Kingdom Schools. Boys Intermediate. (Jan. 26 th -30 th, 2013) English Department. Name:

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1 Kingdom Schools Boys Intermediate English Department (Jan. 26 th -30 th, 2013) Name: P.S. to get your soft copy of the weekly booklet, please visit: Teacher: Mohamed Al Shamaly

2 Kingdom Schools Boys Intermediate English Department Grade 8 International Program Weekly Parent Information Letter Dear parents, Please make sure that your son follows this weekly plan and completes all the homework activities for the week. This plan is a guide for what your son is going to study and do for the week. Please do not hesitate to contact me (malshamaly@kingdomschools.edu.sa) if you have any queries. WEEKLY PLAN + HOMEWORK ASSIGNMENTS Day Classroom Activities Homework SATURDAY SUNDAY MONDAY TUESDAY WEDNESDAY Term: Second Week: 01 : Jan. 26 th - 30 th, 2013 Selection: Connect to your life: Learning the Rules of a Game Literary Analysis: Internal & External Conflict Active Reading: Drawing Conclusions Vocabulary: Words To Know (Synonyms) Reading: (P:349) Reading: Check the homework P: 1 + listen to the selection P: Related Reading: Bobby Fischer by Fred Waitzkin Grammar: Adverb Placement Spelling: words and VAC Words Check the Homework: Spelling / Grammar Reading: Check Questions on P: 360 Vocabulary: Synonyms/Antonyms: P: 361 Writing: Character Comparison P: 361 Check the Homework: Writing Literary Analysis: Conflict Writing: Peer Assessment (Writing) Spelling: Conduct the spelling test. ACT/SAT: Practice worksheet Active Reading: Drawing Conclusions Do P:1 in Week 1 Booklet Read P: 350 Do P: 2 in Week 1 Booklet Do P: 3 in Week 1 Booklet Finish your writing assignment. Study for the Spelling Test. Do P: 4 in Week 1 Booklet Dear student, Please do your best to read for half an hour during the weekend. This can be any interesting book you find. Thanks Spelling Words: Words and VAC Words 1. fitting 2. thinnest 3. madly 4. throbbed 5. summary 6. zipper 7. quitting 8. admittance 9. remitted 10. permitted 11. omitting 12. submitting 13. occurrence 14. recurred 15. concurred by Amy Tan 16. regrettable 17. acquittal 18. equipment 19. annulled 20. commitment

3 Words to Know Words to Know adversary benevolently impart ponder recessed benefactor circumstance malodorous pungent retort A. Complete each analogy with one of the words from the word list above. In an analogy, the last two words must be related in the same way that the first two are related. 1. QUIET : WHISPER : : sharp : 2. PLEASANT : DISGUSTING : : fragrant : 3. HOUSEHOLD : RESIDENCE : : situation : 4. ATHLETIC : RUNNER : : generous : 5. SEE : EXAMINE : : think : B. Write True if the underlined word s meaning makes sense in the sentence; write False if it does not. 1. People are likely to bump their heads on the recessed lighting fixture that hangs from the ceiling. 2. I opened a window because the burning incense had a pungent smell that made me sneeze. 3. A guard dog benevolently prepared to attack a group of trespassers. 4. She was able to defeat her adversary only after a long and bitter struggle. 5. My friend wanted to impart her knowledge, so she remained silent throughout our discussion. C. Imagine that you are the announcer at one of Waverly s matches. Write thecommentary that you might give at the beginning or end of the game. Use at least three Words to Know. Page 1

4 Grammar in Context: Adverb Placement Key Concept: Through the careful placement of adverbs, good writers can maketheir writing more effective. Adverb Placement Correctly using adverbs can clarify and improve your writing in many ways. Forexample, simply changing the position of an adverb can add emphasis to certainwords and change the meaning of a sentence. Read the following excerpt from : As I peered into the sack, I quickly fingered the remaining presents, testing their weight, imagining what they contained. The word quickly is an adverb a word that modifies a verb, an adjective, or anotheradverb. How would the meaning of the sentence change if quickly were placedbetween I and peered? Adverbs can also be used to make your writing smoother and more succinct. Forexample, in some situations, changing an adjective to an adverb by adding -ly canmake a sentence less wordy. For example: The child had a thoughtful appearance as she played chess. The child thoughtfully played chess. Activity Revise each sentence, either changing the placement of an adverb or changing an adjective to an adverb. 1. The mother had a careful attitude as she guided the child s talent. 2. Waverly enthusiastically walked to the park and pulled out her chess set. 3. She bolted from the store, not waiting to see her mother react angrily. 4. Her opponent moved his chess piece in a slow manner. 5. Her brothers took over Waverly s chores so that she could busily practice her chess game. Page 2

5 words and VAC words fit fitting occur occurrence thin thinnest recur recurred mad madly concur concurred throb throbbed regret regrettable sum summary acquit acquittal zip zipper equip equipment quit quitting annul annulled admit admittance commit commitment remit remitted permit permitted omit omitting submit submitting Lesson Generalization: A word that has 1 syllable, 1 vowel, and 1 finalconsonant is called a word: fit. A word that has a single vowel in afinal accented syllable with one final consonant is called a VAC word: ad-mit'.the first seven words in the first column are words. The last thirteenin the first and third columns are VAC words. Double the final consonant of a word or a VAC word before a suffixthat begins with a vowel. Do not double the final consonant before adding asuffix that begins with a consonant. A. Complete the following exercises. 1. Double the final consonant of and VAC words before adding a suffix beginning with a. Write the words from the word list that follow this rule. 2. If the suffix following a or VAC word begins with a, do not double the final consonant of the word. Write the list words that follow this rule. B. On a separate sheet of paper, write a story using at least 15 words from the list. Share your story with a partner or a small group of classmates. (optional) Page 3

6 words and VAC words 1. fitting 6. zipper 11. omitting 16. regrettable 2. thinnest 7. quitting 12. submitting 17. acquittal 3. madly 8. admittance 13. occurrence 18. equipment 4. throbbed 9. remitted 14. recurred 19. annulled 5. summary 10. permitted 15. concurred 20. commitment A. Form spelling words by adding the endings to the base words. 1. permit + ed 11. thin + est 2. fit + ing 12. annul + ed 3. submit + ing 13. zip + er 4. mad + ly 14. quit + ing 5. acquit + al 15. recur + ed 6. throb + ed 16. regret + able 7. concur + ed 17. omit + ing 8. sum + ary 18. admit + ance 9. remit + ed 19. occur + ence 10. equip + ment 20. commit + ment B. Answer each riddle with two spelling words that rhyme. 1. What did the coach give the baseball team? a to new 2. What was the tired tailor always planning? the 3. What did the confused judge do? what he had 4. What did the student consider when his homework was not completed on time? the 5. What did the class decide when the storm hit again after they thought it was over? that the storm had Page 4

7 Literary Analysis Internal and External Conflict A conflict is a struggle between opposing forces. The action of a story arises fromthe conflicts experienced by the characters. One type of conflict is an internalconflict, which takes place within a character. Other conflicts are external, meaninga character is pitted against an outside force such as another character, nature, orsociety. Write down the conflicts experienced by the narrator and her mother in thestory Rules of the Game. Internal Conflicts External Conflicts Waverly Wants to play chess but does not like giving up all of her free time Waverly s mother Follow Up: In what ways do internal and external conflicts sometimes overlap oraffect one another? Page 5

8 Reading Skill DRAW CONCLuSIONS In reading and in life, you often have to draw conclusions, or make logical judgments, about things that are not directly stated. Follow these steps to draw a conclusion: Gather evidence from the literature. Consider your own experience and knowledge. Make a judgment that combines both. Directions: In the chart, record details to help you form conclusions about Waverly s relationship with her mother. One has been done for you. evidence My thoughts Conclusion Mrs. Jong scolds Waverly for crying out for salted plums I know parents try to teach their kids how to behave Mrs. Jong wants Waverly to learn self-control Page 6

9 Text Analysis FIRST-PERSON POINT OF VIEW When a writer uses the first-person point of view, the narrator is a character in the story usually the main character. A story is told in the first-person point of view when the narrator describes people and events as he or she experiences them uses the pronouns I and me doesn t know what other characters are thinking and feeling Rules of the GaMe Directions: In the chart, record examples from the selection of first-person point of view. Characteristic example describes people and events as he or she experiences them uses the pronouns I and me doesn t know what other characters are thinking and feeling Page 7