Unit 1 Changes In Me
Unit1Changesin MeEssential Questions?What is the relationshipbetween change andgrowth?How do writers usedifferent types of writingto express their ideas?Unit OverviewUnit 1 emphasizes the idea of “change” asthe conceptual focus for the year. By reading,exploring, analyzing, and interpreting texts, youwill examine the changes that often happen atthis time in your life. You will also focus on howindividual changes affect your life. Throughyour responses to texts, and by creating andpresenting narrative and expository texts thatfocus on change, you will better understandthat change is a normal, predictable, and often ajoyous aspect of life.1
Unit1Changes in MeContentsLearning Focus: What Is Storytelling? . . . . . . . . . . . . . . . . . . . . . . . . . 4GoalsActivities: To define change and1.1Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5identify the types ofchange adolescentsencounter1.2Planning to Revisit, Revise, and Reflect . . . . . . . . . . . . . . . . . . . . . . 61.3The Idea of Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71.4Building Oral Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81.5Who’s Who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Poetry: “Who’s Who,” by Judith Viorst1.6A Lion’s Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12*Film: Clips from The Lion King1.7Memory Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161.8Family Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Novel: Excerpt from Kira-Kira, by Cynthia Kadohata1.9Getting Superpowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Personal Narrative: “My Superpowers,” by Dan Greenburg To make thematicconnections amongtexts and between textsand your own life To use descriptivelanguage in writing bothnarrative and expositorytext To understand andexplain the relationshipbetween cause andeffect1.10 Reflecting on Narrative Openings . . . . . . . . . . . . . . . . . . . . . . . . . . 271.11 What Makes a Good Narrative? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30FluencyEmbedded Assessment 1 Writing a Narrative About an IncidentThat Changed Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31CharacterizationNarrativePoint of ViewExpository WritingCause/Effect2 SpringBoard English Textual Power Level 1 2011 College Board. All rights reserved.ACADEMIC VOCABULARY
Learning Focus: How to Explain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361.12 Marking Growth: A Frame Poem. . . . . . . . . . . . . . . . . . . . . . . . . . . . 371.13 Explaining Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381.14 Changing Narrative Writing to Expository Writing . . . . . . . . . . . . . 40Article: “The Oldest Living Atlanta Gorilla Tells All,” by ScottFreeman1.15 Using Context Clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Folk Tale: “How Fire Came to the Six Nations” (Iroquois)1.16 Changes in Three Arrows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 531.17 Reading “The Jacket” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Short Story: “The Jacket,” by Gary Soto1.18 The Mermaid Speaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Poetry: “ And Although the Little Mermaid Sacrificed Everythingto Win the Love of the Prince, the Prince (Alas) Decided to WedAnother,” by Judith ViorstExpository Essay: “He Might Have Liked Me Better with My Tail,”by Ima MermaidEmbedded Assessment 2 Writing an Expository Essay About aChange in Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 2011 College Board. All rights reserved.Unit Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683
Learning Focus:What Is Storytelling?One of the first and strongest impulses of human beings is to tell a story.Stories are told to entertain and to teach. Storytelling in the form of oraltraditions of folklore, legend, and folk tales evolved into literary or writtenstorytelling. You have already read, listened to, and written many stories.During this year you will study how a story is created and developed so thatyou have more insight into how and why people write stories. To narrate isthe verb used to describe the act of telling a story, so a narrative is the storyand a narrator is the person telling the story. All narratives or stories havethings in common.Characters: A story has a main character or protagonist as well as minorcharacters.Plot: Every plot has a setting, a sequence of events or incidents, conflict and aresolution to the conflict.Conflict(s): Conflicts may be internal (inside the main character) or external(outside the main character) and can be categorized:Man vs man Man vs self Man vs natureMan vs societyPoint of View: Every story is told from a point of view. The most commonpoints of view are: First person – the story is told from the main character’s point of view anduses the pronoun “I” and “we.” Third person – the story is told from an outside point of view and uses theYou will see how all these elements of a narrative work together as youread others’ fictional or autobiographical narratives and write your own. Apersonal narrative is a type of autobiographical writing in which a persontells about significant experiences in his or her life. In the second part of thisunit, you will learn the difference between narration—telling a story—andexposition—explaining an idea.Independent Reading: Reading a wide variety of texts, such as stories,poems, myths, and informational text, will help you develop more fluentreading skills and broader word knowledge. Suggestions for independentreading for this unit are: Autobiographical writing, including personal narratives, memoirs, orstories about true happenings Fiction and nonfiction narratives about stories that interest you4 SpringBoard English Textual Power Level 1 2011 College Board. All rights reserved.pronouns “he” and “she” and “they.”
ACTIVITYPreviewing the Unit1.1SUGGESTED LEARNING STRATEGIES: Graphic Organizer, Marking theText, Think-Pair-Share, Skimming/Scanning, Summarizing/ParaphrasingEssential Questions1. What is the relationship between change and growth?2. How do writers use different types of writing to express their ideas?Unit Overview and Learning Focus 2011 College Board. All rights reserved.Predict what you think this unit is about. Use the words or phrases thatstood out to you when you read the Unit Overview and the LearningFocus.Embedded Assessment 1What knowledge must you have (what do you need to know)? Whatskills must you have (what will you need to do to complete theEmbedded Assessment successfully)? Write your responses below.Unit 1 Changes in Me 5
ACTIVITY1.2Planning to Revisit, Revise, and Reflect1. In what ways has your life changed sincelast year?2. In what ways has your life changed sincefirst grade?3. How might your life change during thecurrent school year?4. What types of changes might occur when youbecome a teenager?5. What words, phrases, and/or images show the kinds of changes youare facing in your life? Make a list below. Consider activities, friends,beliefs, physical appearance, school, life at home, hobbies, and so on.6 SpringBoard English Textual Power Level 1 2011 College Board. All rights reserved.SUGGESTED LEARNING STRATEGIES: Graphic Organizer, Notetaking,Think-Pair-Share, Prewriting, Free Writing
ACTIVITYThe Idea of Change1.3SUGGESTED LEARNING STRATEGIES: Graphic Organizer, Word MapWord MapWhat the Word MeansA Picture 2011 College Board. All rights reserved.WordExampleExampleExampleWord in ContextUnit 1 Changes in Me 7
ACTIVITY1.4Building Oral FluencySUGGESTED LEARNING STRATEGIES: Oral ReadingACADEMIC VOCABULARY1. Brainstorming: Think about oral fluency. What does good readingsound like? What are the characteristics of fluent oral readers?The word fluency meansthe ability to use languageclearly and easily.2. Notetaking: Qualities of an Effective ReaderAccuracyInflection orExpressiveness3. Following your teacher’s instructions, read aloud and listen to yourselfreading. Try to do the kinds of things you have identified that goodreaders do.8 SpringBoard English Textual Power Level 1 2011 College Board. All rights reserved.Rate
ACTIVITY 1.4continued4. Self-Assessment: Rate your reading using the chart below:Effective Oral Reading CriteriaScale: 1–Excellent; 2–Good; 3–Average; 4–Needs lection orExpressivenessScoreComment 2011 College Board. All rights reserved.5. Reflection: Based on your class discussion about good oral reading,consider how well you read the passage. What will you try to do nexttime to make your reading better?6. Now, practice the passage several times, incorporating the goalsyou have set for yourself. Then read it aloud again. When you havefinished, write your observations regarding the differences in the tworeadings. Were you able to achieve your goals in the second reading?Explain.Unit 1 Changes in Me 9
ACTIVITY1.5Who’s WhoSUGGESTED LEARNING STRATEGIES: Choral Reading, Marking theText, Quickwrite, Word MapMy NotesPoetryABOUT THE AUTHORJudith Viorst is a journalist and a writer who writes fictionand nonfiction for both adults and children. Her wellknown and loved children’s classic Alexander and theTerrible, Horrible, No Good, Very Bad Day and its sequelsare based on her own three sons.by Judith Viorst5LITERARY T ERMSAlliteration is the repetitionof consonant sounds at thebeginnings of words that areclose together; for example,Paula . . . prettiest, Jean . . .genius, Lisa . . . listener.1015Lisa’s the best listener — she always lends an ear.And all the boys say Mel’s the most desirable.Gwen’s the giggliest — but everybody thinks that’s dear.Who thinks it’s dear to be the most reliable?Jody and Rebecca tie for cleverest. MarieIs best at sports (and also most perspirable).Cathy is the richest — she’s been saving since she’s three.But who’ll save me from being most reliable?I’d rather be most mischievous. I’d rather be most deep.I’d rather — and I’ll swear this on a Bible —Be known as most peculiar. Nothing puts the world to sleepLike someone who is known as most reliable.10 SpringBoard English Textual Power Level 1 2011 College Board. All rights reserved.Paula is the prettiest — the whole sixth grade agrees.Jean’s the genius — that is undeniable,Most popular is Amy. Most admired is Louise.But as for me, they say I’m most . . . reliable.
ACTIVITY 1.5continuedReaders or listeners work out the rhyme scheme by using letters ofthe alphabet for the words that rhyme. For example, look at the rhymescheme in “Who’s Who.” The “a” words rhyme, and the “b” wordsrhyme.a agreesL ITERARY T ERMSA rhyme scheme is thepattern of rhyming linesin a poem or song.b undeniablea Louiseb reliableNow use the My Notes space on page 10 to write the rhyme scheme forthe rest of the poem. Use a different letter of the alphabet for each setof rhyming words. For example, use c-d-c-d for the second stanza.Transform Judith Viorst’s poem by replacing girls’ names with boys’names and by changing the adjectives and nouns used to describethe characters or personalities of the named girls. Use Judith Viorst’spoem as your model. Do not change everything, just the names anddescriptions. Keep the rhyming pattern the same and match the numberof syllables so that the rhythm remains the same. Look at this example:Original: “Paula is the prettiest — the whole sixth grade agrees.”Transformed: “Felix is the friendliest — the whole sixth gradeagrees.”&GRAMMARUSAGEA noun is a word thatnames a person, place,thing, or idea.An adjective is a word thatdescribes, or modifies, anoun. Adjectives tell which,what kind, how many, orhow much. An adjectivethat appears in thepredicate, after the verb,is a predicate adjective.A predicate adjectivemodifies the subject of thesentence. 2011 College Board. All rights reserved.In the first line of thepoem, prettiest is apredicate adjective thatmodifies the subject,Paula.Adjectives have differentforms for comparing.Prettier is the comparativeform, and prettiest is thesuperlative form of pretty.Quickwrite: How do you think others would describe you now? Thinkahead. How would you like to be described by the end of this schoolyear? Use notebook paper to write your thoughts. Save this Quickwritein your Working Folder.Sometimes more and mostare used for comparativeand superlative forms:more reliable, mostreliable.Unit 1 Changes in Me 11
ACTIVITY1.6A Lion’s NarrativeSUGGESTED LEARNING STRATEGIES: Graphic Organizer, Notetaking,Rereading, Prewriting, Sketching, Drafting, Revising, Word MapACADEMIC VOCABULARYA narrative is a story aboutan incident. An incident is adistinct piece of action, suchas an episode in a story ora play.Narrative WritingNarrative writing tells a story or describes an incident. An effectivenarrative includes the following: a clear sequence of events–with a beginning, middle, and end detailed descriptions of the setting—the time and the place inwhich the events of a narrative occur the characters’ feelings during the incident dialogue—the conversation between characters during theincident1. To help you recognize the elements of a good narrative, your teacherwill show you a scene from The Lion King or another film. As youwatch, take notes in the spaces provided.Feelings of Characters(use adjectives or nouns)Important Dialogue(try to copy ) 2011 College Board. All rights reserved.Descriptions of Setting(give specific details)12 SpringBoard English Textual Power Level 1
ACTIVITY 1.6continued2. Take notes or quickly sketch the sequence of events in this incident,in chronological order.First event:Second event:Third event:WORDCONNECTIONSTh GrTheGreek root -chron- inchronological means“time.” Other Englishwords having to do withtime also contain thisroot: chronic, chronicle,chronology, synchronize,and anachronism.Fourth event:Fifth event:ACADEMIC VOCABULARY3. Writing Prompt: Imagine that you are Nala or Simba, and you wantto tell a friend the story of going to the graveyard. Draft a narrativeof what happened there.Tell how and where the story started, thesequence of events, and how it ended. Include the setting, details ofthe characters’ feelings, and dialogue. You are telling the events infirst-person point of view, so use “I” when you write your narrative. 2011 College Board. All rights reserved.I am writing from the point of Nala OR Simba (circle one).Unit 1 Changes in Me 13
ACTIVITY 1.6continuedA Lion’s NarrativeAdding Details and Transitions to Narrative Writing Transitions are words or phrases that help the reader follow yourstory by smoothly connecting ideas, details, or events. Sensory details are details that appeal to the reader’s fivesenses. Adding sensory details to your writing helps a reader tobetter imagine the scene.Writers use transitions to move the reader from one place, time, oridea to another. The following words and phrases are examples oftransitions:againalsoin nextbeforeafterwardyetfinallyat lastto beginlateras soon asnot long afterinsteadat the last momentin the endTouchTaste14 SpringBoard English Textual Power Level 1SightHearingSmell 2011 College Board. All rights reserved.1. Writers appeal to the five senses to help the reader imagine a scene.Take a moment to think of some sensory details or images thatappeal to each of the senses below.
ACTIVITY 1.6continued2. The following third-person narrative does not include any transitionalwords. It also lacks details to help the reader imagine the scene. Putan asterisk (*) where a transition might fit, and highlight or underlinethe sentences that need sensory details to help the reader see thescene. Add a check mark ( ) in places where dialogue might make thescene more vivid.Nala and Simba turned around. They discovered they were in a scaryplace. Nala and Simba were excited. They didn’t know how dangerous itcould be. Simba ran to explore the huge elephant skull in front of them.Three hyenas came out of the skull. The hyenas attacked Nala andSimba, but they ran away, so the hyenas attacked Zazu. Simba ran backto save him, but the hyenas turned on Simba and Nala again. Nala felland Simba turned around to save her. They fell into the ribcage of adead elephant. The hyenas trapped them. They were saved by Mufasa.3. Go back through the draft of your narrative and do the following: 2011 College Board. All rights reserved. Underline all the words and phrases that act as transitions fromone time or place to another, or mark places where you need atransition. Highlight at least one sentence that would benefit from addingsensory details.4. Rewrite your narrative to include additional transitions and sensory details.Unit 1 Changes in Me 15
ACTIVITYMemory Map1.7SUGGESTED LEARNING STRATEGIES: Revisiting Prior Work, GraphicOrganizer, Visualizing, Prewriting, Word MapPlanning Your Memory Map1. Look through the work you have done so far and list some of theincidents that resulted in some kind of change to your life. Feel freeto include additional incidents on the list, if they occur to you.2. Choose one memorable incident that you would be willing to share asa visual memory map.3. Think back to that incident and determine what happened at thebeginning, in the middle, and at the end. Try to come up with eightto ten events for the entire incident, at least three for each part(beginning, middle, end) of the incident. Use the graphic organizer tolist the events of that incident.My incident:Events in the MiddleEvents at the End 2011 College Board. All rights reserved.Events at the Beginning16 SpringBoard English Textual Power Level 1
ACTIVITY 1.7continued4. Next, brainstorm about the details of the events. Record sensorydetails and dialogue that was happening at the time on the lines. Usethe questions in the boxes to guide your thoughts.BeginningDetailsSetting—Time and PlaceWho was there?What were you doing,thinking, feeling?Middle DetailsDescribe events inchronological order.Include dialogue.End DetailsHow did this end?What did you learn,discover, realize?What happened?What were you andothers doing? 2011 College Board. All rights reserved.What were you thinkingand feeling?Creating Your Memory Map&1. For each event you have listed, you will create a panel or page.GRAMMAR2. In each panel or page, write a sentence that details the event. Then,write commentary using a different-colored pen. Your commentaryshould explain the importance of the event or explain your feelingsand emotions at the time. Be sure to include transitions.When a character in a storyspeaks, that dialogueis marked by quotationmarks around the wordsspoken. In addition,a dialogue tag, whichidentifies who is speaking,accompanies the dialogue.3. Using a third color, provide one sentence of dialogue for the scene.4. Create a drawing or graphic representation for each event.5. Give your Memory Map a title that will intrigue the reader andrepresent the narrative.6. Be prepared to present your Memory Map, telling your story to eithera small group or the whole class.USAGEExample: “I can’t believeI forgot my appointment,”Reese said.Unit 1 Changes in Me 17
ACTIVITYFamily Stories1.8SUGGESTED LEARNING STRATEGIES: Oral Reading, Close Reading,Marking the Text, Quickwrite, Skimming/Scanning, Think-Pair-ShareUSAGEA verb is the part of speechthat expresses existence,action, or occurrence.Vivid verbs provide a veryspecific depiction of a
Autobiographical writing, including personal narratives, memoirs, or stories about true happenings .
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
These kinds of changes are called physical changes. Physical changes are changes in the way matter looks. Changes in size and shape, like the changes in the cut pieces of paper, are physical changes. Physical changes are changes in the . Give two examples of a chemical change and EXPLAIN why they are a chemical
ice cream Unit 9: ice cream ka bio Unit 3: say it again kaa Unit 10: car kakra Unit 3: a little Kofi Unit 5: a name (boy born on Fri.) Koforidua Unit 4: Koforidua kↄ Unit 9: go Kↄ so Unit 7: Go ahead. kↄↄp Unit 9: cup kube Unit 10: coconut Kumase Unit 4: Kumasi Labadi Beach Unit 10: Labadi Beach
CAPE Management of Business Specimen Papers: Unit 1 Paper 01 60 Unit 1 Paper 02 68 Unit 1 Paper 03/2 74 Unit 2 Paper 01 78 Unit 2 Paper 02 86 Unit 2 Paper 03/2 90 CAPE Management of Business Mark Schemes: Unit 1 Paper 01 93 Unit 1 Paper 02 95 Unit 1 Paper 03/2 110 Unit 2 Paper 01 117 Unit 2 Paper 02 119 Unit 2 Paper 03/2 134
BASIC WIRING TABLE OF CONTENTS Unit I: Occupational Introduction 1 Unit II: General Safety 15 Unit III: Electrical Safety 71 Unit IV: Hand Tools 101 Unit V: Specialty Tools and Equipment 195 Unit VI: Using Trade Information 307 Unit VII: Basic Equipment 343 Unit VIII: Basic Theory 415 Unit IX: DC Circuits 469 Unit X: AC Circuits 533 Unit XI: Wiring Methods 641 Unit XII: Conductors 685
CONTENTS Page Thank you page 3 About the book 4 UNIT 1: About Academic IELTS Task 1 6 UNIT 2: Line Graphs – Language of Change 8 UNIT 3: Introducing a graph 20 UNIT 4: Grouping Information 26 UNIT 5: A More Complicated Line Graph 29 UNI T 6: Describing Bar Charts 36 UNIT 7: Describing Pie Charts 44 UNIT 8: Describing Tables 49
changes on the exchange rate. However, changes on exchange rate cause changes in the local interest rate while changes on the foreign interest rates do not cause changes in the local interest rate. In addition, changes on both the exchange rate and foreign interest rate jointly do cause changes on the local interest rate. Finally changes on
Unit 39: Adventure Tourism 378 Unit 40: Special Interest Tourism 386 Unit 41: Tourist Resort Management 393 Unit 42: Cruise Management 401 Unit 43: International Tourism Planning and Policy 408 Unit 44: Organisational Behaviour 415 Unit 45: Sales Management 421 Unit 46: Pitching and Negotiation Skills 427 Unit 47: Strategic Human Resource Management 433 Unit 48: Launching a New Venture 440 .
