Ms Farah

K: Know how to answer questions. U: Understand the context of the poem. D: Answer Parts A and B The Sugar-Plum Tree Please refer to your textbook on page 50 for today's lesson. What do you think is the poem about? Do you think this poem has a rhyming pattern? Task Time Please refer to your textbook, page 51 for today's task. Answer Parts A and B in your Comprehension book. Don't forget to write in full sentences!

K: Know the definition of kenning. U: Understand how to use kenning. D: Find out the meaning for each kenning. Words of the Day 1. Metaphor 2. Adjective Kenning A kenning is a  figure of speech  in which two words are combined in order to form a poetic expression that refers to a person or a thing. For example, "whale-road" is a kenning for the sea. A kenning can also be described as a simile (the sea is like a road for whales ). Kennings in Depth 1.  The base word   is the noun , the referent, and shares a metaphoric (though not always immediately evident) similarity to what it is actually referring to. 2.  The determinant  is the adjective where it changes the  noun, to help reveal the base word's connection to what it is referring to. Example: 1.  Couch   potato :   Here the referent (a lazy person) is being compared to a potato (which is similar to the lazy person in its lack of movement), so 'potato' is the   base word . The noun 'couch' becomes an

K: Know the definition of homographs. U: Understand how to identify homographs. D: Sort out words that sound the same. Words of the Day 1. Homograph 2. Homophone Homograph A  homograph  is one of a group of words that have the same spelling but have different sounds and meanings . They can also have different pronunciations. Examples: Does (plural for female deer) and does (singular form of 'do'). Lead (to go first) and lead (a type of metal). Present (a gift) and present (to show). Produce (to create) and produce (fresh fruits/vegetables). Can you think of any words that share the same spelling but have different sounds and meanings? Task Time Please refer to your workbook, page 25 for today's task. Write your answers in your workbook. I will mark and check once school reopens. Exit Task Click here to test your knowledge about homographs!

K: Know the definition of poem. U: Understand the context of the poem. D: Answer questions. Words of the Day 1. Poem 2. Recite Closer to Home Please refer to your workbook, pages 20-21 for today's lesson. You can also look at my blog as it is the same lesson. This is a poem by Shel Silverstein. Let's recite the poem together! As you read the poem, take note of a few things. What do you understand about 'Light in the Attic'? What do you understand about 'New World'? Do you think the poems rhyme? Do all their sentences rhyme or does it have a certain rule for their rhyming? Task Time In page 21, let's do Parts A, B, and C. Do write your answers in your workbook.  Remember: Always write your answers in full sentences and check for any spelling mistakes. Exit Task In your understanding, write or explain a brief reflection about how you used Thinking Skill in today's lesson.

K: Know the definition of personification. U: Understand how to use personification in sentences. D: Identify the personification in sentences. Words of the Day 1. Personification 2. Imagery Let's watch this video about personification! Personification Personification gives an object, animal, or a concept   human attributes and/or feelings or is spoken of as if it were human. Personification is a figure of speech. It is also known as a metaphor. Personification writers to create life and motion within inanimate objects, animals,  and even abstract ideas by assigning them recognizable human behaviors and emotions. Here are some examples of personification: 1. My alarm clock yelled at me this morning. 2. I like onions , but they don’t like me . 3. The sign on the door insulted my intelligence. 4. My phone is not cooperating with me today. 5. That bus is driving too fast. 6. My computer works very hard. Remember: Personification is only used for objects, animals, or ideas. I

K: Know the features of play script. U: Understand the application of play script features in a script. D: Identify the features as a group. 5 Features of Play Script 1. Characters 2. Dialogues 3. Stage Directions 4. Acts (plot) - Scenes (setting) 5. Narrator Plot Sequence 1. Introduction 2. Rising Action 3. Climax 4. Falling Action 5. Resolution Task In a group, identify the features of play script on the script you're assigned to. Remember: Each of you have a role! Who is screensharing and researching the features? Who is researching the plot sequence? Who is collecting data? Who is putting the data in the slides? You will present this on next Thursday (22/10). But the slides are due next Monday (19/10), so that means you will be continuing this task next Monday .' During the weekends, take the time to read your assigned script and once we have class next Monday, you can share your data with your group! The groups and their scripts are as follows: Group 1: The Mice Wedding Gr

K: Know about the meaning of act and scene. U: Understand the differences between act and scene. D: Create a play script based on a story you are interested in. Words of the Day 1. Act 2. Scene Let's recap! 1. What are the 5 features of play script? What is the difference between act and scene? Before I start, keep in mind that you need to write the plot sequence and its descriptions in your Composition book. I will check and mark once school reopens. An act is part of a play that is determined by the plot sequence. For example, Act 1 is exposition/introduction -  Introduces the characters, scenes, and parts of the story. Act 2 is rising action - Slowly builds up tension or problems and introduces conflict. Act 3 is climax - The most intense part/moment of the story. Act 4 is falling action - Problem is slowly being solved. The story is almost ending. Act 5 resolution/ending - Problem is often solved. Story ends. An act can be either 3-acts or 5-acts. In 3-acts, it it arranged as b

K: Know how to recite a poem. U: Understand the context of the poem. D: Answer Parts A and B related to the poem. Finding a Friend Using your textbook, open to pages 46 and 47. Here you will see a poem about identity. You can also refer to the pictures on my blog. Task Time Using your Comprehension book, answer Parts A and B. Do not forget to write the questions and answers.  Write the day and date too! For those who do not have their Comprehension book, do write your answers in the comment section below. For Part C, let's have a brief class discussion! Which part of the poem did you like best? Please explain your reason. Exit Task Here is one of the PYP Skills that is great to build up your mind as you learn! In the comment section, write a short reflection as to how you used your Thinking Skill in today's comprehension lesson. If you feel brave today, share your reflection verbally with the class! :)

K: Know what direct speech is. U: Understand the use of direct speech in sentences. D: Apply proper speech marks in sentences. Words of the Day 1. Speech marks 2. Dialogue Direct Speech Direct speech repeats, or quotes, the exact words spoken.  When we use direct speech in writing, speech marks like this ("   ") go before and after the words spoken in a text. Example: "I can't believe I'm going to be late!" shouted Ryan. A capital letter is used for the opening word of a speech/dialogue. A comma is usually used before we used the closed speech mark. Example: "I'm so hungry, I could eat a whale," said Mya. However, some sentences use other punctuations like period, exclamation mark, and question mark to indicate emotion from the speaker. Example: "What do you mean Evan ate all the chocolate?" asked Priyanka? "It means he ate all the chocolate and now he's in the nurse's office!" exclaimed Arsham. When the dialogue is

K: Know the definition of root word. U: Understand the creation of new words using prefix and suffix. D: Create new words in forms of word building. Words of the Day 1. Root word 2. Word building Root Words A word or a word part that can form the basis of new words through the addition of prefix and/or suffix. Root word = original word. Word Building The act or process of spelling out words (as in a contest) with the use of only those letters found in a particular word or phrase. Here is a great website about word building! Task Time Using your textbook, page 34, and Grammar book, do Parts A, B, and C. Remember to write the questions and your answers! Part A Organize and group the words accordingly to its proper root word. pain   childless   reaction   act   actor   painstaking   react   children   take   child   taken   overtake   action   childlike   acting   childish   mistake Part B Create another word by using the root word given. You can use a dictionary or the online thesaurus.