Teachers Guidebook

By: T. Ma. Teresa Walang

Day 1

Topic: Definition of Terms

Objective: To be able to understand the terms commonly use in paragraph and essay writing, to be able to write easily and accordingly. Procedure Springboard Motivation (5 minutes) Using Hangaroo write the words needed to be defined on the board, not completing all the letters. Next let the students guess the missing letters, until finally they uncover the correct words. UNITY.EXAMPLES COHERENCEDETAILS .FACTS Lesson Proper A: Strategies for Visual Methodologies
1.

Time Allotted

First, the teacher discusses the things the students are most likely to experience in class, the kinds of activities, and the Dos and Donts in class....10 minutes Explain to the students how the class is going to operate. Using the diagram below explain to them the class flow.

Topic Presentation Discussion Activity

Second, the teacher discusses the parts of a paragraph....10 minutes

Enumerate what are found in the TOPIC SENTENCE and SUPPORT. Make sure it is clear to the students the contents of each part. It is best to write the diagram below on a piece of manila paper supplying the detailed content of each part. Be brief but concise.
2.

Next, the teacher explains the direction on how the students are going to answer the worksheet. Use the board to show examples and illustrations that could further explain the lesson clearly .5 minutes

3.

Class activity (worksheet)...15 minutes

4.

Finally, sum-up the class by reiterating vital points of the topic and answer the students clarification questions if theres any.5 minutes

Lesson Proper B: Strategies for Auditory Methodologies

1.

Time Allotted

Read 2 simple paragraphs in class one that contains a topic sentence and facts and the other that does not. Let the students hear the differences of the two. Allow class participation by encouraging the students to listen carefully and point out in what way the 2 paragraphs are different 5 minutes 1st My hometown is famous for several amazing natural features. First,

it is noted for the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind. In autumn the leaves of these trees fall and cover the riverbanks like golden snow. Also, on the other side of
3

the town is Wheaton Hill, which is unusual because it is very steep. Even though it is steep, climbing this hill is not dangerous, because there are some firm rocks along the sides that can be used as stairs. There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place. 2nd My hometown is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep.
2.

Write all the mentioned differences of the two paragraphs on the board, and then discuss in class what a topic sentence is and what a detail is. Note down how the example paragraph below is contracted. Furthermore give guidelines on how the students can create their own paragraph ..20 minutes My hometown is famous for several amazing natural features. First, it is

noted for the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind. In autumn the leaves of these trees fall and cover the riverbanks like golden snow. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. Even though it is steep, climbing this hill is not dangerous, because there are some firm rocks along the sides that can be used as stairs. There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place.

3. Class Activity (worksheet)....15 minutes 4. Finally, sum-up the class by reiterating vital points of the topic and answer the students clarification questions if theres any.5 minutes

C: Strategies for Kinesthetic Methodologies Time Allotted

1. First, divide the class into 2 then introduce the lesson to the students using jumbled letters activity. Using letter cut-outs let the students form the words TOPIC SENTENCE, SUPPORT, and DETAILS on the board ....5 minutes 2. Next, the teacher explains each part of the paragraph, and gives examples for each....10 minutes 3. With the same groupings instruct the students to write sentences on pieces of paper, about the following topics; movies, arts, sports, nature, and hobbies. Then let them classify those sentences into topic sentence, support, and details. Allow the students to explore their own ideas and encourage them to write as many sentences as they can ..10 minutes 4. Then after let the students classify their own sentences.5 minutes

5. Class activity (worksheet)..15 minutes

Day 2

Topic: Organization Objective: To be able to decide on the content of the writing work thru: 1. exploration of different ideas 2. choosing the most appropriate topic Procedure Springboard Motivation (5 minutes) MY INTERESTS (Listing of Ideas) Give each student 5 pieces of paper strips. Using those paper strips instruct them to write words of their interests. Next, collect all those strips and place them in a paper bag. Then walk around the class, letting each student pick one paper strip inside the

paper bag. Lastly, write general ideas on the board like; SPORTS, HOBBIES, FOOD, MOVIES, etc., then let the students choose from those general ideas where the paper strips on their hands fall under. Lesson Proper A: Strategies for Visual Methodologies
1.

Time Allotted

Use the following questions to guide the students to generate ideas; there should be at least 2 answers for each guide question .10 minutes A. What is the reason I am writing? 1. 2. B. Who will likely to read my work? 1. 2. C. How interesting my topic is? 1. 2. D. What examples and details I can write to support my topic? 1. 2. After the students know how to generate ideas, they also should be acquainted on how to group their ideas appropriately; there are many ways on how to do this. To discuss this, use the diagram below to show to the class how to group ideas easily. Students may write as many ideas as they want depending on their general ideas 10 minutes

2.

Reading a book

Hobbies (Gen. Idea)

watching TV

Collecting stamps

3.

Class Activity (worksheet)15 minutes

4.

Discuss the importance of initial planning in writing, the use of short phrases in formulating the whole structure of the paragraph. Give the students tips on what and what not to write during the planning stage. Clarify to the students the passive and active voice, give examples they could refer to.10 minutes Refer to Appendices for Active and Passive Voice

B: Strategies for Audio Methodologies

1.

Time Allotted

Play the song entitled I Just Called to Say I Love You, by Stevie Wonder. Next tell the students to fill in the blanks with the missing word/s of the song lyrics.
I Just Called to Say I love You (By: Stevie Wonder)

No new years day to celebrate no chocolate covered candy hearts to give away no first of spring no song to sing in fact here's just another ordinary day No April rain no flowers bloom no wedding Saturday within the month of June But what it is Is something true Made up of these three words that I must say to you I just called to say I love you I just called to say how much I care I just called to say I love you And I mean it from the bottom of my heart No summer's high No warm July No harvest moon to light one tender August night No autumn breeze No falling leaves No even time for birds to fly to southern skies No Libra sun No Halloween No giving thanks to all the Christmas joy you bring But what it is Though old so new To fill your heart like no three words Could ever do. I just called to say I love you I just called to say how much I care I just called to say I love you And I mean it from the bottom of my heart. I just called to say I love you I just called to say how much I care I just called to say I love you And I mean it from the bottom of my heart

Of my heart Of my heart

After writing all the missing words, classify them according to kinds. Guide the students to do this correctly. Give examples on how they would do the classification of words .10 minutes Kind Days of the week
2.

Example Saturday

Discuss how to classify ideas, use the CLOSE AND ASSESS method put ideas that are about the same thing; put the ideas in the same group; give the group a name to show how the ideas are alike. 10 minutes 3. Class activity (worksheet)..15 minutes 4. Discuss the importance of initial planning in writing, the use of short phrases in formulating the whole structure of the paragraph. Give the students tips on what and what not to write during the planning stage. Clarify to the students the passive and active voice, give examples they could refer to.10 minutes Refer to Appendices for Active and Passive Voice. C: Strategies for Kinesthetic Methodologies
1.

Time Allotted

Modified Group Your Self Game-Assign each student name tags for each; animals name, movie titles, hobbies, and sports. Next, let all of them stand up and stay in one corner of the classroom. Then give them instruction that they need to group themselves according to the kind you will mention. For instance, you would say, The boat is sinking group your self according to animals kind, then students should be together with the same group of

10

animals as written in their name tags .....10 minutes

2.

After the game, instruct the students to sit back to their respective places. Then explain the importance of the activity they just had to the lesson you are about to discuss. Next, start with the discussion on how to classify ideas according to kind or type. That these ideas are necessary in developing a paragraph easily. Furthermore, discuss the importance of initial planning in writing, the use of short phrases in formulating the whole structure of the paragraph. Give the students tips on what and what not to write during the planning stage. Clarify to the students the passive and active voice, give examples they could refer to ..15 minutes Refer to Appendices for Active and Passive Voice

3. Class activity (worksheet) .....15 minutes 4. Class summary, clarify all questions from the students, if theres a need to give homework explain how they would do it. .5 minutes

11

Day 3

Topic: Coherence Objective: To be able to arrange the ideas following a logical order. The topic sentence should follow the main idea, and the supporting information following the topic sentence. Procedure Springboard Motivation (5 minutes) Pair Work: Pair the students; tell them to prepare 3 questions asking their partner what he/ she does in the morning to prepare before coming to class. Tell them to write down all the responses. Lesson Proper A: Strategies for Visual Methodologies 1. Board Work: Have the students put the following items in alphabetical order ...............5 minutes 1. 2. 3. 4. 5.
2.

Time Allotted

dyjitopewqv ertyhnjuikoz zvdcretjuop mlpjitgfdcx tpoklmaqwy

________________________________ ________________________________ ________________________________ ________________________________

Discuss the similarities of arranging ideas to the board work they just did. Point out the ways on how they can arrange their ideas in a logical order. Provide and explain to the student the transitions they can use in writing 15 minutes
12

 Refer to Appendices for Types and Examples of Transitions

3.

Class activity (worksheet)...25 minutes

B: Strategies for Auditory Methodologies Time Allotted

1. Message Relay: Group the whole class into two, next instruct the students to form two lines, and then give the instruction. .5 minutes Instruction: relay the message one at a time, the last person should be able to write down the message accordingly (1-5), and then after all the messages have been passed the last person should read all what he/she has written aloud. 1. A- for anteaters 2. B-for buffalo and bear 3. C-for cat, crane, and cheetah 4. D-for duck, dog, deer, and alligator 5. E- for elephant, eagle, eastern mole, egret, and elk 2. Discuss the methods in being logical; give examples for each method like arranging ideas in chronological order. Take time in presenting each method; make the students understand how each method is used. Also discuss the different use of transitions. 20 minutes Refer to Appendices for Types and Examples of Transitions
Example: Chronological sequence Topic sentence: Our journey was filled with misfortune and luck. After the car broke, we had to walk several miles.

13


3.

Having eaten little for lunch, we were soon wearied. While we wanted to continue toward town, we had to rest. It was at that moment that a trucker offered us a ride.

Class activity (worksheet)....................................................................20 minutes

C: Strategies for Kinesthetic Methodologies Time Allotted

1. Arrange Me: Group the whole class into two. Next, make the students fall inline into their respective groups. Then give the instructions on how they will do the activity. Also explain to them that the activity is related to the lesson they are about to learn.. .5 minutes Arrange Me: Instruction In 3 minutes, students should be able to rearrange themselves following the alphabetical order of their names. 2. Discuss how they can be logical and clear in writing, give emphasis on examples as kinesthetic students do better when they work with examples. They are given the manual, but not all students can follow the lesson by merely reading it, as discussion progresses impose the students to write at least sentences following your examples, and also check their sentences at once. Give the students lists of TRANSITIONS and CONJUNCTIONS .20 minutes Refer to Appendices for Types and Examples of Transitions and Conjunctions
3.

Class activity (worksheet).....20 minutes

14

Day 4

Topic: Support Objective: To be able to write a paragraph with not only enough examples but with details and facts to present completeness of thoughts. Procedure Springboard Motivation (5 minutes) Show the students a larger copy of this picture.

15

Madonna and Child Then ask the students the question, What do you think about the picture? Write few of the responses on the board, then discuss in class, that their responses could be the support details of the picture, explaining what it is all about.

Lesson Proper A: Strategies for Visual Methodologies

1.

Time Allotted

Using Picture Reference day 4 reference 2, randomly show to the students each picture, and then ask them to whether each picture has something to do

16

with sports, food, or movies 5 minutes

2.

Discuss how the students can expand their details and facts, from simple sentences to long compound sentences. Using the guide questions:

What kind? Which one? How many? How much? Who? Write down examples on the board like; Examples: It was a fun day at school. (Why was it a fun day?)...simple sentence It was a fun day at school, because we played soccer. (Where did you play?) It was a fun day at school, because we played soccer in the field. (When did you play?) It was a fun day at school, because we played soccer in the field yesterday morning. (Who played soccer?) It was a fun day at school, because we played soccer in the field yesterday morning with our teachers and few other school mates.. Improved sentence

I saw a dog biting a young girl. (What kind of dog?)...Simple sentence I saw a ferocious, big dog biting a young girl. (When and where did you see the dog biting a young girl?)

17

I saw a ferocious, big dog biting a young girl this morning in front of our gate when I took our garbage can out.. Improved sentence Students easily absorb the lesson with the use of examples, but allow them as much as possible to give the examples through your guidance. Discuss how adjectives can help improve their simple sentences plus provide them an itemized list of the commonly use adjectives according to usage .............20 minutes

Refer to Appendices for List of Commonly Use English Adjectives

3.

Class minutes

activity

(worksheet).20

B: Strategies for Auditory Methodologies Time Allotted

1. Sentence Completion: Record 5 or more unfinished sentences, and then asks the students to finish those sentences, give them guidelines on how they will do the activity. Instruction: Play the recorded sentences twice, tell the students to catch vital words that may lead them finishing the sentences correctly with sense .5 minutes Example: The teacher came to our class late, because The teacher came to our class late, because the schools principal talked to her.

2. Using the students sentences in the given activity discuss the guidelines in developing the support, how to give appropriate examples, details, facts, and reasons. Focus on the use of adjectives in expanding ideas. Provide the students

18

examples and for them to remember those examples reciting is not enough write the examples on the board for longer retention. After you give examples draw more examples from the students and when they make mistake correct them at once. There are given guide questions in the manual in expanding simple ideas to complex, however there are more than enough in the internet that can also be useful. Discuss how adjectives can help improve their simple sentences plus provide them an itemized list of the commonly use adjectives according to usage .20 minutes

Refer to Appendices for List of Commonly Use English Adjectives

3. Class Activity (worksheet).20 minutes C: Strategies for Kinesthetic Methodologies

3.

Time Allotted

Giving Examples: Using the following words in the box, instruct the students to make their own example chart of ANIMAL, BIRD, and FISH.

Dog Angler Bass

Horse

Hare

Deer Bango

Fox Barb

Aruana Chub Owl

Cisco Emu Goose

Giraffe Raven Swan

Dove

Woodpecker

Sparrow

19

Instruction: Cut papers in the form of animal, bird, and fish, you may use different colors of paper for the students to be more interested in the work. In those papers write names of animals, fish, and bird. Then tell the students to bring manila paper a week before this activity. Divide the manila paper into three parts, on top label the first column BIRD, the second ANIMAL, and the third FISH. Then let the students paste those animal shaped paper on the appropriate column...5 minutes
4.

Discuss how to develop the paragraph using support. Enumerate methods on how simple details can become a very good support to the main idea of the paragraph with the use of adjectives. Furthermore, explain how each adjective can be use properly, using the list of adjectives below write down examples, encourage the students to supply the needed information, as much as possible maximize class participation. Start with the guide questions on how students can expand their ideas to create and develop their paragraphs easily. Moreover, emphasize the use of correct support helps is organizations unity and coherence. With the use of the following guide questions construct examples20 minutes What kind? Which one? How many? How much? Who? Why?

Simple sentence: I like sports. Improved sentences: I like sports. (What kind of sports?) where do I like playing soccer and sometimes I bowl. (When and you play?) I like playing soccer ad sometimes I bowl; I play on the
20

weekends in Simple sentence: I study English.

the schools auditorium with friends.

Improved sentences: I study English (Why do you study English?) I study English, because I needed it to apply for a better job in the future I study English. (Where?) I study English at Pines International Academy.

Refer to Appendices for List of Commonly Use English Adjectives

3. Class Activity (worksheet)....20 minutes

Day 5

Topic: The Parts of an Essay Objective: To be able to understand the parts of an essay, the ideas contained in each part, the structure, and how each part is developed. Procedure Springboard Motivation (5 minutes) Make Your Own Sandwich The day before require the students to bring with them the following: 1. 2 slices of wheat bread 2. 1 piece of ham 3. few slices of tomatoes (fresh) 4. few slices of lettuce and cucumber (fresh) 5. 1 thin slice if cheese (about 3.5x3.5) 6. a little amount of sandwich spread (any flavor) Instruct the students to prepare their own burger with the ingredients they brought, each may have a different way of doing so.

21

Explain that the manner they have fixed their sandwiches is the same manner as they write the parts of their essays. Lesson Proper A: Strategies for Visual Methodologies
1.

Time Allotted

Show the students the structure on how each part is arranged, use diagrams to easily picture what you are trying to tell the students. Enumerate what are the information contained in each part .5 minutes Write the parts of an essay and each parts expected contents on the board and then discuss in class how to develop each part, give pointers on how they can maintain Unity and Coherence include examples and solicit reactions from the class. Asks what part is harder for them to understand. Bulk your discussion on the part/s that is/are hard to understand ...25 minutes Class Activity (worksheet).15 minutes

2.

3.

B: Strategies for Auditory Methodologies 1.

2.

Time Allotted

Proceed with the discussion, for students who are auditory learners, the best way to explain parts of the essay is to enumerate one by one the details contained in each part. For Introduction what are to be written and so as to the two more parts; Body and Conclusion ..25 minutes Class Activity (worksheet)....15 minutes

3.

C: Strategies for Kinesthetic Methodologies

1.

Time Allotted

Essay Layout-Cut pieces of colored paper (green, yellow, and blue) at about

22

the size of 12leght and 2 width, in the green pieces of paper write the contents of the Introduction; Introduces the writers tone (formal, informal, serious, or casual) Stimulates the readers attention Provides background information Contains the thesis statement

Next, write in the yellow pieces of paper the contents of the Body; Should have 2 or more paragraphs depending on the number of subtopics Develops the thesis statement Provides details, examples, supporting information

Lastly, write in the blue pieces or paper the contents of the conclusion; Concludes all the ideas without repetitions Includes end statements to reiterate the writers main point on the essay

Use those pieces of paper in introducing the parts of an essay. Asks 3 volunteers to rearrange the paper according to color on the board, after all the papers have been fixed you may start with the discussion using the paper layout .5 minutes 2. Point out each part and the manner to arrange the ideas. Focus only on the content; dont elaborate much as each part will be discussed on the succeeding lessons in details. Concentrate on the layout and how each can help the students pattern their own essays ..25 minutes
3.

Writing Activity (worksheet)..15 minutes

Day 6

Topic: Characteristics of a Good Title

23

Objective: To be able to write a well organized essay is to be able to understand fully the following: 1. Interests in writing the essay 2. Range of knowledge towards the chosen title 3. Knowing how to make your title appealing to the reader

Springboard Motivation Writing a strong title: Asks students to supply word/s to complete the given titles encourage them to make use of specific set of verbs and adjectives to create a strong title. Write all responses from the class then narrow down the given answers to best suit the titles completeness 5 minutes
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Many people now have degrees. Does________________? Will __________ change the world? Should ______ Countries help _________ countries? Do Small Children learn more quickly than adults? Should smoking be ____________? Does a _____________________in life? Are cameras ______________________ privacy? Should _________ spend money on art? Should people __________________? Is Home Schooling (Teaching children at home)_______?

Lesson Proper A: Strategies for Visual Methodologies

1.

Time Allotted

Words Usage Empowerment: Write down 5 Nouns on the board (people, travelling, internet, school, and language), provide enough space for each. Next group the class into 5 groups, pick one representative from each group who will stand in front to write the answer of his/her group mates. Second,
24

give the class 5 minutes to discuss what verbs and adjectives are the most appropriate to describe the 5 nouns on the board. All answers should be written on the board by the groups representative. There is no limit of words students may give as many as they can within the time limit given them.5 minutes
2.

Discussion proper, eliminate all the unnecessary words the students listed on the board, explain to them that there are many words that may be used to describe the nouns, but at the same time tell them the quality of a strong title is the appropriateness of words. After they have understood what you are trying to point out, direct them to create their own title based from the following general ideas, education abroad and hobbies. Make them follow the points of considerations when writing an essay title. Reiterate the development of their essays depend on their title, therefore they have to make sure their titles are coming in with sense of information and appeal to the readers.25 minutes Class Activity (worksheet)..10 minutes Homework Giving: Give the students homework on different 1. quotations,

3.

4.

2. famous sayings, and 3. prepositional phrases. Make them write at least 2 examples of the given three ..5 minutes B: Strategies for Auditory Methodologies
1.

Time Allotted

Movie Clips: Record short dialogues from famous movies. Write the titles of these movies on the board, and then one by one play each movie clip let the students listen and guess, what is the correct title of the movie clip playing? Play short movie clips only as this is just a motivation not much time should be spend, 5 short ones will do 5 minutes Present in class points of considerations in choosing a title. Give example for each of the 4 considerations. Tie up your discussion in choosing a title with pointers in gathering support. Students need to understand the essay will not be appealing regardless how good they can write the whole essay if the title does not make a very good impression to the readers .25 minutes

2.

3. Class Activity (worksheet)10 minutes

25

4.

Homework Giving: Instruct the students to copy any 2 examples of the following; 1. quotation
2.

famous sayings

3. prepositional phrase Tell them to take this homework seriously as they would be using the home work to easily understand the lesson the following day... 5 minutes C: Strategies for Kinesthetic Methodologies 1. Jumbled Words: Rearrange the Disney movie titles. and the/Beauty the Seven/Snow White/and/Dwarves Little/The/Mermaid Alice in/Wonderland Emperors New/The/Robe Little/ Chicken Princess/Ice High/Sky Allow the students just to have some fun rearranging the movie titles on their own do that give them any clue. .5 minutes
2.

Time Allotted

Present in class points of considerations in choosing a title. Give example for each of the 4 considerations. Tie up your discussion in choosing a title with pointers in gathering support. Students need to understand the essay will not be appealing regardless how good they can write the whole essay if the title does not make a very good impression to the readers. Make the students write their own examples based on the discussion. As much as possible let them see their words usage, remind them to look up to their own list of adjectives and verbs guide the students in choosing the right words.25 minutes

26

3.

Class Activity (worksheet)...10 minutes

4. Homework Giving: Instruct the students to copy any 2 examples of the following; quotation famous sayings prepositional phrase Make sure the students would do their homework, affix your signature next to where they copied the instructions for their homework..5 minutes

Day 7

Topic: Developing the Introduction Objective: To be able to establish the introduction by knowing how to state key points like essay tone, purpose, and thesis statement clearly to catch the readers interest. Springboard Motivation (5 minutes) Introducing Ones self: Asks for volunteers among the students to come in front and introduce themselves. Remind the rest of the students to listen carefully and observe how the volunteers introduced themselves. When the volunteers are back to their respective seats, discuss briefly the manner of their Introduction; point out that the same way in writing the introduction has several ways to be written according to the writers own style.

A: Strategies for Visual Methodologies

1.

Time Allotted

Attention Grabber: Let each of the students; share their home work with the entire class. Write on the board all he responses, and then allow the class to categorize what they have recited, their answers maybe a Prepositional

27

Phrase, a Quotation, a famous Sayings/Proverb.. .5 minutes

2.

Begin the discussion by enumerating the basic forms on how a writer should begin his/her introduction. Discuss the 4 major ways point by point, at the same time giving the students simple examples they can easily pattern their own work with later on ..25 minutes Refer to Appendices for Introduction Examples

3. Class Activity (worksheet)..15 minutes

B: Strategies for Auditory Methodologies 1. Guess What? Instructions: Make the students recite their homework in class. Tell the other students to raise their right hand when they hear a QUOTATION, their left hand if they hear a FAMOUS SAYINGS and their both hands when they hear a PREPOSITIONAL PHRASE. Make the students take turns in reading their homework in class, encourage them to read aloud with proper pronunciation, intonation, minutes Explain briefly that the activity is related to the lesson.
2.

Time Allotted

speed

and

pause.................................................................................................................5

Give details on how they should develop their Introduction using the different attention grabber. There are four major and commonly used methods; each has distinct characteristics make clear on how each is used. There are given examples of Introduction in the appendices make use of
28

those to clarify the discussion. When explaining one method, try to give a simple yet substantive example to support the lecture; do not miss to ask the students if they are following or not .....25 minutes

Refer to Appendices for Introduction Examples 3. Class Activity (worksheet).......15 minutes

C: Strategies for Kinesthetic Methodologies

1.

Time Allotted

Group Effort: Divide the class into 2 groups, after the students are in their own respective groups. Give each group the pieces of the puzzle to fix. In those pieces of puzzle is written the famous sayings by Winston Churchill, It is no use saying, 'We are doing our best.' You have got to succeed in doing what is necessary.

The first group to finish the puzzle should be able to write the complete sayings on the board with 2-3 sentences of short explanation, what the sayings means? Make all students participate.5 minutes 2. After the group activity, students are more aware of what they are about to learn, connect the recent group work with the lesson. Begin by asking volunteers to give the 4 major methods to develop the Introduction together with how each method is used. Also include the other attention grabber, refer to appendices for examples or you may write short ones your self for easier explanation. Instill to the students the importance of the Introduction in essay making, dont give them reasons to find the lesson boring encourage overall participation and at the same time compliment those who are willingly trying to give responses without being asked..25 minutes

Refer to Appendices for Introduction Examples 3. Class Activity (worksheet)..15 minutes

29

 Day 8 Topic: Developing the Thesis Statement Objective: To be able to know the importance of the thesis statement to the whole paragraph and to be able to write one. Springboard Motivation (5 minutes) A: Strategies for Visual Methodologies B: Strategies for Auditory Methodologies C: Strategies for Kinesthetic Methodologies Time Allotted Time Allotted Time Allotted

Day 9

Topic: Developing the Body Objective: To be able to construct the central portion of the essay with enough and relevant reasons, facts, details, and examples to support the main points stated in the thesis statement.

Springboard Motivation (5 minutes) Have the students give answers to this question, Why do you think teenagers easily find comfort in opposite sex relationship? Give reasons and details to support your answer

Write all responses on the board. Explain that the same way in developing the body of the essay you need to give reasons and details to support your main idea.

A: Strategies for Visual

30

Methodologies 1. Identifying Incoherent Ideas: Write this paragraph on the board. An Unforgettable Day at the Museum!

Time Allotted

I woke up early today, and took the school bus going to the City Museum. The first person to greet me was the kind old guard. The swimmers brought there swim wear earlier. He welcomed us and let us in. The Museum is full of artifacts; my favorite is the statue of Cleopatra. Many of the visitors brought their own camera ready to take pictures with the ancient objects, I too brought mine. The beach is so clear; many are already swimming and having a great time with their family. I had fun watching the exhibit from all over the world and it was really empowering to get a glimpse of the old days. Have the students find the incoherent ideas in the paragraph..5 minutes 2. Explain the method of developing the body of the essay. Use the diagram in the appendices to easily show the flow in connecting ideas from one to the next. Provide details and explanation Give vivid examples Cite statistics where appropriate Include research as necessary Be descriptive It is best to write a copy of the diagram on the board and then have the class follow you in writing another example patterned after the said diagram....... 25 minutes

Refer to Appendices for Developing the Body of the Essay (Sample Diagram)

3. Class Activity (worksheet).. 20 minutes

31

B: Strategies for Auditory Methodologies

1.

Time Allotted

Identifying Body Parts: Have the students identify the parts of the body illustrated below.

Calls for volunteers to come in front to parts then recite in class its name 5 minutes
2.

point out the body

Before you begin your discussion on developing the body of the essay. Explain the relationship of the activity the students just had to the lesson proper. Explain that the same way the body of the essay has essential parts that cannot be skipped.

32

Use the diagram you can find in the Appendices to easily discuss the lesson. Together with the given example show how each part should connect to the next, it is best to write a copy of the diagram on a manila paper, beside the given example make one, so the students can see how the example was done.

Refer to Appendices for Developing the Body of the Essay (Sample Diagram) Again remind the students the importance of transitions in writing the essays body. Make them review their list of transitions. That is why it is advisable to give the students a copy of all the appendices on the first day of classes .25 minutes

3. Class Activity (worksheet)..20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Enumeration of Examples: Have the students enumerate examples of the following topics. Instruct them to write their examples in complete sentences. Sports Movie Hobbies Food

Give them ample time to finish5 minutes 2. Discuss the process to develop the body of the essay, use the diagram in the appendices to easily explain. Make the students follow the steps is citing appropriate examples followed by appropriate details. Also, remind the students on the importance of transitions in organizing their thoughts and in maintaining coherence...25 minutes

33

3. Class Activity (worksheet)...20 minutes

Day 10

Topic: Developing the Conclusion Objective: To be able to write the conclusion giving the essay a satisfying end by knowing how to wrap up all the ideas presented in the INTRODUCTION and BODY without being repetitive. Springboard Motivation (5 minutes) Short Video Clip: First, group the students into 2 groups, and then have them watch a short video clip for 3 minutes or so. Next, have them give the conclusion of what was the video all about 5 minutes

A: Strategies for Visual Methodologies 1. End it right! Have the students watch a short video clip without ending, and then let them give the ending on their own. Encourage the students to use transitions in giving the ending, tell them it is a lot easier for their readers to follow the conclusion using concluding words ...5 minutes 2. Begin the discussion by explaining what the students need to avoid in developing the conclusion. Explain to them the common misconception Time Allotted

34

between a conclusion and a summary, point out although both contain the main points of the essays introduction and body, the conclusion is far more concise and striking to the readers. At the same time make a point not to expound another new idea in the conclusion; it is difficult for many learners to conclude their essays without being repetitive. Tell the students it is best to write the last sentence of the conclusion using a smart statement. This statement can be a famous quote, anecdote, or excerpts from a famous speech or news write-ups. Give examples for the students to see what your point in the discussion is...................................................25 minutes

Refer to Appendices for Developing the Conclusion of the Essay (Five Kinds of Conclusion)
3.

Class minutes

Activity

(worksheet)................................................................20

B: Strategies for Auditory Methodologies

1.

Time Allotted

Analogy Sample Test Questions: Have the students finish the recorded analogy test questions. For example: LAWYER: COURTROOM (If a lawyer is for a courtroom then what the professions in the box are for?)
Teacher: _____________ Farmer: ______________ Doctor: _______________ Police: _______________ Scientist: ______________ Disc Jockey (dj): __________

Repeat the analogy questions in the box 3 times. Students may give the answer in chorus, but as much as possible encourage students to raise their hands to recite. This at the same
35

time will boost their morale and for shy students ask them to volunteer but without pressuring them to if they really dont want to answer............................................................... ......5 minutes
2.

After the students are warmed-up with the analogy test questions, you may begin the lesson proper. Make the students understand that, just like the introduction the conclusion should leave the reader a good impression of the essay. Point out the few things they have to consider in arriving to a satisfying conclusion. If youre having a hard time explaining use the different kinds of conclusion in the appendices, with those write down sample conclusions on the board. If not then prepare on hand different examples on a manila paper. Make your students focus on the connection of their introduction and body to their conclusion, help them not to lose focus on the holistic approach. As far as they can do, have them contribute when you make the example by drawing their own ideas regarding your sample. With this approach you will also avoid students not paying attention in class, as they would have to give contributions just like the rest of the class will.......................................25 minutes

36

3.

Class ...............20 minutes

Activity

(worksheet).......................................................

C: Strategies for Kinesthetic Methodologies Time Allotted 1. Make a Conclusion: Have the students write a short paragraph concluding the comic strip below .5 minutes

Refer to Appendices for a bigger size of this comic strip

2.

With the use of the comic strip explain the different kinds of conclusion. Make your point that just like what they did in concluding the comic strip, essays conclusion may be concluded based on the given details and facts both in the introduction and body of their essay. Expound your discussion using the 5 kinds of conclusion in the appendices. Along with the kinds provide an example for the students to

37

easily follow what you mean 25 minutes 3. Class Activity (worksheet) .20 minutes

Day 11

Topic: Expository Writing Objective: To be able to establish and maintain informative, objective, and factual tone that are verifiable from reliable sources. Springboard Motivation (5 minutes) Watch and report: Have the students watch in advance news at night, tell them prior to reaching this lesson. Instruct the students to take note of the news they will get interested in. During the class proper, ask the students to report in class what news they have watched, they make relay the message by reading a summary of the news, or have them recite loudly what information they have gathered from it.

A: Strategies for Visual Methodologies Time Allotted 1. What does it mean?

1. Post a copy of this traffic sign on the board, or you may scan the bigger version in the appendices.
38

Have the students interpret the meaning of this sign5 minutes 2. Connect your discussion with the students interpretation of the traffic sign. Point out in expository writing certainty is necessary. Make them understand the bulk of the information they can gather should also be at the same time not only informative but verifiable too. Explain further as they gather information, factual information those should allow them to explain as they progress in writing their essays. Make the students select a method on how they will present their expository essay from the given methods in the table below. Tell them to pick one that serves their purpose in writing best 15 minutes definition compare and contrast classification
3.

example cause and effect process analysis Class Activity (worksheet) .25 minutes

B: Strategies for Auditory Methodologies Time Allotted

1.

Have the students watch the short video clip, Abuse in the Classroom. Make them listen well to the important news being talked about. Write the following questions on the board. Who are the common victims of child abuse? What are the common reasons of child abuse in the classroom?

39

Why do some parents prefer not to talk about their children who experienced child abuse at school?

As they listen let the students answer the questions on the board5 minutes

40

2. Start your discussion by reviewing the students answer to the questions you wrote on the board. Explain the similarities of the activity to the lesson on expository writing in gathering of data. Teach the students to maintain their objectives to give information and to explain to the readers. You may want to use the different methods to inform and explain. The table below will guide you how 15 minutes definition compare and contrast classification example cause and effect process analysis

3. Class Activity (worksheet) ..25 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Data Gathering: A week before this lesson; instructs the students to collect advertisements from news paper. Tell them to cut at least 3 and bring those in class. Before officially starting the class, have the students bring out their collected advertisements and show to the class what kind they have collected. Make them share what are those advertisements for, and the information those advertisements are trying to convey 5 minutes 2. Discuss then after the different methods, where students can maintain the objective to

41

give and explain information to their readers. The methods below are found effective it would do the students good to know how each method works in their essay. You may as well write short examples following each method. definition compare and contrast classification example cause and effect process analysis Some students may find it difficult to grasp the idea of each method if youll just explain orally, have time to write details on the white board.....15 minutes 3. Class Activity (worksheet) ..25 minutes

Refer to Appendices for Methods to inform and explain.

Day 12

Topic: Narrative Writing Objective: To be able to achieve the purpose of a narrative writing which is to relate series of events to the readers by means of mastering the use of graphic language to capture both actions and sensory impression to get a picture of the events written in the essay. Springboard Motivation (5 minutes) Drawing for Ideas! Have the students draw a picture, and then describe who is in the picture and what is happening. This can lead to drawing four part stories that show the beginning, two middle events and then the ending to the story.

42

A: Strategies for Visual Methodologies Time Allotted 1. Have the students

describe the picture from one of the scenes in the movie, Harry Potter .......5 minutes
2.

Focus your discussion with the use of strong nouns, verbs, and adjectives they should maintain a normal flow from one point to another. They can do this easily if they are given an example to follow. Have the students start their essay using a personal narrative20 minutes

3. Class Activity (worksheet) ....20 minutes B: Strategies for Auditory Methodologies Time Allotted 1. Have the students listen to the music, Somewhere over the Rainbow. Make them write down notes of what the music is all about. Instruct them to write phrases they can use to relay the message of the music 5 minutes

43

2. Discuss your lesson; you may start with the objective of a narrative writing. Then jump to examples. Explain that is a narrative form of writing is it very important to keep your reader follow the flow of your story, they need to feel it, to be able to do this, use appropriate verbs, nouns, and adjectives ..20 minutes 3. Class Activity (worksheet) ...20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Charade: Have the students play a simple charade game portraying the words below. Adjectives 1. ferocious 2. delicious 3. huge lion ice cream mountain Nouns biting melting falling Verbs

Divide the class in 3 smaller groups with at least 3 members each group. Have each group take turns in doing the charade, as the other group is portray the word, the rest of the class would have to guess the right words. The person doing the charade is not allowed to speak. All clues should be given in action form. All answers should be recited as written in the table5 minutes
2.

Follow the charade with the discussion proper. Make the students show rather than tell their readers what their points in writing the essays are. After they have understood the lesson, the students may as well give their own example sentences useful in writing a narrative essay 20 minutes
44

3. Class Activity (worksheet) 20 minutes

Day 13

Topic: Evaluation Essay Objective: To be able to develop an essay making a good judgment about people, ideas, and possible actions, based on the given criteria. Springboard Motivation (5 minutes) Advertisement Evaluation Have the students evaluate the advertisement below:

45

First ask them, what is their main reason in choosing food or the restaurant to eat? Take note of the students responses, write those on the board, and then explain that those are criteria. Use a bigger copy of this picture in the appendices for your student to see clearly.

A: Strategies for Visual Methodologies Time Allotted 1. Have the students evaluate the food they eat everyday, instruct them to use the criteria below to rate their meals from 1-10.

What is the quality and rarity of ingredients? How well do preparations respect the used ingredients, how well have the appearance and true flavors of the ingredients been enhanced and with what clarity do the ingredients shine in the preparations? How much of magic touch of the chef is displayed in the preparations and how well has the chef calibrated and married tastes to achieve greatness? What is the level of originality? Is it just a copy, has the chef actually tried to take another dish to a new level or is it a completely new approach with little influence of something that has been done before? Can the preparation be improved by a higher rating of the above without completely changing the concept of the dish?

46

To what extent is the chef able to build a successful flow of the meal?

2. Discuss the different features of an evaluation essay have the students work their essay from general to specific. Take time in explaining how they should write their criteria to evaluate people, ideas, and possible actions 20 minutes 3. Class Activity (worksheet) .20 minutes B: Strategies for Auditory Methodologies Time Allotted
1.

Have the students listen to the song, If I were a Boy and then have them evaluate the sincerity of the song based on the song lyrics found in the appendices. It is best to give them a copy of the lyrics after they have listened to the song, not before or while listening. Here are two criteria to guide them in evaluation. You may add more or have your own criteria, write these on the board. a. The clarity of the singers voice to convey her emotion in the song.
b.

The singers loudness and softness of voice.

After listening, instruct the students to evaluate the song, they might give mere reactions instead of evaluation; guide them to differentiate opinion from objective evaluation.......................................................... ........................................5 minutes
2.

Discuss the different features of an evaluation essay have the students work their essay from
47

general to specific. Take time in explaining how they should write their criteria to evaluate people, ideas, and possible actions 20 minutes 3. Class Activity (worksheet) ...20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Have the students write a short poster with the theme, Education is the Foundation of Success.
2.

Your discussion will be accompanied by the students evaluation to their classmates work. Ask for volunteers to recite in class their evaluation. Also discuss the different features of an evaluation essay have the students work their essay from general to specific. Take time in explaining how they should write their criteria to evaluate people, ideas, and possible actions20 minutes

3. Class Activity (worksheet) ...20 minutes

Day 14

Topic: Explanation Essay Objective: To be able to write and an essay showing a vivid picture of an event that happens or that has happened. Springboard Motivation (5 minutes)

48

Have the students explain, how to play a video game of their choice? They make do this activity in groups or individually in front.

A: Strategies for Visual Methodologies Time Allotted

1.

Have your students a PowerPoint presentation about the teenagers of today. Have them write down their observation and then have them explain what the presentation is all about ..5 minutes Anchor your discussion to the recent picture activity your students just had. Point out that importance of the WH-Questions in an explanation essay. The following; What/Who?....Why?...What for?...When?...How?...build the essay easily, as these guide the information that are necessary to the essay itself. Reiterate to the students in choosing their topics they should consider their knowledge to the essay topic. Have them understand how each of the 3 main parts of the essay is made, the introduction, body, and conclusion. In this form of essay the completeness of the conclusion is very important. Give the students examples like a sample diary, where it explains something, from there it would be a lot easier for them to pattern their own work .20 minutes

2.

Refer to Appendices for a Sample Diary Entry.

49

3. Class Activity (worksheet) .20 minutes B: Strategies for Auditory Methodologies Time Allotted 1. Have the students listen to a recorded audio file, Lost in a Crowd. Instruct them to listen and understand what is the listening all about. After, ask them to give the summary of the story on their own words 5 minutes
2.

Anchor your discussion to the recent listening activity your students just had. Point out that importance of the WH-Questions in an explanation essay. The following; What/Who?....Why?...What for?...When?...How?...build the essay easily, as these guide the information that are necessary to the essay itself. Reiterate to the students in choosing their topics they should consider their knowledge to the essay topic. Have them understand how each of the 3 main parts of the essay is made, the introduction, body, and conclusion. In this form of essay the completeness of the conclusion is very important. Give the students examples like a sample diary, where it explains something, from there it would be a lot easier for them to pattern their own work. You may also use another method for them to explain, have them identify sounds and explain about the creator/producer of the sound ..20 minutes

50

Refer to Appendices for a Sample Diary Entry.

3. Class Activity (worksheet) .20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Have the students stand up in front of the class to give an impromptu speech on the following topics. a. Color

b. Music c. Movies

d. TV programs
2.

Anchor your discussion to the recent impromptu speech activity your students just had. Point out that importance of the WHQuestions in an explanation essay. The following; What/Who?....Why?...What for?...When?...How?...build the essay easily, as these guide the information that are necessary to the essay itself. Reiterate to the students in choosing their topics they should consider their knowledge to the essay topic. Have them understand how each of the 3 main parts of the essay is made, the introduction, body, and conclusion. In this form of essay the completeness of the conclusion is very important. Give the students examples like a sample diary, where it explains something, from there it would be a lot easier for them to pattern their own work.. .20 minutes

Refer to Appendices for a Sample Diary Entry.

51

3. Class Activity (worksheet) .20 minutes

Day 15

Topic: Sequence Essay Objective: To be able to describe series of events or processes in some sort of order or manner. Springboard Motivation (5 minutes) Bathing Steps Group the class into two, and then have the students enumerate in order the ways/steps they take a bath. They may write their answers on a piece of paper as a whole group. Let them decide on their own who will represent the group in front in reading their answers. A: Strategies for Visual Methodologies Time Allotted 1. Putting the Pictures in Order!

52

2.

After the students are able to number the pictures in order, have them tell a short story based on the correct arrangement of the pictures...5 minutes Make sure the students will understand how each time transition is used. Focus your discussion on the use of time expressions in developing the sequence of events in the essay. It is advisable to write sentences on the board to discuss the usage of each adverb of time. Also some students may not be familiar how they should position the adverbs in their sentences. Therefore, to discuss how and to give them more examples on the boards aside from the written ones in the handbook will help them a lot ..25 minutes Refer to Appendices for the list of adverbs of time.

3. Class Activity (worksheet) ...15 minutes B: Strategies for Auditory Methodologies Time Allotted 1. Which comes first? Provide your students a copy of this short story. Then have them number which of the

53

dialogue comes first as they listen to the audio file. __Dad: A movie today? Well, I don't know. Here. Let me look at the newspaper. Okay. Ah, here's a movie starts in the afternoon at 2:45. Well should we take mommy with us? __Girl: Dad, I'm bored today. Can I go to a movie? __Girl: Yeah. __Dad: Alright. And what should we do after we see the movie? __Dad: Okay, we have to wait for mommy because she's at a meeting right now. __Girl: Okay. __Girl: Go on a little walk. __Dad: Well, where would you like to go on a walk? Would you like to go down to the beach or through the park? __Girl: To the beach. __Girl: Yeah [alright]. __Dad: To the beach. Well that sounds great. And then maybe we can go out to eat tonight. Does that sound okay? To check whether the students numbered the story correctly, you may refer to the appendices 5 minutes Make sure the students will understand how each time transition is used. Focus your discussion on the use of time expressions in developing the sequence of events in the essay. It is advisable to write sentences on the board to discuss the usage of each adverb of time. Also some students may not be familiar how they should position the adverbs in their sentences. Therefore, to discuss how and to

2.

54

give them more examples on the boards aside from the written ones in the handbook will help them a lot ..25 minutes Refer to Appendices for the list of adverbs of time. 3. Class Activity (worksheet) ...15 minutes

C: Strategies for Kinesthetic Methodologies Time Allotted Scan the logo below have at least 3 copies of it. Next cut the scanned copies in pieces. Then group the students into two. Give the cut copies to the students; have them assemble the logo as a team. The first to finish should present the logo in front and say something about the said logo5 minutes
2.

1.

Make sure the students will understand how each time transition is used. Focus your discussion on the use of time expressions in developing the sequence of events in the essay. It is advisable to write sentences on the board to discuss the usage of each adverb of
55

time. Also some students may not be familiar how they should position the adverbs in their sentences. Therefore, to discuss how and to give them more examples on the boards aside from the written ones in the handbook will help them a lot ..25 minutes Refer to Appendices for the list of adverbs of time. 3. Class Activity (worksheet) ...15 minutes Day 16

Topic: Choice Essay Objective: To be able to write a well organized essay stating different choices, and ideas describing each option and then giving a fair opinion. Springboard Motivation (5 minutes) Have your students choose from the pictures below. Let them explain their choice.

56

A: Strategies for Visual Methodologies Time Allotted 1. You may use the springboard motivation as it is also more on a visual motivation. Just change the pictures or you may just add more..5 minutes 2. Remember to focus your discussion to the 4 Ws. In this form of essay your presentation of all the choices good points and bad points is as necessary as your choice. Make the students understand, to make this essay easy they need to master the use of their transitions in giving examples and explaining a choice. They may as well give situations to support their essay, especially if they are choosing between two facts to discuss in their essay .20 minutes 3. Class Activity (worksheet) ..20 minutes B: Strategies for Auditory
57

Methodologies Time Allotted 1. Have the students pick between ballad songs or popular songs. Play the song of their choice for a few minutes to start up their mood before you finally start the discussion of the topic for the day.. 5 minutes 2. Remember to focus your discussion to the 4 Ws. In this form of essay your presentation of all the choices good points and bad points is as necessary as your choice. Make the students understand, to make this essay easy they need to master the use of their transitions in giving examples and explaining a choice. They may as well give situations to support their essay, especially if they are choosing between two facts to discuss in their essay.20 minutes 3. Class Activity (worksheet) ..20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Your pick! Have the students pick from their classmates, the most handsome and the most intelligent students. They may do this by nomination, and then ask for volunteers to give their reasons in picking their choice...5 minutes 2. Remember to focus your discussion on the 4 Ws. In this form of essay your presentation of all the choices good points
58

and bad points is as necessary as your choice. Make the students understand, to make this essay easy they need to master the use of their transitions in giving examples and explaining a choice. They may as well give situations to support their essay, especially if they are choosing between two facts to discuss in their essay ..20 minutes 3. Class Activity (worksheet) ....20 minutes

Day 17

TIGER

LION

Topic: Compare and Contrast Essay Objective: To be able to write and state the similarities and differences between two or more people, places, or things. Springboard Motivation (5 minutes)

Using the Benn diagram above compare and contrast a tiger from a lion, have

59

the students give the comparisons and similarities of the two animals.

A: Strategies for Visual Methodologies Time Allotted 1. Have the students spot the difference/s in the two pictures below.

For a better view of the picture you may scan a copy from the appendices, post it on the board, and then ask volunteers to spot the difference/s5 minutes
2.

Point out the importance of the two patterns in presentation of ideas. Give examples on the board for the students to follow. Make sure they understood how each essay part is developed and different from the other essay types. When using the alternate and the divided patterns, discuss only the similarities in the first paragraph and only the differences in the next. This format requires careful use of many compare/contrast cue words and is therefore more difficult to write well.
60

Although it is true this essay seem to be easier than the other essay types, still students have to apply extra effort in both development and organization ..20 minutes
3.

Class Activity ...15 minutes

B: Strategies for Auditory Methodologies Time Allotted

1.

Have your students listen to the music, Out of Reach, and Bleeding Love. Make them listen to how each of the music are similar and are different5 minutes Point out the importance of the two patterns in presentation of ideas. Give examples on the board for the students to follow. Make sure they understood how each essay part is developed and different from the other essay types. When using the alternate and the divided patterns, discuss only the similarities in the first paragraph and only the differences in the next. This format requires careful use of many compare/contrast cue words and is therefore more difficult to write well. Although it is true this essay seem to be easier than the other essay types, still students have to apply extra effort in both development and organization ..20 minutes Class Activity ...15 minutes

2.

3.

C: Strategies for Kinesthetic

61

Methodologies Time Allotted 1. Have the students draw two identical objects, also tell them to write a short caption what are those pictures all about. Tell them the same way in wring an essay on compare and contrast they need to write details supporting their thesis statement. The shapes they drew to develop their pictures are the details of the whole concept .......5 minutes
2.

Point out the importance of the two patterns in presentation of ideas. Give examples on the board for the students to follow. Make sure they understood how each essay part is developed and different from the other essay types. When using the alternate and the divided patterns, discuss only the similarities in the first paragraph and only the differences in the next. This format requires careful use of many compare/contrast cue words and is therefore more difficult to write well. Although it is true this essay seem to be easier than the other essay types, still students have to apply extra effort in both development and organization ..20 minutes Class Activity ...15 minutes

3.

Day 18 Topic: Description Essay Objective: To be able to give the reader a clear picture of the essay thru vivid descriptions of things, people, or places. Springboard Motivation (5 minutes) Show me the

62

Tell the students to pretend they are blind. Then tell them to describe the sky in 2-3 short sentences. A: Strategies for Visual Methodologies Time Allotted 1. Guide the students to look around the academy for around 3 minutes, and then ask them to describe at least one of those things they have observed. Encourage them to use appropriate adjectives .5 minutes. 2. Discuss the general ideas concerning the descriptive essay first followed by the rules. Have then make use of their five senses in knowing what to write based on the range of their thesis statement. It is also good to remind them of their list of adjectives in proper category. Have them use details that are exact and the most reliable, the most appropriate, and the most vivid to convey what they want their readers to understand. . 15 minutes 3. Class Activity (worksheet) ..25 minutes B: Strategies for Auditory Methodologies Time Allotted

63

1. Have your students watch a part of the movie, High School Musical. Instruct them to understand that particular part, and then ask for volunteers to describe what is the scene is about 5 minutes 2. Discuss the general ideas concerning the descriptive essay first followed by the rules. Have then make use of their five senses in knowing what to write based on the range of their thesis statement. It is also good to remind them of their list of adjectives in proper category. Have them use details that are exact and the most reliable, the most appropriate, and the most vivid to convey what they want their readers to understand. . 15 minutes 3. Class Activity (worksheet) ..25 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Have the students describe their ideal house by drawing it. Instruct them to draw all the details of the said house, the kitchen, rooms, floors, etc. Explain to them in writing they will have to write all details too, from the most important to the least, or vice versa .5 minutes

64

2. Discuss the general ideas concerning the descriptive essay first followed by the rules. Have then make use of their five senses in knowing what to write based on the range of their thesis statement. It is also good to remind them of their list of adjectives in proper category. Have them use details that are exact and the most reliable, the most appropriate, and the most vivid to convey what they want their readers to understand. . 15 minutes 3. Class Activity (worksheet) ..25 minutes Day 19 Topic: Classification Essay Objective: To be able to classify ideas into specific categories and discuss each of them by defining each and by giving examples for each classification. Springboard Motivation (5 minutes) Have your students write examples for each classification. Animal color Size

65

The students may give as many examples as they can. Mention to them it is very important to A: Strategies for Visual Methodologies Time Allotted 1. Classify these words according to their alphabetical order5 minutes Majestic Human Evacuate Elephant
2.

Bed Comfortable Automatic Embark

Discuss the lesson accordingly as the topics are presented in the handbook. You may want to use examples showing how things are classified. Focus on the formulation of the thesis statement, the guides on how to develop the essay, and the transitions. Tackle each one by one, theres no need to rush the students. This essay requires a skill on classifying appropriately. ..20 minutes Class Activity (worksheet) ....20 minutes

3.

B: Strategies for Auditory Methodologies Time Allotted 1. Have the students listen to 10 short choruses of music selections. Next, have them classify the music files into the following categories. Ballad Popular Rap Acoustic

66

Before they listen to the music files, write the song titles on the board. Have them write those titles accordingly to the corresponding table.5 minutes 2. Discuss the lesson accordingly as the topics are presented in the handbook. You may want to use examples showing how things are classified. Focus on the formulation of the thesis statement, the guides on how to develop the essay, and the transitions. Tackle each one by one, theres no need to rush the students. This essay requires a skill on classifying appropriately. .....20 minutes 3. Class Activity (worksheet) ...20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Have the students classify their names in order, following the alphabetical order , ...5 minutes 2. Discuss the lesson accordingly as the topics are presented in the handbook. You may want to use examples showing how things are classified. Focus on the formulation of the thesis statement, the guides on how to develop the essay, and the transitions. Tackle each one by one, theres no need to rush the students. This essay requires a skill on classifying appropriately. .....20 minutes 3. Class Activity (worksheet) ...20 minutes

67

 Day 20 Topic: Definition Essay Objective: To be able to write an essay defining a word, or concept in depth by providing a personal comments on what the specific subject means. Springboard Motivation (5 minutes) A: Strategies for Visual Methodologies Time Allotted 1. Have them define a word/s they think are essential to live life comfortably, like food, water, etc ..5 minutes 2. Discuss the general ideas concerning the definition essay first followed by the rules. Have then make use of their five senses in knowing what to write based on the range of their thesis statement. It is also good to remind them of their list of adjectives and verbs in proper category. Have them use details that are exact and the most reliable, the most appropriate, and the most vivid to convey what they want their readers to understand. . 15 minutes 3. Class Activity (worksheet) ..20 minutes B: Strategies for Auditory Methodologies Time Allotted

68

1. Have them define a word they hear outside ..5 minutes 2. Discuss the general ideas concerning the definition essay first followed by the rules. Have then make use of their five senses in knowing what to write based on the range of their thesis statement. It is also good to remind them of their list of adjectives and verbs in proper category. Have them use details that are exact and the most reliable, the most appropriate, and the most vivid to convey what they want their readers to understand. . 15 minutes 3. Class Activity (worksheet) ..20 minutes C: Strategies for Kinesthetic Methodologies Time Allotted 1. Have them find something and then have them define that something they have found . 5 minutes 2. Discuss the general ideas concerning the definition essay first followed by the rules. Have then make use of their five senses in knowing what to write based on the range of their thesis statement. It is also good to remind them of their list of adjectives and verbs in proper category. Have them use

69

details that are exact and the most reliable, the most appropriate, and the most vivid to convey what they want their readers to understand. . 15 minutes 3. Class Activity (worksheet) ..20 minutes

Appendi ces
70

Day 2

Appendix 1 Active Voice In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts.

71

Passive Voice In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted.

(Agent performing action has been omitted.)

Day 3

Appendix 1 TYPES AND EXAMPLES OF TRANSITIONS

72

TRANSITIONS TO EMPHASIZE A POINT

again another key point first thing to remember

for this reason frequently important to realize

indeed in fact key point

most compelling evidence most important information must be remembered

on the negative side on the positive side point often overlooked

significant that surprising surprisingly enough

to emphasize to point out to repeat 73

truly with this in mind

TRANSITIONS TO SHOW LOCATION

above across against along alongside amid among

around away from back of behind below beneath beside

between beyond by down in front of in the center of in the middle of

inside into near

74

off on top of outside

over

throughout to the left TRANSITIONS TO COMPARE ITEMS to the right under up accordingly also as comparable to

in the same way in the same manner in conjunction with this just as

like likewise similarly sometimes

75

TRANSITIONS TO CONTRAST ITEMS

although as opposed to but conversely counter to

even so even though however in spite of this in the meantime

nevertheless on the contrary on the other hand otherwise sometimes

still yet

76

77

TRANSITIONS TO SHOW TIME

about after afterward as soon as at

at the same time before during finally first

immediately in the meantime later last meanwhile

next next week next time next year prior to

second next soon

78

TRANSITIONS TO CLARIFY

for example for instance in other words put another way

seems clear from this simply stated stated differently that is

to clarify to illustrate the point

79

TRANSITIONS TO ADD INFORMATION

additionally again along with also and

another as well besides equally important finally

for example for instance further furthermore in addition

likewise moreover next together with

80

81

TRANSITIONS TO CONCLUDE OR SUMMARIZE

accordingly all in all as a result consequently

due to finally in closing in conclusion

in short in summary in the last analysis lastly

logical conclusion is therefore thus to conclude

82

t o w a r d t h e m i d d l e

a t t h e e n d

o
83

Appendix 2

List of Common English Conjunctions

A

after although and as as far as

as how as if as long as as soon as as though as well as

B

because before both but either even if even though for how however if if only in case in order that neither nor now once only or provided rather than since so so that than that though till

84

unless until when whenever where whereas

wherever whether while

Y

yet

Day 4

Appendix 1

List of Commonly Use English Adjectives

Appearance Appearance Contd. Condition Condition Contd. Feelings (Bad) Feelings (Bad) Contd. grumpy helpless homeless hungry hurt ill itchy jealous jittery lazy lonely mysterious nasty naughty

adorable adventurous aggressive alert attractive average beautiful blue-eyed bloody blushing bright clean clear cloudy

glamorous gleaming gorgeous graceful grotesque handsome homely light long magnificent misty motionless muddy old-fashioned

alive annoying bad better beautiful brainy breakable busy careful cautious clever clumsy concerned crazy

impossible inexpensive innocent inquisitive modern mushy odd open outstanding poor powerful prickly puzzled real

angry annoyed anxious arrogant ashamed awful bad bewildered black blue bored clumsy combative condemned

85

colorful crowded cute dark drab distinct dull elegant excited fancy filthy

plain poised precious quaint shiny smoggy sparkling spotless stormy strange ugly ugliest unsightly unusual wide-eyed

curious dead different difficult doubtful easy expensive famous fragile frail gifted helpful helpless horrible important

rich shy sleepy stupid super talented tame tender tough uninterested vast wandering wild wrong

confused crazy, flippedout creepy cruel dangerous defeated defiant depressed disgusted disturbed dizzy dull embarrassed envious evil fierce foolish frantic frightened grieving

nervous nutty obnoxious outrageous panicky repulsive scary selfish sore tense terrible testy thoughtless tired troubled upset uptight weary wicked worried Time

Feelings (Good)

Feelings (Good) Contd.

Shape

Size

Sound

broad agreeable amused brave calm happy healthy helpful hilarious chubby crooked curved deep

big colossal fat gigantic great

cooing deafening faint harsh high-pitched

ancient brief Early fast late

86

charming cheerful comfortable cooperative courageous delightful determined eager elated enchanting encouraging energetic enthusiastic excited exuberant fair faithful fantastic fine friendly funny gentle glorious good Taste/Touch

jolly joyous kind lively lovely lucky nice obedient perfect pleasant proud relieved silly smiling splendid successful thankful thoughtful victorious vivacious witty wonderful zealous zany Taste/Touch Contd.

flat high hollow low narrow round shallow skinny square steep straight wide

huge immense large little mammoth massive miniature petite puny scrawny short small tall teeny teeny-tiny tiny

hissing hushed husky loud melodic moaning mute noisy purring quiet raspy resonant screeching shrill silent soft squealing thundering voiceless whispering

long modern old old-fashioned quick rapid short slow swift young

Touch

Quantity

bitter delicious

melted nutritious

boiling breezy

abundant empty

87

fresh juicy ripe rotten salty sour spicy stale sticky strong sweet tart tasteless tasty thirsty fluttering fuzzy greasy grubby hard hot icy loose

plastic prickly rainy rough scattered shaggy shaky sharp shivering silky slimy slippery smooth soft solid steady sticky tender tight uneven weak wet wooden yummy

broken bumpy chilly cold cool creepy crooked cuddly curly damaged damp dirty dry dusty filthy flaky fluffy freezing hot warm wet

few heavy light many numerous substantial

Appendix 2

88

Picture Reference 1

89

Picture Reference 2

90

91

92

93

94

95

Day 5

Appendix 1: Parts of an Essay

Sample Essay: The Importance of Television

(By: Catherine Schwerin)
To show how the outline fits with the essay itself, placed each paragraph next to a general outline. The points follow in the same order. Outline 1. Introduce general topic (TV) 2. Narrow down topic (household without Essay Today it is very common in industrialised countries for a household to have at least one

96

TV?) 3. Focus on thesis (TV important) 4. Reasons and reader guide (valuable programmes, content, purposes)

television. In fact, it is so common that it is difficult to imagine a household without TV. This shows just how significant television is to us, but we can see that its importance is far greater than just being an object we own if we look at the variety of programmes and valuable content it offers and the purposes it serves in daily life.

Body: developmental paragraph 1 (Variety of programmes) 1. Topic sentence (topic and controlling idea: many programme types)

First of all, there are many different types of programmes on television that are useful. The viewer can watch a weather report to prepare for the day. Cartoons and sport provide relaxation and fun. School programmes, documentaries and the news teach us about the world. And advertisements inform us about products and new ideas.

2. Supporting ideas (list some types) 3. Details (function)

Body: developmental paragraph 2 (Informative character of content) 1. Topic sentence (topic and controlling idea: what makes content attractive)

Secondly, the content is relevant because it is realistic and up to date. As TV is a medium that combines moving, colour images and sound, it resembles real life, so the viewers can identify with what they see. Furthermore, modern technology means that the content is up to date, for example, news reports can be broadcast live and from all over the world. This means that information is available almost anywhere at any time.

2. Supporting ideas (realistic, etc.) 3. Details (value for viewers)

Body: developmental paragraph 3 (serves many beneficial purposes in daily life) 1. Topic sentence (topic and controlling idea: how does TV meet peoples needs)

Finally, TV can be used to enhance many important aspects of everyday life. People seek entertainment and distraction, and TV can give us that in the form of films or cartoons. People want education, information and instruction because they are inquisitive and like to learn. TV gives us these in documentaries or educational programmes, in reports or cultural magazines. People enjoy

2. Supporting ideas (people's needs) 3. Details (specific functions)

97

creativity, and TV gives us that in the work of all the people involved in creating clever film scripts, effective scenery, witty dialogues or magnificent camera shots. TV gives us the world, other cultures, other people, languages and ideas. It introduces us to knowledge. Conclusion 1. Restate thesis (controlling idea of essay: valuable programmes, content, purposes) As we have seen, television offers us a wide range of valuable programmes and content and serves many purposes in our daily lives. Television not only provides many types of programmes with interesting and broad content, but also serves to fulfil our needs in terms of entertainment and knowledge. It is far more than just an object we own. It is an integral and vital medium today, which can contribute positively to the education of society and to people's awareness of others.

2. Restate each topic sentence from developmental paragraphs (programme types, character of content, what TV offers) 3. State your opinion/ preference; give solution; make prediction... (TV vital and integral) 4. Final statement (summing thought: education, awareness )

Day 6

Appendix 1: List of Commonly Use Verbs in English

accept allow ask believe borrow break bring buy can/be able cancel change clean comb complai n cough count cut dance draw drink drive eat explain fall fill find finish fit fix fly forget give go have hear hurt know learn leave listen live look lose make/d o need

98

open close/s hut organiz e pay play put rain read reply run say see sell

send sign sing sit sleep smoke speak spell spend stand start/b egin study succeed swim

take talk teach tell think translat e travel try turn off turn on type underst and

use wait wake up want watch work worry write

Day 7

Appendix 1: Introduction Examples

INTRODUCTION #1: Factual Information The pentagon has twice as many bathrooms as are necessary. The famous government building was constructed in the 1940s, when segregation laws required that separate bathrooms be installed for people of

99

African descent. This building isnt the only American icon that harkens back to this embarrassing and hurtful time in our history. Across the United States there are many examples of leftover laws and customs that reflect the racism that once permeated American society.

INTRODUCTION #2: Anecdote Yesterday morning I watched as my older sister left for school with a bright white glob of toothpaste gleaming on her chin. I felt no regret at all until she stepped onto the bus INTRODUCTION #3: A Quotation The pentagon has twice as many bathrooms as are necessary. The famous government building was constructed in the 1940s, when segregation laws required that separate bathrooms be installed for people of African descent. This building isnt the only American icon that harkens back to this embarrassing and hurtful time in our history. Across the United States there are many examples of leftover laws and customs

100

that reflect the racism that once permeated American society.

Day 9

Appendix 1: Developing the Body of the Essay

Body: developmental paragraph 1 (Variety of programmes) 4. Topic sentence (topic and controlling idea: many programme types) 5. Supporting ideas (list some types) 6. Details (function) First of all, there are many different types of programmes on television that are useful. The viewer can watch a weather report to prepare for the day. Cartoons and sport provide relaxation and fun. School programmes, documentaries and the news teach us about the world. And advertisements inform us about products and new ideas. Body: developmental paragraph 2 (Informative character of content) 4. Topic sentence (topic and controlling idea: what makes content attractive) 5. Supporting ideas (realistic, etc.) 6. Details (value for viewers) Secondly, the content is relevant because it is realistic and up to date. As TV is a medium that combines moving, colour images and sound, it resembles real life, so the viewers can identify with what they see. Furthermore, modern technology means that the content is up to date, for example, news reports can be broadcast live and from all over the world. This means that information is available almost anywhere at any time. Body: developmental paragraph 3 (serves many beneficial purposes in daily life) 4. Topic sentence (topic and controlling idea: how does TV meet peoples needs) 5. Supporting ideas (people's needs) 6. Details (specific functions) Finally, TV can be used to enhance many important aspects of everyday life. People seek entertainment and distraction, and TV can give us that in the form of films or cartoons. People want education, information and instruction because they are inquisitive and like to learn. TV gives us these in documentaries or educational programmes, in reports or cultural magazines. People enjoy creativity, and TV gives us that in the work of all the people involved in creating clever

101

film scripts, effective scenery, witty dialogues or magnificent camera shots. TV gives us the world, other cultures, other people, languages and ideas. It introduces us to knowledge.

Day 10 Appendix 1: Different Kinds of Conclusion

1. Use a quotation or startling statement. You can effectively include a surprising twist at the end. dont make the surprise so foreign that it seems out of place and doesnt tie into the essay. If the quote or surprising statement seems out of place, then you only leave the reader confused, and you have lost the value of what you have built throughout the essay. 2. Invite the reader in a different direction. The best type of conclusion is one that both wraps the essay up with a nice tidy end and gives the reader something new to think on. This is difficult for most writers, but at the same time so far is the best way to end your essay. 3. End with a story. This type of conclusion can involve a whole new anecdote, or a new part of an anecdote youve introduced in the thesis statement or body of the essay. 4. Summarize. Its an option, because it is a risk of having the readers quite reading your essay before you have concluded. For many readers they dont like repetition of thoughts and ideas, therefore be careful in using this kind of concluding your essay, master paraphrasing skill if you ought to use this kind or way.

102

5. Go back to your thesis statement. Ending your article with a reference to your thesis statement gives a feeling of arrival to your end point of views as a whole. You might want to pick up a word, a phrase, or part of an anecdote from the thesis statement and bring it into the conclusion. Appendix 2: Make a Conclusion

103

Day 11

Appendix 1: Different Methods Used to Inform and Explain in Expository Writing

definition compare and contrast classification

A: Compare and Contrast

example cause and effect process analysis

104

Two Friends People of the world all have different personalities, but some are similar in nature. Not only do your actions reveal a lot about you, but your friends reveal just as much. I know that different aspects of my personality are more dominant with certain people. Two of my best friends, Amanda and Tim, are very different from each other, although both have sparkling personalities. Amanda and I have been friends since we were nine years old. We have always shared our most enjoyable and our most trying times. For instance, every time Amanda and I are together, we always have fun. We have always been able to laugh at ourselves, and we always think of some new inside joke to have the next day at school. With the rest of our friends, we have always been able to share our silly escapades and ridiculous humor. Just sharing our stories brings back memories of more and more of our escapades. On the other hand, when Amanda or I have a rough time, we are always there for each other. When Amanda's Grandfather died, I was there for her. She was very upset and I was there for her to talk to. Then, when my Grandfather was very ill and in the hospital, I was worried about my family. She was there for me the whole time my Grandfather was in the hospital. Tim, on the other hand, is more of a mentor. He has been a friend of mine since we were nine years old as well, but he was always a little more serious. We always talked about things rather than going out and doing things. Tim has been there to give me advice about guys, choices I have to make, and other problems that may come up. Just as Tim has been there for me, I have been there for him as well. When Tim has something on his mind, he will talk about it with me. If he ever hesitates to talk to me, by the time I have told him he can trust me, he will begin to pour his heart out. I would almost regard him as a brother. As you can see, these two friends are different but both are very important in my life. Both play important roles and both would cause a major change in my life if our friendships

105

B: Cause and Effect

106

The Many Causes of Asthma Attacks

Asthma, a condition that affects the lungs, is a disease that many people, the majority of whom are children, have. Asthma is most commonly thought to be hereditary. One known cause for an attack is an allergic reaction, but stress and vigorous activity are thought to be causes as well. This disease can be fatal if it is not taken care of immediately, but with the medical technology of today, mild asthma is more of a nuisance than a life threatening disease. Although not proven, asthma is thought to be hereditary. The majority of asthmatics tend to have asthmatics in the family. In most cases, asthma usually is present at birth, although some cases have developed after age forty (Mayo Clinic Family Health Book "Asthma" 466-467) . A flare up of asthma is generally referred to as an asthma attack. An asthma attack starts with the spasm and constriction of the muscles in the bronchial passages; there is also an inflammation of the mucous lining. This will cause breathing to become labored and cause a wheezing sound (Mayo Clinic Family Health Book "Asthma" 933). At this stage, some asthmatics may experience coughing. The coughing will often be a "wet" cough, which is the kind of cough with which mucous is coughed up (Microsoft Encarta "Asthma, Bronchial"). This will continue until medication is taken, or, if no medication is taken, the symptoms will subside after time. Most asthma attacks occur at night, although an asthma attack can occur at anytime (Mayo Clinic Family Health Book "Asthma" 933).

107

An asthma attack is known to be caused by an allergy. Exposure to allergens will trigger an asthma attack. The most common allergens are dust mites, pollen, animal fur or dander, and feather pillows. The only way to prevent an attack caused by an allergy is to avoid the allergen (Microsoft Encarta "Asthma, Bronchial"). In addition to allergies, there are many unknown causes for an attack. Vigorous exercises, like running or aerobics, can cause an asthma attack. Stress also tends to trigger an attack. It is not known why these things cause an asthma attack, but the tendency is great (Mayo Clinic Family Health Book Asthma" 466-467). Even though the cases of asthma have increased forty percent since 1982, still little is known about the lung condition (Microsoft Encarta "Asthma, Bronchial"). With immuno-therapy and medication, asthma is not as life threatening as in the past; however, since allergies, stress, and exercise all can cause an attack.

C: Process Analysis

108

How to Make a Simple Birthday Cake

Have you ever wanted to make a birthday cake for a loved one? Well, here is how to make a simple birthday cake. All you'll need is a little time, love, and a few items from the grocery store. You will need a boxed cake mix (the favorite of the birthday person), shortening, eggs, oil, flour, and birthday candles (the number will depend on the age of the birthday person.) When you get home, you will need to gather a few items: a large mixing bowl, a large cake pan, an electric mixer or a large mixing spoon, a spatula, and measuring cups and spoons. First, you will need to wash your hands and work area. Read through the directions on the cake box to be sure you have everything you need. Then, gather all of your equipment and food items in your work area, organize it according to the order you will use them in making your cake. Be sure to preheat your oven to the appropriate temperature before you begin. Next, put the dry cake mix into your large mixing bowl. Then, put the prescribed amount of water, oil, and eggs into the mix. Then, with the electric mixer or mixing spoon mix the batter until it is smooth and free of clumps. Next, grease the large cake pan with the shortening. If you wish, you can wrap your fingers with wax paper to keep them from getting greasy. Then, flour the pan lightly. If you do this over the garbage can it will be easier to clean your work area later. Next, pour the cake batter into the cake pan, using the rubber spatula to scrape all of the batter off of the sides of the bowl. Be sure the batter is level in the pan so it will rise evenly. Next, place the cake on the top rack of the oven and bake for the amount of time specified on the box, the time is usually around thirty minutes. While the cake is baking clean up you work area.

109

After the cake is done remove it from the oven. If you push a toothpick to the bottom and it comes out clean it is done. Turn off the oven and let the cake cool. After the cake has had ample time to cool, you are ready to spread the icing on the cake. If you use a spatula, rather than a knife, the icing will spread easier and will be less likely to ruin the cake. When the icing is on the cake, place the appropriate number of birthday candles on it, you are ready to present your simple birthday cake. There you have it, a birthday cake that someone will be glad to devour. This cake is easy to make, but still shows someone you care. Be sure to prepare it with love, and your loved one will appreciate it.

D: Explaining Essay Some People! Working in a retail store, a person encounters many kinds of people. I have encountered countless people and all fall into one of two categories, those who are aware and those who are not. Customers who are not aware can seem to be rude, obnoxious, and, most often, stupid. In this case, the woman was not only stupid, but also completely rude.

110

The day had been extremely busy; people were asking me questions left and right. I always knew people would ask questions that seemed ridiculous to me, but I could see how it could be a mistake. So, when it finally slowed down, I was tired of answering questions, so, I tried to stay at the register. Then, when an older woman came up to the register, I was ready to ring her out. While I was preparing to punch in the ski numbers she made the comment, "Boy, that's a great deal for ninety-nine cents!" "It sure is," I said, thinking she was referring to the lid for the casserole dish she had. Then, I proceeded to ring her out. After, I rang up the casserole dish and the lid, I told her the total, That will be six dollars and thirty-five cents." "No, it's not!" she proclaimed "All right, I'll check it again." So, I added the totals the computer said the items were. Yes, it's six dollars and thirty-five cents." "That's not what the sign says. It says that it's ninety-nine cents." "Well, maam, are you sure?" I said this very politely. I knew the lid was ninety-nine cents and the base was around five dollars (both were on sale.) "Right here it says, 'glass plus plastic lids ninety-nine cents.'" She said this in a very unappealing tone. No, maam. That says that the glass and plastic lids are on sale for a dollar." I said this as pleasantly as possible. Then Chad, the Third Key, started listening in. "Yes, the glass and plastic lids are on sale for ninety-nine cents." She said glass and pointed furiously at the dish. By then I was next to her by the table with all of the casserole dishes and lids on it. "Maam, this is the glass lid that is on sale for ninety-nine cents, along with the plastic lid that you have on the counter." I did this as sweetly as I could. By now, I was frustrated. Then the woman looked to Chad who was behind the counter to see if I was wrong. "Well, that sign is deceiving. I don't want it then." Then she stormed out of the store.

111

Chad looked at me while he almost whispered to me, "What was that? Was that lady just stupid or what?" "I don't know. Now I have to void out this entire sale." "Here, let me," Chad said. Then he began to type in the reason we had to void the sale. The rest of the night went well, although I kept thinking about how anyone could be so bull headed and not want to see anything any other way. It amazed me to the point I found myself laughing at the idea of a casserole dish and a lid for the price of ninety nine cents. Now, as I look back, I know that the lady was either completely oblivious to the fact that our store was a retail store (compared to a garage sale), just trying to get something for nothing, or just completely unaware of the fact she was wrong. So, the next time an unaware person is in the area, be as polite as possible and laugh at the ridiculous things he or she tries to get away with.

Day 13 Appendix 1

112

Day 14

Appendix 1: Sample Diary Entry

TUESDAY, DECEMBER 25, XMAS DAY

113

Thank God its over. How I hate this season. Why oh why do we always have to have Aberdeen sausage? Nobody likes it but every year it gets dished up because its "traditional"! Apparently old Auntie Grace was half-done to it and thats where it comes from. Somebody should have burnt the recipe with her. Everybody was friendly, but the strain on moms face showed by the time the pudding was served its always a mistake to let dad do the brandy sauce. Mind you, grandma wasnt complaining. I got some okay presents but it wouldnt have made a scrap of difference if Id got nothing. I think Ill stay home next year. Why? Im a nonbeliever, thank God! The big subject of the day was my new job as a journalist. Everyone wonders why I wasnt happier. I didnt tell them but its because I think Ill get the job within a week. Im working for the States weekend newspaper, imaginatively titled the Weekend Star. I start on January 2. I just know Im going to mess up!

Day 15

Appendix #1: Adverbs of Time Adverbs of time tell us when an action happened, but also for how long, and how often. Examples: When: today, yesterday, later, now, last year For how long: all day, not long, for a while, since last year How often: sometimes, frequently, never, often, yearly "When" adverbs are usually placed at the end of the sentence:

114

Goldilocks went to the Bears' house yesterday. I'm going to tidy my room tomorrow.

This is a "neutral" position, but some "when" adverbs can be put in other positions to give a different emphasis Compare: Later Goldilocks ate some porridge. (the time is more important) Goldilocks later ate some porridge. (this is more formal, like a policeman's report) Goldilocks ate some porridge later. (this is neutral, no particular emphasis) "For how long" adverbs are usually placed at the end of the sentence: duration: in time: since Monday, since 1997, since the last war. for three days, for a week, for several years, for two centuries. She stayed in the Bears' house all day. My mother lived in France for a year.

Notice: 'for' is always followed by an expression of

'since' is always followed by an expression of a point

"How often" adverbs expressing the frequency of an action are usually placed before the main verb but after auxiliary verbs (such as be, have, may, must): I often eat vegetarian food. (before the main verb) He never drinks milk. (before the main verb) You must always fasten your seat belt. (after the auxiliary must)

115

She is never sea-sick.(after the auxiliary is) I have never forgotten my first kiss. (after the auxiliary have and before the main verb forgotten)

Some other "how often" adverbs express the exact number of times an action happens and are usually placed at the end of the sentence: This magazine is published monthly. He visits his mother once a week.

When a frequency adverb is placed at the end of a sentence it is much stronger. Compare: She regularly visits France. She visits France regularly. frequently, generally, normally, occasionally, often, regularly, sometimes, usually

Adverbs that can be used in these two positions:

'Yet' and 'still' Yet is used in questions and in negative sentences, and is placed at the end of the sentence or after not. Have you finished your work yet? (= a simple request for information) No, not yet. (= simple negative answer) They haven't met him yet. (= simple negative statement) Haven't you finished yet? (= expressing slight surprise) Still expresses continuity; it is used in positive sentences and questions, and is placed before the main verb and after auxiliary verbs (such as be, have, might, will) I am still hungry. She is still waiting for you

116

 Are you still here? Do you still work for the BBC? ORDER OF ADVERBS OF TIME If you need to use more than one adverb of time at the end of a sentence, use them in this order: 1: 'how long' 2: 'how often' 3: 'when' (think of 'low') Example: 1 + 2 : I work (1) for five hours (2) every day 2 + 3 : The magazine was published (2) weekly (3) last year. 1 + 3 : I was abroad (1) for two months (3) last year. 1 + 2 + 3 : She worked in a hospital (1) for two days (2) every week (3) last year.

Appendix #2: Fun Day

Girl: Dad, I'm bored today. Can I go to a movie? Dad: A movie today? Well, I don't know. Here. Let me look at the newspaper. Okay. Ah, here's a movie starts in the afternoon at 2:45. Well should we take mommy with us? Girl: Yeah. Dad: Okay, we have to wait for mommy because she's at a meeting right now. Girl: Okay. Dad: Alright. And what should we do after we see the movie? Girl: Go on a little walk. Dad: Well, where would you like to go on a walk? Would you like to go down to the beach or through the park? Girl: To the beach. Dad: To the beach. Well that sounds great. And then maybe we can go out to eat tonight. Does that sound okay? Girl: Yeah [alright].

117

Day 15

Appendix #1: LOGO

118

Day 17

Appendix #1: Spot the Differences

119