Pearson Adult Learning Centre Home
Pearson Adult Learning Centre
 
          
 
  English 10: Current Worksheets (Spring, 2004)
 

 

PEARSON ADULT LEARNING CENTRE
English 10 Composition: Demonstration Essay
May 26 class

In today's class, students, and the teacher, will participate in the design and writing of a standard, 300-word, test essay.

We will review all the basics: writing a good title; following form requirements; using good transitions; stating and restating a thesis; coming to a satisfactory conclusion.

 

 

PEARSON ADULT LEARNING CENTRE
English 10 Composition: Practice Essay
May 19 class

In today's class, students will be given a choice of two topics for writing a 300-word certificate test practice essay.

 

PEARSON ADULT LEARNING CENTRE
English 10 Reading and Literature: “The Witch”
Writing a Short Essay on Raising Children

Today, we will work in groups to choose three important ideas related to raising happy and successful children. After, we will discuss these ideas and the use of conditional sentences needed to make predictions, discuss mistakes, and give advice.

Group Work:

1. Discuss different ideas and/or methods for raising a happy and successful child. All group members should agree on three.

2. Write down your ideas. Include one concrete example of exactly what a parent should do to follow your method.

Examples of Conditional Sentences

Prediction: If a parent provides a good example, a child will often follow.

Discuss Mistakes: If the father had offered to help more often, the child would not have gotten the idea that men don’t do housework.

Give Advice: If I were the parent of that child, I would read to him every night.

Writing Assignment:

Write a 300-word essay on raising a happy and successful child.

Each body paragraph should discuss one method that any parent can use.

In your essay, use all three kinds of conditional sentences at least once.

 

English 10
“More than a name could be forgotten”
Sharing our Family Memories

April 21, 2004

Today, we will read, paraphrase, and present some of our classmate’s family memories. While we do so, we will learn more about each other and have a chance to comment and ask for clarifications.

Group Work

Read each piece of student writing carefully.

Paraphrase (short summary) the story given by the student.

Each student in the group will present one of the family stories to the class orally.

After the presentations, the student who wrote the story will respond to any questions or comments from the teacher and class.

Homework:

Complete Unit 3, Grammar and Usage Lessons 28 to 32 in your book, Language Exercises H.

Be prepared for a test on these lessons.

 

 

PEARSON ADULT LEARNING CENTRE
English 10
“More than a name could be forgotten”
Writing our Family Memories

April 14, 2004

Today, we will work to understand our reading and to develop ideas for writing. Ryan Weston discusses the role of memory and family stories in his piece. This week, we will consider these ideas in the context of our own families.

Group Work

Note and discuss how Ryan Weston uses a metaphor relating to last summer’s blackout. Be sure everyone in the group understands it.

Who, in your family, are the story tellers? Each group member should share one story told often in your own family.

What stories, in your family, should be preserved for the future? What might be a good way for these stories to reach future generations?

Writing Assignment:

Describe, in detail, one of the stories told by one of your family members. Discuss why it is an important story for your family to remember. Write either in paragraph or in essay form.

When you have done your work and the teacher has corrected it (due on April 21), Brad will put copies on the PALC web site to help you to preserve the story for your family.

 

 

PEARSON ADULT LEARNING CENTRE
English 10: Poetry (Writing a Theme)
Elements of a Story

April 7, 2004

Today, we will work together to define and discuss a number of important terms useful to understanding (and improving) a short story. If you are writing a poem, these elements may still be useful.

Elements of Short Stories (Group Work)

Work together to define the following terms. For each term, give an example (either an imagined one or one from one of the stories you are working on for next week’s writing assignment). Be prepared to explain why it is important for a short story writer to know these terms.

Setting

Conflict

Plot

Characterization

Irony

Writing Workshop: Your teacher will be available to read, comment on, and help you with the drafts of your stories (and poems). Please work on your piece in class and ask questions as needed. Examine your own use of the terms studied today in order to improve your writing!

English 10 Homework for "More than a name could be forgotten"

A. Be prepared for a fill-in-the-blank quiz on these words (as used in the reading) for the April 14 English 10 class. Write a short sentence that demonstrates each meaning (the same as found in the reading).

discomfort:

dominated

brassy:

quirky:

brood:

subside:

wicked:

wry:

warding:

despondency:

resilience:

frolicked:

took it in stride:

laughing it off:

B. Write a short, 50 to 60-word summary of the meaning of the reading.

 

 

PEARSON ADULT LEARNING CENTRE
English 10 Poetry
Writing to Illustrate a Theme
March 31, 2004

Today, we will discuss the themes (the subjects, each expressed in a full sentence, that are brought to life by a work of literature).

Using one of these themes, we will write either a short story or a poem to illustrate that theme to the reader.

Themes in the Three Poems

What are some of the subjects in the three poems?

For example, the poem, “A Grain of Rice,” illustrates the theme, “Even the smallest of things are of the greatest importance to our lives on the earth.” Each subject (e.g. “smallest of things”) will have a corresponding predicate (e.g. “of the greatest importance”).

 

Writing Assignment:

NOTE: This assignment is due in two weeks time, on April 14.

Write either a short story (500 to 750 words) or a poem (minimum four stanzas and 175 words—the same length as “A Grain of Rice”).

The story or poem should illustrate one of the themes presented in the three poems we have studied. Do not state the theme directly.

*A TOC will take my class next week. He or she will help you with your writing in both a class and one-to-one workshop.

 

 

 

PEARSON ADULT LEARNING CENTRE
English 10 Poetry
Three Poems for the Study of Poetic Devices
Group Workshop

March 24, 2004

Today, we begin our study of three interesting poems, each one an illustration for various poetic elements. In today’s study, students will learn how to read a poem and discuss the methods used by poets to bring us a poem’s special meaning.

Group Discussion Questions:

Which poem do you like the best? Explain why in two or three sentences.

What are the three best things about the other two poems (the ones you liked less well)?

Define and give an example of the following five poetic terms:

rhyme

assonance

metaphor

simile

paradox

 

Three Poems for the Study of Poetic Devices

On March 24, we will begin our study of three interesting poems. Link to them below and read the explanations that accompany the text, along with the definitions of poetic terms for study.

The Three Oddest Words: Wislawa Szymborska

Paradox: "In everyday language, a paradox is a concept that seems absurd or contradictory, yet is true." —definition at whatis.com.

When I pronounce the word Future,
the first syllable already belongs to the past.
 

From her poem, Szymborska illustrates a paradox of language and meaning. The class discussed this idea at length, agreeing it was true but "absurd" as the definition suggests. We live our lives with the future passing by, even as we pronounce one simple word, "Future."

 

Erosion: E. J. Pratt

Rhyme: "The basic definition of rhyme is two words that sound alike. The vowel sound of two words is the same, but the initial consonant sound is different." —definition at virtuaLit.

It took the sea an hour one night,
An hour of storm to place
The sculpture of these granite seams
Upon a woman's face.

Clearly, Pratt has used a "true" rhyme on "place" and "face." But, did you notice the "near" rhyme on "sea" and "seams"? Note also the close relationship in meaning the rhyming words have here: the action, "place," and its object, "face."

 

A Grain of Rice: F. R. Scott

Alliteration: "Alliteration occurs when the initial sounds of a word, beginning either with a consonant or a vowel, are repeated in close succession." —definition at virtuaLit.
 

Such majestic rhythms, such tiny disturbances.
The rain of the monsoon falls, an inescapable treasure,
Hundreds of millions live
Only because of the certainty of this season,
              The turn of the wind.

Can you find the alliterative words here? Look to sound, the "s" as a sibilant, specifically. Find it? If not, look to the fourth line, the fifth and eighth words.

Assonance: "Assonance occurs when the vowel sound within a word matches the same sound in a nearby word, but the surrounding consonant sounds are different. "Tune" and "June" are rhymes; "tune" and "food" are assonant." —definition at virtuaLit.

Look to the words, "live" and "wind" (a near rhyme or slant rhyme) and to the short "i" sounds in "majestic" and "rhythms" to see assonance in action in Scott's poem.

Metaphor: "Closely related to similes, metaphors immediately identify one object or idea with another, in one or more aspects." —definition at virtuaLit.

Scott identifies "monsoons" as "inescapable treasure," directly relating the two through the use of metaphor.

 

Group Work

Find as many examples of the poetic devices, "metaphor," "assonance," "rhyme," "near rhyme," "alliteration" and "paradox" as you can. Be prepared to explain your results to your classmates.

 

 

 

PEARSON ADULT LEARNING CENTRE
English 10 Review
Unit Two: Sentences (Language Exercises Level H)
March 10, 2004

This week, we will work in pairs to review our knowledge in order to prepare for next week’s review test. After the pair work, the teacher will help with corrections and comments.

Pair Work:

What are the four types of sentences? Write the name for each type and then give a sample sentence. Do not look in your book!

Expand these three sentences by adding details. Make each one a minimum of 12 words.

The man came home.

He was tired.

His wife made dinner.

 

Write a suitable adjective or adverb clause to complete each sentence. Punctuate appropriately. (minimum 12 words per sentence)

Jean Chretien was a man who

The Liberal Party is a party that

We ate dinner before

We saw the painting after

Write one compound sentence using each of the following conjunctions: For, Yet, So, Or. Use each conjunction ONCE. Punctuate appropriately

 

Write one sentence with compound subjects and one sentence with compound predicates. Underline your subjects and predicates.

 

Review your book on direct and indirect objects. Ask your teacher if you are not sure about this section.

Homework:

Prepare for the Unit Two: Sentences Review Test to be given on Wednesday, March 17.

 

 

 

PEARSON ADULT LEARNING CENTRE
English 10 Writing Workshop
Reader and Criterion-Based Feedback
March 3, 2004

This week, we will use reader-based and criterion-based questions to examine another student’s piece of writing. Students will work in pairs to learn valuable skills in assessing a piece of writing.

Pair Work:

Follow the questions. Do the reader-based questions first.

Homework:

Revise your piece according to the feedback given by the other students in class today.

Prepare for the Unit Two: Sentences Review Test to be given on Wednesday, March 10.

Reader-Based Questions:

Read only part of the student writing (Cover and read a paragraph or two of an essay; or read the first half of a paragraph) then STOP.

1. What were your feelings as you read?

 

2. Which words or phrases are memorable?

 

3. What has been said so far? Write a brief summary. What do you expect to read in the rest of this piece?

 

Criterion-Based Questions:

1. Does the writing have interesting ideas? Write a comment on the content of the student writing.

 

2. Is the writing organized well? Does it have good support with evidence and examples that show rather than tell? Give an example to explain your answers.

 

 

3. Are there mistakes in English usage? How frequent are they? Find one mistake and give its correction below.

 

 

Sheet done by:               AND

 

 

 

PEARSON ADULT LEARNING CENTRE
English 10
What Makes Writing Effective?
Close Reading of “What's a 13-letter word for 'compassionate aide'?”
February 25, 2004

This week, we will do a close reading of the short essay, “What's a 13-letter word for 'compassionate aide'?” After our reading, we will begin work on our personal reaction to the ideas presented here.

Group Work:

Look carefully at the reading and find three different examples of writing techniques that Hayley Linfield has used effectively.

For example: In the second paragraph, Linfield uses three consecutive sentences that begin with the word, “maybe.” This is called repetition.

Name each technique you have found. If you cannot give it a name, then identify the paragraph and the teacher will help you.

Homework:

Write your personal reaction to the reading. Use at least two of the writing techniques we have identified in class today in your writing.

You may write in short essay or paragraph form. Write about 150 to 250 words.

Quote words from the reading twice but use no more than five words in each quotation you use.

For example: Hayley Linfield believes that we should act by “confronting our fears” of the people in society who are different from ourselves.

 

ALL STUDENTS

Homework:

Study the Word List from "What's a 13-letter word for 'compassionate aide'" for your class on February 24, 2004

cackle, jolts, clutches, morons, parted, gaze, retardation, dubbed, smugly, in vain, bulky, immaculately, whackos, stooped, guffaw, weirdo, thrust, compassion, admiration, confronting, on the fringes

 

PEARSON ADULT LEARNING CENTRE
English 10 Review Worksheet
February 11, 2004

This week, we review our learning from the first four classes. In addition, students will work together to review for the Level H Vocabulary test next week.

Group Work:

Class Review:

Work with your classmates to identify four important things you have learned so far this term. Be prepared to share your examples with the class.

Vocabulary Review:

1. Use the words compliment and complement in two sentences.

2. Write a sentence using the contraction for “it would be.” Write the sentence as dialogue. Use quotations correctly.

3. Write one sentence that is about a thrifty person. Now, write another sentence about a cheap person.

4. Use a word with the suffix that means without in a sentence.

5. Add an appropriate prefix to the word locate and write a sentence with the new word.

6. Use the word mum in two ways (homographs).

7. Use the word threw and its homonym in two different sentences.

8. Use the idiom, in the doghouse, correctly in a sentence.

Homework:

Work on Unit One: Vocabulary in your Language Exercises Level H book. Test will be on Wednesday, February 18.

 

 

 

PEARSON ADULT LEARNING CENTRE
English 10
“The Maiden Wiser than the Tsar”
February 4, 2004

This week, we will talk about folktales, read a student folktale in a modern setting, and learn how such stories are written. Our homework will be to write an original folktale of 300 to 500 words.

In-Class Work:

Read the student story, “Folktale About the Insoluble Project,” once without stopping.

Now, join with group members to discuss the following points:

What are the important parts of a good folktale? For example, “the characters should be simple to understand and appealing.”

What special rules of grammar (punctuation, especially) do we need to know in order to write a story correctly?

Homework:

Write a 300 to 500 word folktale. Include the important parts identified in our class today. Follow the special grammar rules discussed in class.

Reminder: Work on Unit One: Vocabulary in your Language Exercises Level H book. Test will be on Wednesday, February 18.

 

 

PEARSON ADULT LEARNING CENTRE
English 10
In Class Essay; Unit One Test on Vocabulary
January 28, 2004

This week's in-class essay topic will be given in class. You were assigned to think about a time you had a similar experience to Albert Koehl's in his piece titled, “Leg lifts, donkey kicks and crunches.”

NOTE: Unit One Vocabulary Test from Language Exercises Level H will be on Wednesday, February 18.

 

 

 

 

PEARSON ADULT LEARNING CENTRE
English 10
Group Work on “Leg lifts, donkey kicks and crunches”
January 21, 2004

This week, we will help each other do a close reading of the article “Leg lifts, donkey kicks and crunches” by Albert Koehl.

Group Work

Following your ideas from last week, assign roles to each student before you begin your work.

Compare each student’s three sentence summary with the other group members’ summaries. Discuss the differences and similarities among the students’ ideas.

Write ONE three sentence summary as a group that takes the best ideas from the students in the group.

Discuss and answer the questions in the annotated text of the article.

Class Discussion

Groups will report on their answers to questions. The teacher will record responses for group notes.

Homework:

Think about a time where you had a similar feeling to Albert Koehl. Be prepared to write a short essay on this topic in next week’s class.

 

 

 

PEARSON ADULT LEARNING CENTRE
What Makes a Good Group Work?
January 14, 15 and 16, 2004

Many classes at the ALC include group work. Groups bring many benefits to our classrooms. In today’s class, we will discuss how good groups work and compare our ideas to expert opinion.

We will learn that good groups need structure to work effectively.

Discuss with your Group:

What roles (job or task) should group members perform? Name and describe four different roles you think are important to a good group.
For example, a common role is speaker, the student who delivers results, orally, to classmates.

 

Good group members should:

 

Poor group members often:

 

 

November 19, 2003

This week, we will begin an in-depth study of Theodore Roethke's poem, "My Papa's Waltz."

In class, we will learn the terms, speaker, metaphor, simile, rhyme, alliteration, assonance, consonance, stanza, and line.

Try the Quiz "Poetry: Sound and More"

 

 

PEARSON ADULT LEARNING CENTRE
English 10: Our Attitudes towards Disabled People
Personal Essay: "In among the ordinary, a sudden universe of grace"
October 29 and November 5, 2003

 

This week, we will co-write a student and teacher essay based on the reading, "In among the ordinary, a sudden universe of grace," originally published in The Globe and Mail. Students will provide examples based on last week's class discussion. The teacher will write it up for a final copy.

 

November 5:

Co-Writing the Essay:

Students will provide directions to the teacher on method and design. Examples will be from last week's class discussion.

Overall length will be from 350 to 400 words.

Read the essay, "Attitudes towards Disability"

 

 

 

October 29:

This week, we begin our study of the personal essay, "In among the ordinary, a sudden universe of grace," originally published in The Globe and Mail. Be sure to read the essay carefully. Be prepared to discuss your and Solange de Santis's ideas on disability.

Vocabulary Words for Study:

pranced, rehearsing, obligation, tedious, swirl, choreography, ridicule, disorder, disabled, mercy, desultory, ranged, dignity, twist, hence

NOTE: The above words will be tested in class on October 29.

 

 

PEARSON ADULT LEARNING CENTRE

English 10
Working with Revision
October 15, 2003

This week, we will share our revision sheets with each other and classify and group them according to type.

Group Work

1. Take your revision sheets with you and share them with your group.

2. Classify the revisions done by all students according to type. For example, a classification might be “Making Shorter” or “Improving Vocabulary.”

3. Count how many of each type of revision you find among the group members. For example, we find 10 revisions classified as “Improving Vocabulary.”

4. Which revisions, in your group’s opinion are most successful? Why?

5. Take one revision from each student and suggest a different or better revision. Write the suggestion on a paper to share with the class.

Homework:

For next week, complete your Unit 1: Vocabulary unit of the workbook, Language Exercises: Level H.

There will be a test on the Unit on October 22. Vocabulary from your workbook will be used for this test.

 

English 10
Writing a Draft Essay
October 8, 2003

This week, we will write a first draft of a 300 word essay. Use the topic idea you have developed, along with the answers to the six questions from last week’s class, to help you with examples and content.
 

The Essay Design

Follow a five paragraph standard design.

Your body paragraphs should be around 80 words each, including a good topic and concluding sentence.

The introduction paragraph and concluding paragraph will be about 30 words each. (*write these paragraphs after you have completed the body) Remember that an introduction ends with your thesis and that your conclusion begins with this same thesis, restated.

Write a good title.

Homework:

Revise your work. Make one substantial change to each paragraph (rewording an idea, for example, or improving vocabulary). Make a list of each change on a separate piece of paper that includes the original sentence and its improved version.

Please bring your essay and list to next week’s class for further discussion.

 

 

 

 

 

English 10
Examining Topics and Ideas
October 1, 2003

This week, we will examine the topics chosen by our students and help them to expand their ideas to include good details.

 After our discussions, we will share information and discuss as a class.

 

Individual Work

Write your topic on the Topic Worksheet. Write your student number in the space provided.

Group Work

Take each topic sheet and write questions you might have about the student’s topic. For example, “Where did you learn to fly a plane?”

Use all five W’s, “Who,” “What,” “When,” “Where,” and “Why.” Use “How,” also. Your group should write 6 questions in total.

Class Discussion

Groups will report on their discussions together and the teacher help improve upon the questions the groups have asked.

Homework:

Take your topic idea and write a 30 word example/answer for each question from your copy of the Topic Worksheet.

 

 

 

 

 

Discussing the Essay
September 17, 2003

This week, we will discuss what we currently know about writing essays in small groups.

After our discussions, we will share information and discuss as a class.

Group Discussion

What are the basics of the essay? Discuss and write down these basics. Give one piece of advice for each one.

What specific problems has each group member had with writing essays? Write down at least one problem per person in your group.

For each of the problems, suggest a solution.

Class Discussion

Groups will report on their discussions together and the teacher will make a record on the screen.

Homework:

Think about a topic you might wish to use to write an essay. Bring this topic idea to next week’s class.

 

Index of Fall 2004 Lessons

See the Spring 2004 Lessons

 

Return to top

 

 

Visit our Contact Us page to send email to the centre.
Copyright © 1997 to 2009 Pearson Adult Learning Centre, New Westminster School District 40
Web Site Created by The Educated Web
Last modified: July 31, 2009