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Transcript of ffiffiffifuKffiffi-ffiffitry ceru ffiffiffiffiffimmffhandouts.abs.edu.kw/elem/Assignments...
Mopponents
brutal
supposedly
gorgeous
embarrassed
obvious
typically
preliminary
sweeping
officiallyVocabulary Context
Reader Cards
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fum"mxtm fiHarsh, or bruta l ,
weather can make
runn ing on the f ie ld
very dif f icult .
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A school is supposedly,
or thought to be,
where ch i ldren learn
about the wor ld .'*
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There must be atleast two opponents,
or r iva ls , in any
compet i t ion.
Study each #,,rprn{+pw fl {""_+* p,u"d.
Use a dictionary or a glossa ry to help youpronounce the Vocabulary words.
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- - ' t be embarrassed
"shamed i f you have=J your best but
' :d to win.
' l'"r{ff ffi fr m'wm il mmm m"gr.en strangers meet,
- :k ing hands may be-e pre l iminary, or f i rs t ,
ng they do.
mmfuqpfimm,mmA clear photo of thef in ish l ine makes thewinner o f the race
obvious.
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The winner o f theelect ion made a broad,sweeping gesture tothank her suppor ters .
*yp$wan $#pPlants compete forl ight . Typica l ly , orusual ly, those that getmore l ight grow faster.
wmW'Wffwffim WffiyThe judges of f ic ia l lydeclared this lamb tobe the winner of thef i rs t -p lace b lue r ibbon.
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ffiffiffikffitrffiK#KRffiNewcomers In the next story, Elisa moves
to the Uni ted States f rom Puerto Rico. She has to overcome herfears about f i t t ing in at a new school and speaking Engl ish.
The f i rst weeks at school in a new country can be a brutal
exper ience. Some students might take a sweeping glance at theirnew classroom and feel as i f their new classmates are opponents,but, typical ly, students are cur ious to learn about one another- thehobbies they have or the gorgeous places they may have vis i ted.The new country 's customs may not be obvious, and new students 'may feel embarrassed i f they fa i l to fo l low them. Learning a
supposedly easy language that is of f ic ia l ly spoken in a new countrycan be a real chal lenge. l t is important to remember what i t is l ike
to be a newcomer.
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Ways to tr/Ia.ke Neur<rofilersFeel \lVelcrorrle
L. Introduce yourself to newcomers.
2, Invite them to sit with you at lunch or join in a game.
I. Give new students a preliminary tour of the school to helpthem feel at home,
o Which of the three ways listed above would make youfeel most comfortable? Whv?
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#ffiffiKffiffiffifuffiffiru#ffiruffiffiar,-fuB!@ ThemeYou can determine the theme, or main message, of a story byanalyzing the main character 's qual i t ies, mot ives, and act ions.
Qual i t ies are personal i ty t ra i ts that make a character th ink and actin certain ways. A character 's mot ives are the reasons for his orher behavior. A character 's act ions show how he or she respondsto conf l ic t and to other characters in the story. As you read "El isa's
Diary," ask yoursel f what important l i fe lesson the main characterlearns. This lesson is the story 's theme. Use a graphic organizer l ikethe one below to help you determine the story 's theme.
Wffimm*mffifrmmAs you read, remember to pause and visual ize, or form a picture
in your mind of , what you are reading. Use sensory detai ls in theselect ion to help you create a v iv id mental p icture of charactersor events as you read.
IOUNIVS' Powered byD r G r r A r D E S T I N A T I O N R e a d i n g
Comprehension Act iv i t ies: Lesson 5
Charactertt
qualifies:
Character"
motives:
Characterts
actiont:
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opponentsbrutalsupposedlygorgeous
embarrassed
obvioustypicallyprel iminary
sweepingofficially
MEET THE AUTHOR
Doris Luisa 0ronozDoris Luisa'Oronoz and hrer
family moved from Puerto
Rico to the United States.
Afterwards her childien
went through experiences
and feelings very similar
to those that Elisa goes through. Oronoz
has said that although this story is not
based on real events, the emotions of'Elisa's
character are drawn from her memory. They
are a meditation on the joys and difficulties
children encounter when they move to a
new place.Theme Examine character'squal i t ies, mot ives, and act ionsto recognize the theme of thestory.
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Visualize Use text details toform pictures in your mind ofwhat you are read ing .
Realist ic Fict ion is a storywith events that could happenin real l i fe .
Set a Purpose Set a purposefor reading based on thegenre and your backgroundknowledge.
MEET THE ILTUSTRATOR
Byron GinByron Gin lives near
Chicago, l l l inois with !
his wife and two cats,
Bear and Kathe. Born i,n - :.California, Gin worked - r
\ r ;as an i l lustrator and \ ,nt
'\ . /
printmaker before becom ing ;
Street Series, ca
people Gin hds gl
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a ful l-t ime painter. Onen,f;"".t i ;
group of his paintings, ,-6$fl
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H,ssentialQuestionHow does a
character learn animportant lesson?
123
"Today is the saddest day of my lifei Elisa wrote in
her diary on March 25th. She was going to continue,
but her father knocked on the door and said, "lt 's nine
otlock, dear. Turn off the l ights and go to sleepJ' Elisa
put her pen and notebook away in her backpack and
promptly obeyed.
"i:,f.T. In the semidarkness she could just make out the,i rl#
ii;l$ objects in her room. She had been here before, but
#$, it seemed to her as though it were the first time. The
ffi, bright, vivid colors of her bedspread, which she liked so
ryt much, now seemed cold and muted.H# Elisa looked at the little porcelain squirrel and
remembered the day it was given to her. lt was the first
t ime she visited this country. She had come to spend
some time with her grandmother. One night she heard
a sound like something scratching under the eave of
the house. She became frightened thinking that it
might be mice and she ran to ask her grandmother.
Grandma took her to the patio and motioned to her
to be very quiet. When they reached the back, she saw
two squirrels playing on the roof right above her room.
They were sl id ing down a branch and jumping onto the
roof t i les to gather acorns. Then they would run back
S"ifftffi to the branch and do it all over again.
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Elisa was ten years old. Her brother Francisco was twelve. She would
have liked to have gone to the same school as he. That way she would
feel protected. But of course, boys at that age typically don't want
anything to do with their l i tt le sisters.
"He's unbearablei 'she thought aloud. Just then, her brother came in.
"Who's unbeara ble?" asked Francisco.
"Youi' answered Elisa, holding nothing back.
"Oh? Why is that?"asked her brother, surprised.
"Because you leave me alone al l day whi le you're out running around."
"lt 's obvious that you're afraid to go outi 'answered her brother. "Look,
l 've met some neighbors and they're niceJ''And in what language do you speak to them, huh?"
"Wel l , in Engl ishJ'
" l can imagine the crazy th ings you come up withl '
"But at least I tryi 'answered her brother. "What you have to do is
make an effort. lf they don't understand me, I talk with my hands unti l
something happensl '
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"l write well in English. And when I read, I understand a rot. But nowwhen they talk to me, I don't understand a wordj,
"Listen, the woman who lives in the house on the 6sy11s1.-,,"Which one?" interrupted El isa."The one who gave me two dollars to take care of her catj,"What about her?"
"she told me that she used to l isten to the news on the radio and gotused to hearing English that way. And then, l i tt le by l itt le, she understoodEnglish better and better."
" l don' t l ike the radioi 'declared El isa."Turn on the TV, then. But not to those lovey-dovey soaps in Spanish
and all that sil ly stuff you l ikeJ'"What do you want me to watch, then?""Things from here, l ike baseball, football . . .""Football is brutal. I hate sports!""Oh wel l , i f youd rather be ignorant. . . ""O.K., forget it."
Elisa regretted ever having wanted to be in the same school as her
know-it-all brother. Shed have to solve her problem on her own, but how?
The summer came to an end and the school year began. That's when
she met ios6. That day she wrote in her diary,
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.#'1*;' The fact is that she didn't l ike the school one bit. The second day of
c lasses, the Engl ish teacher cal led her name, which sounded more l ike'Alisha" than "Elisai' She got up from her desk expecting a disaster. And
that's exactly what happened. She was asked a question that she didn't
understand. When it was repeated, she understood even less. She was
so nervous that she could only stammer a few syllables "eh, ah, ah, uh'i
She couldn' t cont inue and she col lapsed in her seat in f ront of those
forty faces-her opponents-some disbelieving, some mocking. How
embarrassing!
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,.:-11''; tn: r;ad what she had written and added, "l think l'm going to like this
128
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Around noon, Jos6,s turn came. He got up and hespoke shyly of the customs and traditions of his country.He mentioned the quetzal-a bird with soft feathers, agreen crest, and a red chest. He told how this gorgeousbird was the symbol of power for the Maya and that todayit is officially the nationar bird of Guatemara. Finaily, heshowed them a coror drawing and tord them proudry thatthe quetzal on the Guatemalan flag was an emblem ofnational l iberty.
Everyone clapped. He sat down, and, as always,he put his head down and went back to drawing.
STOP AND THINKVisual ize How does the imagery inEl isa's descr ipt ion of Jose help youunderstand why El isa adds the lastl ine to her d ia ry en t ry?
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In the afternoon each student wrote a composition. Elisa wrote about
her home, Puerto Rico. Like Jos6, she described its customs and traditions
and explained the symbolism of Puerto Rico's shield-a lamb, the emblem of
peace and fraternity, appears in the green center. Above the lamb is a bundle
of arrows, symbols of the creative force. And above these is a yoke which
represents the joining of forces necessary to attain success. She thought it
turned out pretty well, but writ ing was one thing and talking was another.
That night she didn't open her diary. She was tired of complaining, even if
it was only to her diary.
The next morning Elisa smiled for the first t ime since classes had started.
She got a good grade on her composition. She wanted to show it to everyone
so that theyd see that she wasn't so dumb, but she didn't do it. Maybe she'd
show i t to Jos6, though. Yes, to him. So dur ing recess she cal led to him and
proudly showed him her paper. He looked at it and, lowering his eyes, he said
with a brief smile, "Congratulationsi'
130
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"Thanks." said Elisa. 'And how did you do?""o.K':'"No doubt you got an A and you don't want me to be embarrassedj,"No, it 's not that, Elisa. lt 's that... l picked up English by l istening. you
know bn the streeti I never took English in school. I write it l ike I hear it, andeverything comes out wrong."
El isa read the paper that he handed her and in one sweeping glance shesaw what he meant. She didn't know what to say.
"But you speak i t very wel l i 'El isa t r ied to console him."Speaking is one thing and wri t ing is another."'And vice-versai said Elisa.'And the oppositel ''And the other way around."
They laughed so hard that the rest of the kids came over to see what wasso funny. But they didn't tell anyone their secret. That afternoon, they madea deal . she would help him with wr i t ing, and he, in turn, would help her wi thpronunciat ion.
Twelve years later, Elisa was getting ready for work. she pulled down a boxof shoes from the top shelf of her closet. In the rush, several things fell on topof her. one of them was her old diary. lt fell open to the last page. she pickedit up and read,
ToAay I receiveA -y h igh school Aip loma.
WhenI looked af myself in the miruor with
my ca? and gown anA my golA honort tassels,
I remembereA the who arr iveA here
I 'm happy now.con{useA, scareA, and saA.
STOP AND THINKAuthor 's Craft In the fourth paragraph,Jos6 uses the idiom "on the street." Howdoes the id iom he lp h im exp la in the wayin wh ich he has learned Eng l ish?
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131
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She put away the notebook, got dressed,
and headed for work. When she entered the
classroom, her students looked at her-some shy,
some confused, some scared. . . . She saw those
sad, preliminary, f irst-day-of-school looks that she
knew so well.
She opened her lesson planner, thought a
moment, and then shut it. She stood up and
wrote on the board, "The joining of forcesJ'
Then she said,"l 'm going to tell you the story
of a quetzal that came down to the plain with the
gentleness of a lamb, and a lamb that soared to
great heights on the wings of a quetzalJ'
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^nIW srOp AND THINKTheme How does E l i sa 'sin t roduc t ion to "The jo in ing o ffo rces" show the lesson she learnedwhen she was a s tudent? Whymight she want to share the s to rywi th her s tudents?
132
s
Short Response Elisa's school l i fechanges when she meets Jos6.
Th ink about how E l isa and Jose
are ab le to learn f rom and he lp
each other. Then wri te aparagraph descr ib ing a t imewhen you and a f r iend jo ined
forces to help each other.
PERSONAL RESPONSE
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f l 'DesiSn a Flag or Shield In "El isa's
I D ia ry , " E l i sa and Jos6 te l l about
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their countr ies' customs, symbols,and tradit ions. Work with apartner to choose a symbol thatrepresents your community.Design and i l lustrate a f lag orshield that incorporates thesymbol. Then create a l ist ofcustoms or tradit ions celebratedin your communi ty . PARTNERs
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.$.+*+;uu- mm $ru+* .$""m$"r1 '$.q,*g*;scpwn,uThink about the moment
when E l isa reads her d ia ryentry about receiv ing her high schooldiploma. With a partne; discuss anotherselect ion, book, or real- l i fe exper ience inwhich someone overcomes a chal lengeand f inds happiness or success. ldent i fythe important l i fe lesson that thesecharacters or people learn. THEME
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sweepingofficially
Informational text, suchas this newspaper art icle, givesdetai ls, facts, and examplesabout a top ic .
In format ional text may inc ludegraphic sources that giveaddi t ional in format ion andshow how different facts andnumbers relate to each otherand the text.
Media Literacy Newspaperart icles and websites about thesame topic use different typesof language. Newspapers oftenuse more formal words than dowebsite art icles or blogs.
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134
Later th
TODA EMONDAYJUNE 14
From Tragedyto Triumphby Jennifer Johnson
One day, while waiting for a train in
Philadelphia, twenty-seven-year-old April
Holmes fell onto the tracks. The oncoming
train ran over her left leg, which had to be
amputated below the knee.
For most people, a brutal accident
like that would mean the end of a running
career; for Holmes it was the start. Holmes
had been a track star in high school and
college, specializing in the short races known
as sprints. At the time of the accident,
she no longer ran competitively. Inspired
by magazines about Paralyrnpics athletes
that a doctor gave to her in the hospital,
she decided to run again. She was not
embarrassed or ashamed to wear a prosthetic
leg. She began training as a sprinter only
seven months after her accident.
"When r-ou fall down in life you need
to get back up and keep on going," Flolmes
says. "Whether that be with a prosthesis,
with crutches or rvith a wheelchair, my spirit
is sti l l the same."
Triump
Todar-.''the worldofficially tnis obvious irrny standar
In 2001Paralympic:
spring dar.. I'weeping mirst place in
place
EWS CommunityFind out aboutyour neighbors.
ClossifiedsBuy, sell, and help
wanted section
ily
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\pril
:orning
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Iolmes
rnd
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letes
ital,
ot
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: only
u need
Flolmes
:hesis,
my spirit
Triumph on the Track
Today, Holmes bills herself as"the world's fastest amputee." Is that
rfficially true! It is hard to say. What
s obvious is that she is a top athlete by
rny standard.
In 2002, Holmes entered her first
Paralyrnpics track meet. On a gorgeous
.pring day, her arms pumping in a
:weeping motion at her side, she took
:irst place in the 100-meter dash and
recofld place in the 200-meter race.
Later that year, Flolmes competed
in the International Paralyrnpics
Committee (IPC) championships. She
set two new records for American
athletes! In 2003, she sprinted past her
opponents to two new world records.
In 2004,Holmes competed in
the Paral)rmpics Games in Athens,
Greece. They take place in the same
year as the Olympics and typically in
the same place. She made it through
the preliminary rounds of the 100- and
20O-meter sprints. She ran in the final
rounds of both races. She also won a
bronze medal in the long jump.
135
136
SECTION IV. TODAY'S NEWS
SPORTSMONDAYJUNE 14
Helping 0thers
When April Holmes is not racing or
training, she is busy with the April Holmes
Foundation. Holmes started the foundation
in 2002 to help other people with disabilities.
Losing a limb is supposedly a handicap, but
Flolmes says it does not have to be. "Your
dreams shouldn't change," she says.
Through her foundation, Holmes
raises money for special sports equipment
for people with disabilities. She also pays
personal visits to people who have lost
limbs. She shares her story and helps them
see how they, too, can lead physically active
lives. "Everybody has a purpose in life,"
Flolmes says, "and I've always felt that my
purpose is to help people.". Examine the graph below. What is the
difference between the record Holmes set in
2002 and the record she set in 2006?
Holmes deaotes much of her time tohelping others zuith disabilities.
Since 2002, April Holmes has set four paralympicworld records for the 1-00-meter dash.
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Write About a Chal lenge Both El isa in "El isa's Diary" and Apr i lHolmes in "From Tragedy to Tr iumph" had to overcome chal lengesin order to be successful . Think of a chal lenge you have had toovercome. Wri te a short composi t ion descr ib ing the chal lenge youovercame, your feel ings, and what you learned about yoursel f .
Discuss Points of View "El isa's Diary" is narrated inthird-person l imi ted point of v iew with a focus onEl isa. "A Package for Mrs. Jewls" is narrated in th i rd-person omniscient point of v iew with a focus on thethoughts and feel ings of many characters. With apartner; d iscuss why you think each point of v iew isappropr iate for each story. What might change aboutthe select ions i f the points of v iew were reversed?
Read Onl ine News Find and pr int an onl ine art ic le aboutApr i l Holmes or another athlete. Circ le examples ofin fo rmal o r fo rmal language used in the ar t i c le . Wi th apartner; d iscuss how formal or informal language is useddi f ferent ly in the onl ine art ic le and the newspaper art ic le,"From Tragedy to Tr iumph. "
ffiftwffiffiffi.ffiKffiwKffiffiHow Are Plural Nouns Formed? A noun that
names only one person, place, or th ing is a s ingular
noun. A noun that names more than one person,
p lace , o r th ing is a p lu ra l noun. Most p lu ra l nouns
are formed by adding -s or -es. A few are formed in
other ways.
Rob in made one shot in the f i rs t ha l f .
The coach spoke at a ral ly.
The man runs l ike a deer.
Academic Language
singular noun
plural noun
collective noun
She made a total of f ive shots in both
ha lves.
The coaches spoke at ra l l ies.
The men run l ike deer.
IFJ,
IA col lect ive noun names a group of people, animals, or th ings that
act as a uni t . A col lect ive noun is t reated as a s ingular noun, unless i t
names more than one group or co l lec t ion .
s ingular co l lect ive noun plura l co l lect ive nounI
, r * ' ' r ' - ^ l - - " - " 1
Our loca l team wins the tough games. Our loca l teams w in the tough games.
Copy each sentence onto another sheet of paper.
Change underlined singular nouns to plural nouns.
The new s!ud_e1-t greeted the teachers.
During recess, fr iends sat on the bench.
The frisky ;ggl1-rel gathered acorns.
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ff rtre new books are on the shelf.
rage
games.
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word choice You have learned how to use singular and plurallouns to show exact ly what you mean. Using exact nouns in your,vr i t ing wi l l create c lear pictures for your readers. l t a lso wi l l helpnake your wr i t ing interest ing and easy to understand.
A fan brought
meet.
pet to the track A fan brought h is iguana to thetrack meet.
Connect Grammar to WritingAs you revise your fictional narrative, look for nouns that you canreplace with more exact nouns. Remember that exact nouns canbe singular or plural. They create clear pictures in your wri t ing.
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