlDyK yK rhttp://academic.brooklyn.cuny.edu/english/melani/pv.htmlDyK yK fhttp://writingcenter.tamu.edu/content/view/474/76/k$$If!vh55#v#v:Vl t 6`655F$$If!vh5e3#ve3:Vl t65e3F$$If!vh5e3#ve3:Vl t65e3DyK yK Vhttp://users.wirefire.com/tritt/tip11.html\$$If!vh55#v#v:Vl# t655F$$If!vh5x3#vx3:Vl t65e3F$$If!vh5x3#vx3:Vl t65e3DyK yK zhttp://www.tnellen.com/cybereng/lit_terms/foreshadowing.htmlDyK yK Vhttp://users.wirefire.com/tritt/tip11.html\$$If!vh55#v#v:Vl4 t655F$$If!vh5e3#ve3:Vl t65e3F$$If!vh5e3#ve3:Vl t65e3DyK yK http://www.dowlingcentral.com/MrsD/area/literature/Terms/Mood.html\$$If!vh55#v#v:VlD t655U$$If!vh5e3#ve3:Vl t 6`65e3U$$If!vh5e3#ve3:Vlz t 6`65e3DyK yK lhttp://www.tnellen.com/cybereng/lit_terms/satire.html DyK yK http://readwritethink.org/lesson_images/lesson811/contemporary-examples.pdfk$$If!vh55#v#v:Vl t 6`655F$$If!vh50#v0:Vl t650F$$If!vh50#v0:Vl t650DyK yK Xhttp://rhetoric.byu.edu/figures/I/irony.htmDyK yK \http://www.cvco.org/education/etohc/irony.htmDyK yK xhttp://academic.brooklyn.cuny.edu/english/melani/irony.html\$$If!vh5J5K#vK#vJ:Vl t65K5JF$$If!vh5e3#ve3:Vl t65e3F$$If!vh5e3#ve3:Vl t65e3\$$If!vh55#v#v:Vl t655F$$If!vh5x3#vx3:Vl t651F$$If!vh5x3#vx3:Vl t651DyK yK lhttp://www.readwritethink.org/materials/plot-diagram/DyK yK vhttp://www.learner.org/exhibits/literature/read/plot1.htmlDyK yK Fhttp://www.quia.com/mc/155157.htmlDyK yK lhttp://www.readwritethink.org/materials/lit-elements/\$$If!vh55#v#v:VlR t655F$$If!vh52#v2:Vlq t652F$$If!vh52#v2:Vl t652DyK yK lhttp://www.cas.usf.edu/lis/lis6585/class/litelem.htmlDyK yK bhttp://en.wikipedia.org/wiki/Fictional_characterDyK yK fhttp://readwritethink.org/materials/trading_cards/DyK yK lhttp://www.readwritethink.org/materials/lit-elements/\$$If!vh5X5#v#vX:Vl t65Y5XU$$If!vh5x3#vx3:Vl t 6`652U$$If!vh5x3#vx3:Vl t 6`652DyK yK |http://www.learner.org/exhibits/literature/read/setting1.htmlDyK yK \http://www2.hawaii.edu/~kirkpatr/settings.htmDyK yK lhttp://www.readwritethink.org/materials/lit-elements/k$$If!vh5[5#v#v[:Vll t 6`65Y5XC$$If!vh5x3#vx3:Vl t5x3C$$If!vh5x3#vx3:Vl% t5x3DyK yK http://history.latech.edu/writing%20center%20files/writingworksheetfall2006dma.htmDyK yK Nhttp://youtube.com/watch?v=oJi5qa4CTb0DyK yK phttp://www.readwritethink.org/materials/persuasion_map/Y$$If!vh55 #v #v:Vl t5 5C$$If!vh5x3#vx3:Vl t5x3C$$If!vh5x3#vx3:Vl t5x3DyK yK http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcfo1.htmDyK yK phttp://www.st.cr.k12.ia.us/reading/fact_and_opinion.htmDyK yK http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlDyK yK thttp://www.eduplace.com/graphicorganizer/pdf/factopin.pdfY$$If!vh55#v#v:Vl t55U$$If!vh54#v4:Vlc t 6@4654U$$If!vh54#v4:Vl t 6@4654DyK yK http://www.sourcewatch.org/index.php?title=Propaganda_techniquesDyK yK jhttp://www.thematzats.com/propaganda/prop/sld001.htmDyK yK Nhttp://youtube.com/watch?v=Wdp0AOK8Sa0DyK yK Nhttp://youtube.com/watch?v=A1XsJEilYkUDyK yK Nhttp://youtube.com/watch?v=M3Z386vXrt4DyK yK Nhttp://youtube.com/watch?v=zrk13IcPV4IDyK yK Dmailto:aaron@propagandacritic.comk$$If!vh55#"#v#"#v:Vl4 t 6@465#"5U$$If!vh54#v4:Vl t 6`Z4654U$$If!vh54#v4:Vl3 t 6`Z4654DyK yK fhttp://www.nea.org/reading/usingtextstructure.htmlDyK yK http://www.somers.k12.ny.us/intranet/skills/organizing/sequencing/sequence.html DyK yK http://www.somers.k12.ny.us/intranet/skills/organizing/compcontr/compare.htmlDyK yK Xhttp://www.readingquest.org/pdf/compare.pdfDyK yK Thttp://www.readingquest.org/pdf/venn2.pdfDyK yK http://www.somers.k12.ny.us/intranet/skills/organizing/describing/describing.htmlDyK yK thttp://www.readwritethink.org/materials/compcontrast/map/ DyK yK http://www.somers.k12.ny.us/intranet/skills/organizing/problem/problem.htmlDyK yK Rhttp://www.readingquest.org/pdf/prob.pdfDyK yK http://www.somers.k12.ny.us/intranet/skills/organizing/cause/cause.htmlk$$If!vh5e5#v#ve:Vl t 6`Z4655eY$$If!vh52#v2:Vlh t 6jN652Y$$If!vh52#v2:Vl t 6jN652DyK yK fhttp://owl.english.purdue.edu/owl/resource/658/04/o$$If!vh5X5Y#vY#vX:Vl t 6jN65Y5XF$$If!vh55#v5:Vl t5655F$$If!vh55#v5:Vl) t5655DyK yK zhttp://owl.english.purdue.edu/handouts/grammar/g_sentpr.htmlDyK yK vhttp://owl.english.purdue.edu/handouts/grammar/g_frag.htmlDyK yK Xhttp://www.chompchomp.com/frag01/frag01.htm\$$If!vh55#v#v:Vl t5655F$$If!vh54#v4:Vl% t4654F$$If!vh54#v4:Vl t4654DyK yK zhttp://owl.english.purdue.edu/handouts/grammar/g_clause.htmlN$$If!vh5 5 #v :Vl t465 F$$If!vh5x3#vx3:Vlc t652F$$If!vh5x3#vx3:Vl t652DyK yK http://owl.english.purdue.edu/handouts/general/gl_transition.html\$$If!vh5O5) #v) #vO:Vl t65Y5XF$$If!vh5x3#vx3:Vl t65f3F$$If!vh5x3#vx3:Vl t65f3DyK yK |http://owl.english.purdue.edu/handouts/general/gl_thesis.htmlT$$If!vh55#v#v:Vlp t65F$$If!vh51#v1:Vlq t651F$$If!vh51#v1:Vl% t651\$$If!vh55#v#v:Vl t655C$$If!vh5f3#vf3:Vlh tf35f3C$$If!vh5f3#vf3:Vl  tf35f3 DyK yK http://owl.english.purdue.edu/workshops/hypertext/reportW/introduction.htmlY$$If!vh55#v#v:Vl tf355C$$If!vh5x3#vx3:Vlh t5x3C$$If!vh5x3#vx3:Vl. t5x3DyK yK http://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.htmlY$$If!vh55#v#v:Vl t55F$$If!vh54#v4:Vl t4654F$$If!vh54#v4:Vlq t4654\$$If!vh5f5g#vg#vf:Vli t465g5fF$$If!vh55#v5:Vlq t5655F$$If!vh55#v5:Vl t5655\$$If!vh55#v#v:Vl t5655F$$If!vh5x3#vx3:Vl t65e3F$$If!vh5x3#vx3:Vl t65e3DyK yK http://owl.english.purdue.edu/workshops/hypertext/ResearchW/outline.htmlDyK yK dhttp://www.readwritethink.org/materials/essaymap/DyK yK ^http://members.tripod.com/~lklivingston/essay/DyK yK xhttp://www.brainpop.com/english/writing/fiveparagraphessay/\$$If!vh5c5%#v%#vc:Vl3 t655F$$If!vh54#v4:Vl t4654F$$If!vh54#v4:Vlz t4654DyK yK |http://owl.english.purdue.edu/handouts/grammar/g_actpass.html\$$If!vh55#v#v:Vl t465 5 F$$If!vh54#v4:Vlh t4654F$$If!vh54#v4:Vlz t4654DyK yK bhttp://owl.english.purdue.edu/owl/printable/572/\$$If!vh5f5g#vg#vf:Vl t465g5fF$$If!vh5x3#vx3:Vl t65e3F$$If!vh5x3#vx3:Vl t65e3DyK yK xhttp://owl.english.purdue.edu/handouts/grammar/g_sentp.htmlDyK yK xhttp://owl.english.purdue.edu/handouts/grammar/g_apost.htmlDyK yK xhttp://owl.english.purdue.edu/handouts/grammar/g_comma.htmlDyK yK zhttp://owl.english.purdue.edu/handouts/grammar/g_overvw.htmlDyK yK xhttp://owl.english.purdue.edu/handouts/grammar/g_quote.htmlDyK yK fhttp://owl.english.purdue.edu/owl/resource/592/01/\$$If!vh55#v#v:Vl t655<@< _GNormalCJaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No Listn@n J Table Grid7:V0_H4@4 7<Header  !4 @4 7<Footer  !0U@!0 7< Hyperlink>*B*@V@1@ 7<FollowedHyperlink>*B* .)@A. gh Page Number2G\q.CXn-BWl+Hg'.9HS\l~ .<JXer  !#%')+-/13579;=?ACEGIKNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrstu2G\q.CXn-BWl+Hg'.9HS\l~ .<JXer      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJ,',4!v!v!v!v!v!v!v!v! v! v! v! v! v!v!v!v!v!v!v!v!v!v!v!v!v!v v v v v v v !v "v #v $v %v &v 'v (v )v *v +v ,v -v .v /v 0v 1v 2v 3v 4vy 9 )$(,158;"@SDHfLRVk[`fruFzF88gg=cʟգ2Qpͤ *I      !"#$%&'()*+,-./0123*+HIJKCbrswxy}~+,BW f : t % & > ? U V { rstuvwxyz{~d| a   MN[\e _o_` =2[#$,-DE~*+,-./012, 7 8 9 = f!g!{!!!!!!1"2"3"4"5"6"7"8"9":";"<"="""K#b##%$&$'$($)$-$s$$$$%%%%&A&_&&&&&&&&&&&&&&&&&:'r''$((((((())))))2*4*y*z*{*|*}*~******* ++++,,,,,,,_,`,--q.r...////Z0z00*111111 2 233(3 4 444444444444455555U5V5G6H6Q666k7l7m7n7o7p7q7r7s7t7u7v788888888899999 ::#:K:V:]:d:o:{:|:::::::::n;;;;;;;;;<<<|=#>$>>>>>>>>>>?U?? @!@"@%@'@(@\@]@IAJA`AAA BBBBBBBBBBBBC'CCC@DRDSDTDXDYDZD[DDDEEEFFHHHHHHHH H H HHHH@IAIPI]ImIvI}IIIIII'J(J)J*J+JJJHKXKKKKLdLeLfLjLkLlLLL%M&M0N1NFNNNNN3O4OOOO'P(PPP:QZQQRRRRRRRRRz?z@zAzBzCzDzEzFzJzzz{{{N|_|v|w||-}c}d}} ~^~_~`~a~b~c~d~~bcOPh=>k8DEFJKqr†QRSTUVDE-.KL^͉Ή./012345678<=>?fg<~(678<=>? ;<+jVfgklmnPQstՒ֒9:ncdefgjlmnޔߔ˕ LM&']fۙg<=ABClm,2:IQYcd{Labcghij ƞǞ !"<=>?@ABCDEFGHIȟɟʟ͟ϟП AM֡ݡhw£ãģţƣǣȣɣʣˣ̣ͣΣϣУѣңӣԣգ֣ףأ٣ڣۣܣݣޣߣ  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~¤äĤŤƤǤȤɤʤˤ̤ͤΤϤФѤҤӤԤդ֤פؤ٤ڤۤܤݤޤߤ  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\efgrsuϥХѥ#$%89:MNObcdwxy˦̦ͦ !"567JKL_`atuvwxʧ˧̧ߧ  345HIJ]^_rstۨܨ!"?@TU[\jkuvǩȩЩѩ'(;<=NO`ast̪ͪ٪ڪ0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000д00000д00000000000000000000000000000000000000000000000000000000000000000000000000000000000p`ƀ000000000000д0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000ॠ0000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 00 0 0 0 0 00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000д00000000000000000000000000000000000000000000000д000000000000000000000000000000000 0 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000д0000д00000`0`00000000000д000000000000000000000д0000000000000000000000000000000000000000000000000000000000д0000000000 0 0 0 0000000д000000 00 0 00000 0 0 0 000000000000000 0 0 0p@0p@0p@0p@0p@ 0t@ 0p@ 0t@ 0p@0q@0д0q@0q@0q@0q@0q@0q@0q@0p@00p@0p@0p@0 0p@0p@ 0t@ 0p@0p@0p@0p@ 0t@ 0 0t@ 0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@ 0p@0p@0p@0p@0p@0p@0p@0p@ 0t@ 0p@0p@0p@0p@ 0t@ 0p@ 0t@ 0p@0p@0p@0p@0p@0p@0p@0p@0000000000 0p@0p@ 0t@ 0p@0p@0p@0p@0p@0p@ 0t@ 0p@ 0t@ 0p@0p@00000`0p@0p@0p@0p@0`0`0`0`0p@0p@0p@00` 0p@0`0` 0t@ 0p@0p@0p@0p@ 0t@ 0p@ 0t@ 0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@ 0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@ 0t@ 0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p@0p`ƀ@0@Pt08 0q0p0ƀ0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000p0p00p0p00p0p00p0p00p0p000000000000000000000000000000000000000000000000000000000000000000000p00p00p00p00p0*+HIJKCbrswxy}~+,BW f : t % & > ? U V { rstuvwxyz{~d| a   MN[\e _o_` =2[#$,-D./012, 7 8 9 = f!g!{!!!!!!1"2"3"4"5"6"7"8"9":";"<"="""K#b##%$&$'$($)$-$s$$$$%%%%&A&_&&&&&&&&&&&&&&&&&:'r''$((((((())))))2*4*y*z*{*|*}*~******* ++++,,,,,,_,`,--q.r...////Z0z00*111111 2 233(3 4 444444444444455555U5V5G6H6Q6k7l7m7v788888888899:::::::n;;;;;;;;;<<<>>>>>>?U?? @!@"@%@'@(@\@]@IAJABBBBBBBBC'CCC@DRDSDTDXDYDZD[DDDEEHHHHHH H H HHHH@IAI'J*J+JJJHKXKKKKLdLeLfLjLkLlLLL%M&M0N1NFNNNNN3O4OOOO'P(PPP:QZQQRRRRRRRRRz?zEzFzJzzz{{c~d~~bcOP8DEFJKqrQRSUVDE-../012345678<=>?fg~(678<=>? ;<+jVfgklmnPQstՒ֒9:ncdefgjlmnޔߔ˕ LM&']fۙg<=ABClmLabcghij ƞǞ<=>?@DEFGHIɟʟ͟ϟП AM֡ݡhw£ãģţƣǣȣɣʣˣ̣ͣΣϣУѣңӣԣգ֣ףأ٣ڣۣܣݣޣߣ  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~¤äĤŤƤǤȤɤʤˤ̤ͤΤϤФѤҤӤԤդ֤פؤ٤ڤۤܤݤޤߤ  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\uϥѥ#%8:MObdwy˦ͦ "57JL_tʧߧ 3H]r;00 00 00 00 00000000000000000000000000 000000000000000000 00 00000000000000 00 00 00 0000000000000000 0000000000000000 000000000000 00 00 00 0000000000000000000000000000 00000000000000000000 00 0000000000 00 00 00 00000000000000 00000000000000000000 00 00000000000000000000 00 00 00 000000000000000000000000 000000000000000000000000000000 00 000000 00 00 00 000000000000 000000000000 00 8 @00@00@00 @00 @00 @00 @00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00 @00@00@00@00@00@00 @00 00000000000000 @00 @00 @00 @00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00 @00@00@00@00@00@00 @00 0000@00@00 @00 @00 @00 @00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00 @00@00@00@00@00@00 @00 @000000@00 @00 @00 @00 @00@00@00@00@00@00@00@00 @00@00@00@00@00@00 @00 000000 00 00 00 0000000000000000000000000000 000000 00 000000 00 00 00 0000000000 00000000 00 000000 00 00 00 0000000000 0:00 000000 00 000000@00 @00 @00 @00 @00@00@00@00@00@00 @00@00@00@00@00 @00 00000000 00 00 00 0000000000000000 000000000000 00 000000000000 00 00 00 000000 00 00 000000000000 00 00 00 000000 0000000000000000 00 00000000000000 00 00 00 000000000000000000000000 0000000000000000 00 000000@00 @00 @00 @00 @00@00@00@00@00@00@00 @00@00@00@00@00@00 @00 00000000000000 00 00 00 000000000000 000000000000 00 000000000000 00 00 00 00 0}]00000000000000 0000000000000000 00 0000 00 00 00 000000000000000000 0000000000000000000000 00 00@00@00@00@00@00 @00 @00 @00 @00@00@00@00@00@00@00@00@00@00 @00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00@00 @00 00000000 0000 00 00 00 0000000000000000000000000000000000 0000 00 000000000000000000000000000000000000000000@00 @00 @00 @00 @00@00@00 @00@00@00@00@00@00 @00 000000000000 00 00 00 0000 0000 00 00000000 00 00 00 00 0000 00 00000000 00 00 00 0000000000 0000 00 00000000 00 00 00 0000000000000000 00 00 000000000000 00 00 00 000000 0000 00 000000000000 00 00 00 @00@00@00@00@00@00@00@00@00@00@00@00@00 @00@00 @00 0000000000 00 00 00 000000000000000000000000000000 00 00 0000000000 00 00 00 @00@00@00@00@00@00@00@00@00@00@000000000000 0000 00 00000000 00 00 00 000000000000000000000000000000000000000000 0000000000000000 00 00000000 00 00 00 000000 0000 00 000000000000 00 00 00 0000000000000000000000 0000 00 00000000 00 00 00 000000000000000000000000000000000000000000 000000000000000000000000 00 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000I8o00 0000 @0+00E @0+00Z @0+00o @0+00 @0+00 @0+00 @0+00 @0+00 @0+00 @0+00 @0+00 @0+00, @0+00A @0+00V @0+000l @0+00 @0+00 @0+00 @0+00 @0+00 @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+ @0+  W$`!%)t.15 8v=(AEI,PlRW [a^rb1fi:lCq[t6x{ьٓekZ_cfinqsx|*J r +>zM[!#",#1$8&f'6(%**+,.//02_23z679:U;H<>>?@ABD%FIGHXJKNNAOdR%S1TXX?D+JpJJJ KFKXKKKKLIL(PmPPPQ8QZQQQRIRRU^UUUV.V]VVVYY4ZHZ~ZZZ[L[]7^y^^^_/____2`l`cc-dEdddded 8c8c?f P 6I CAN...ImpactN  3    # W>d 8c8c?f P 6I CAN...ImpactB      # W>d8c8c?f P 6I CANImpactH  #    # W>d8c8c?f P 6I CANImpact B         # W>d8c8c?f P 6I CANImpactB        # W>d8c8c?f P 6I CANImpactB      # W>d8c8c?f P 6I CANImpactH  #    # W>d8c8c?f P 6I CANImpactB      # W>d8c8c?f P 6I CANImpactB        # W>d8c8c?f P 6I CANImpactB        # W>d8c8c?f P 6I CANImpact B        # W>d8c8c?f P 6I CANImpact#B    "    # W>d8c8c?f P 6I CANImpact&B    %    # W>d8c8c?f P 6I CANImpact)B   (    # W>d8c8c?f P 6I CANImpact,B !  +  " # W>d8c8c?f P 6I CANImpact/B #  .  $ # W>d8c8c?f P 6I CANImpact2B %  1  & # W>d8c8c?f P 6I CANImpact5B '  4  ( # W>d8c8c?f P 6I CANImpact8B )  7  * # W>d8c8c?f P 6I CANImpact;B +  :  , # W>d8c8c?f P 6I CANImpact>B -  =  . # W>d8c8c?f P 6I CANImpactAB /  @   0 # W>d8c8c?f P 6I CAN. . .ImpactDB 1  C  2 # W>d8c8c?f P 6I CANImpactGB 3  F B 5  H  6 # W>d8c8c?f P 6I CANImpactKH 7 # 7J  8 # W>d8c8c?f P 6I CANImpactQB 9  P  : # W>d8c8c?f P 6I CANImpactTB ;  S  < # W>d8c8c?f P 6I CANImpactWB =  V  > # W>d8c8c?f P 6I CANImpactZB ?  Y  @ # W>d8c8c?f P 6I CANImpact]B A  \  B # W>d8c8c?f P 6I CANImpact`B C   _   D # W>d8c8c?f P 6I CANImpactcB E  !b ! F # W>d8c8c?f P 6I CANImpactfB G  "e " H # W>d8c8c?f P 6I CANImpactiB I  #h # J # W>d8c8c?f P 6I CANImpactlB K  $k $ M # W>d8c8c?f P 6I CANImpactoB N  %n %H O # &O &B P  ' 'B Q  ( (B R  )  )B S  *  *B T  + +B U  , ,B V  - -H W # .W .B X  / /B Y  0 0B Z  1! 1B [  2$ 2B \  3' 3B ]  4* 4B ^  5- 5B _  60 6B `  73 7B a  86 8B b  99 9B c  :< :B d  ;? ;B e  <B <B f  =E =H g # >gI > h # W>d8c8c?f P 6I CANImpactNB i  ?L ?B j  @M @B k  AO AB l  BR BB m  CU CB n  DX DB o  E[ EB p  F^ FB q  Ga GB r  Hd HB s  Ig IB t  Jj JB u  Km KB S  ?stuyz{   9 : ; )$*$+$(((,,,111555888;;;"@#@%@TDUDVDHH HfLgLhLRRRVVVk[l[m[```fffrrruuuuFzGzHzFGH89:89:ghighj=>?cdeʟ˟͟O t )PttP t5\tE $PtQ ]!t\tE I&PtR P]!lt u $tedtS %(t  &t 5tT%t dI&t5t\tUa t %4tVtt) d$tWPltE -$t5\tX1Pqlt) dy#t5\tYPt dI&tdtZ]!t d&tdt[t d)4tdt\P%lt $td5t] t!a,e(t t^Xtt# 'Pt"\t_Xtt%E e(Pt$\t` t'E %Pt&d5taPlt)&t(dtbM% t+E 'Pt*dtcM t- I&Pt,dtdt/ d't.dteMt1E d$t0dtft3 -$t2dt5E %tgAFt7B I&+t6ti d&4tj thtkMPlt9E $t8d5tlPlt; %t:tmPlt= %t<dtnt? $t>dto tAe(Pt@5dtp1 tC y#PtB5\tqtEE ,%tD\trM%tG &tFdts% tI %tHttMtKE %tJdtu tN ,I&tMd5t _Hlt47926533 _Hlt48208873vocabulary_in_contextstructural_analysissimilemetaphorpersonification hyperbole _Hlt47954477topic_main_ideathemepov Point_of_View flashback foreshadowing tone_moodsatireIrony symbolism plot_elements _Hlt47510307 charactersetting authors_stand fact_opinion propagandaText_structurevoicesentence_fluencyimageryFsy O3$(,,1%58;2@bD$HJfLRiWw[`fru'@@@ @Gsy P3$(,,1%58;2@bD$HJfLRiWw[`fru'445555:m;n;v;w;y;BCCCCC'CCCCCCC?D@DHDIDKDqxxxyy y yyyyyyyzzzz%zd~~~~~~\dgqu45:n;BC'CCC@Dqxx yyyzd~~ce\dgqu:::g&w: 8{M@zxpX8h^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHzxpg&w:8{M                           *+Krs+,W % & > ? ~ MN[\#$,-27 8 = f!g!="%$&$-$$$%%&((())))*,,,_,`,--/111 2 2334555U5V5G6H6v78888899:;;;;;<<>!@"@(@\@]@IAJABRDSD[DDDEEHHHHHH@IAI+JdLeLlL%M&M0N1N(PRRRRRhttp://owl.english.purdue.edu/handouts/grammar/g_actpass.html?<http://www.brainpop.com/english/writing/fiveparagraphessay/7=/http://members.tripod.com/~lklivingston/essay/q2http://www.readwritethink.org/materials/essaymap/AIhttp://owl.english.purdue.edu/workshops/hypertext/ResearchW/outline.htmlDIhttp://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.html}WLhttp://owl.english.purdue.edu/workshops/hypertext/reportW/introduction.htmlx5 >http://owl.english.purdue.edu/handouts/general/gl_thesis.htmlb0Bhttp://owl.english.purdue.edu/handouts/general/gl_transition.html.=http://owl.english.purdue.edu/handouts/grammar/g_clause.htmlu,http://www.chompchomp.com/frag01/frag01.htmuG;http://owl.english.purdue.edu/handouts/grammar/g_frag.html1=http://owl.english.purdue.edu/handouts/grammar/g_sentpr.htmlm~3http://owl.english.purdue.edu/owl/resource/658/04/{EHhttp://www.somers.k12.ny.us/intranet/skills/organizing/cause/cause.html)http://www.readingquest.org/pdf/prob.pdf{ELhttp://www.somers.k12.ny.us/intranet/skills/organizing/problem/problem.html3:http://www.readwritethink.org/materials/compcontrast/map/\bRhttp://www.somers.k12.ny.us/intranet/skills/organizing/describing/describing.htmlI}*http://www.readingquest.org/pdf/venn2.pdf/],http://www.readingquest.org/pdf/compare.pdf,Nhttp://www.somers.k12.ny.us/intranet/skills/organizing/compcontr/compare.html%Phttp://www.somers.k12.ny.us/intranet/skills/organizing/sequencing/sequence.htmlj`3http://www.nea.org/reading/usingtextstructure.htmlF"mailto:aaron@propagandacritic.comzp'http://youtube.com/watch?v=zrk13IcPV4I;$'http://youtube.com/watch?v=M3Z386vXrt42>'http://youtube.com/watch?v=A1XsJEilYkUj|'http://youtube.com/watch?v=Wdp0AOK8Sa0 5http://www.thematzats.com/propaganda/prop/sld001.htm{Ahttp://www.sourcewatch.org/index.php?title=Propaganda_techniques%:http://www.eduplace.com/graphicorganizer/pdf/factopin.pdfD|Jhttp://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html48http://www.st.cr.k12.ia.us/reading/fact_and_opinion.htm 5Bhttp://www.manatee.k12.fl.us/sites/elementary/palmasola/rcfo1.htmu*8http://www.readwritethink.org/materials/persuasion_map/#!'http://youtube.com/watch?v=oJi5qa4CTb0{|Ohttp://history.latech.edu/writing center files/writingworksheetfall2006dma.htm@v6http://www.readwritethink.org/materials/lit-elements/@d.http://www2.hawaii.edu/~kirkpatr/settings.htm '>http://www.learner.org/exhibits/literature/read/setting1.html@v6http://www.readwritethink.org/materials/lit-elements/p3http://readwritethink.org/materials/trading_cards/e1http://en.wikipedia.org/wiki/Fictional_characterUh6http://www.cas.usf.edu/lis/lis6585/class/litelem.html@v6http://www.readwritethink.org/materials/lit-elements/9>#http://www.quia.com/mc/155157.htmli3;http://www.learner.org/exhibits/literature/read/plot1.html"6http://www.readwritethink.org/materials/plot-diagram/7D<http://academic.brooklyn.cuny.edu/english/melani/irony.html$.http://www.cvco.org/education/etohc/irony.htm7,http://rhetoric.byu.edu/figures/I/irony.htm0vLhttp://readwritethink.org/lesson_images/lesson811/contemporary-examples.pdf}i6http://www.tnellen.com/cybereng/lit_terms/satire.html)h~Chttp://www.dowlingcentral.com/MrsD/area/literature/Terms/Mood.htmlpq{+http://users.wirefire.com/tritt/tip11.html<Hx=http://www.tnellen.com/cybereng/lit_terms/foreshadowing.htmlpqu+http://users.wirefire.com/tritt/tip11.htmlx-r3http://writingcenter.tamu.edu/content/view/474/76/ o9http://academic.brooklyn.cuny.edu/english/melani/pv.html(l:http://www.learner.org/exhibits/literature/read/pov1.html 2i.http://www.sjsu.edu/faculty/patten/theme.html>f/http://en.wikipedia.org/wiki/Theme_(literaturevZc<http://www.learner.org/exhibits/literature/read/theme1.html>`Bhttp://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htm^]<http://net2.valenciacc.edu/mwhissel/CPT/Reading/rea_006.htmT)ZJhttp://www.moonstar.com/~acpjr/Blackboard/111BB/ComExplicit-Implicit.html (WFhttp://www.dowlingcentral.com/MrsD/area/literature/Terms/Imagery.htmlo0T?http://cte.jhu.edu/techacademy/web/2000/baczkowski/imageex.htmN7Q&http://mrbraiman.home.att.net/lit.htmN9http://www.berghuis.co.nz/abiator/rdg/hyperbolehelp.htmlxBKHhttp://www.dowlingcentral.com/MrsD/area/literature/Terms/hyperbole.htmldHBhttp://www.worsleyschool.net/socialarts/hyperbole/hyperbole2.htmld6E'http://youtube.com/watch?v=sH9FnChQy4U0?B#http://www.quia.com/cb/130986.html2O?<http://www.americanrhetoric.com/figures/personification.htmae<7http://www.imschools.org/cms/Units/Poetry/personif.htmE$9?http://www.tnellen.com/cybereng/lit_terms/personification.html4-6'http://youtube.com/watch?v=mfYzp7yiNqc0?3#http://www.quia.com/cb/130986.htmlK0@http://owl.english.purdue.edu/handouts/general/gl_metaphor.htmlOf-Ahttp://knowgramming.com/metaphors/metaphor_chapters/examples.htm*%http://www.rhlschool.com/eng3n26.htm4-''http://youtube.com/watch?v=mfYzp7yiNqc0?$#http://www.quia.com/cb/130986.html,!(http://www.how-to-study.com/similes.htm/,http://www.saidwhat.co.uk/spoon/similes.php%http://www.rhlschool.com/eng3n25.htm!z#http://www.quia.com/jfc/65963.htmlB Qhttp://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html8>http://www.southampton.liu.edu/academic/pau/course/webesl.htm"'http://ueno.cool.ne.jp/let/prefix.htmlyI 4http://www.nytimes.com/learning/students/wordofday/ 1http://vclass.mtsac.edu:920/readroom/context.htm]-http://www.english-zone.com/vocab/vic02.html& ;http://www.sadlier-oxford.com/phonics/cows/first_cows.html~Dhttp://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&')*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}~Root Entry FBtData (1TablehAWordDocumentNSummaryInformation(vDocumentSummaryInformation84DCompObjXObjectPoolBtBt FMicrosoft Word DocumentNB6WWord.Document.8