PORTFOLIO

LANGUAGE ARTS

INDEX Learning Process

Grammar Notes

Present Time 1-2

Past Time 3-4

Future Time 5-6

Scanned Documents

Reading Comprehension 7-18

Writing 19-21

Corrections 22-23

Final Test 24

Pictionary 25-26

Appendix 27-28

MY LEARNING PROCESS HIGH SCHOOL LEVEL

COURSE: Language Arts III TEACHER: Ana Lucia Perez Garcia UNIT First Academic Unit (January 12- March 13) GRADE: 6th Accounting UNIT COMPETENCE: Creates business-related documents in a variety of contexts applying vocabulary, grammatical structures, and topics seen throughout the unit while following American Business Guidelines in form and format.

ACHIEVEMENT INDICATORS ASSESMENT ACTIVITIES DATES PER WEEK

SCORING CONTROL

Differentiates the usage of verb tenses and various grammatical elements in review worksheets.

1. Grammar: Present tenses Past tenses Future tenses Verb tense application General Review

Jan 26 - 30 Feb 9 – 13 Feb 16-20 Feb 23- 27 March 2 -5

/100 /100 /100 /100 /100

Organizes documents and proofread written assignments in a chronological order following rubric, teacher instructions, and editing techniques in the digital portfolio to maintain information which can be readily accessed upon request.

2. Portfolio (Digital) Pictionary, Summary, and Business Letter examples and templates uploaded to Issuu **Rubric provided

Throughout the Unit March 11

/100

Communicates effectively in oral form using appropriate vocabulary, grammatical elements, pronunciation, and fluency.

1. Speaking (4)

Throughout the Unit

/100 /100 /100 /100

Produces writings that contain appropriate vocabulary, spelling, organization, content, and coherence..

2. Writing (2)

Throughout the Unit

/100

/100

Retains and extracts information when listening and is able to answer questions related to information extracted upon request.

3. Listening (2) Throughout the Unit

/100 /100

4. Reading (1 online / 3 extensive reading book)

Throughout the Unit

/100 /100 /100

Answers a test integrating acquired knowledge and critical thinking on the situation presented.

5. Unit One Final Test (Theory):

Grammatical Elements Vocabulary Listening and Reading

Comprehension

March 12

/100

Grammar Notes

Present Time 1. Use the simple present to show actions,

events, or states that are true in general or

happen habitually. Also to narrate events in

sequence.

Examples:

1. He uses his new computer to do his

homework.

2. I love to play tennis on Saturdays.

2. Use the present progressive to show actions

or events in progress at the moment (not

finished).

BE CAREFUL! We generally don´t use the

progressive with non-action verbs.

Be + base form+ -ing

Examples:

1. Ana is writing her essay about

plants.

2. We are painting a new piece of art.

3. The present perfect and the present perfect

progressive connect the past with the

present. Actions and states that began in

the past and continue until past.

They are often used with for+ a length of

time and since+ a starting point.

Use the present perfect, NOT the present

perfect progressive, to describe completed

actions with a connection to the present.

Present perfect: Have+ Past participle

Present Perfect Progressive: Have been + base form+ -ing

Examples:

Present Perfect:

1. I've known him since two years ago.

2. We've learned new languages for

six years.

Present Perfect Progressive:

1. I’ve been waiting for my mom since

two weeks ago.

2. They’ve been playing tennis for

several hours.

4. Action verbs (also called active) describe

actions.

Use simple verb forms (without –ing) to

describe all of an action.

Use progressive verb forms (with –ing) to

describe part of an action.

Examples:

Simple verb forms:

1. I write essays for a new magazine.

2. I ride horses in my riding lessons.

Progressive verb forms:

1. Ana is waiting her bus to school.

2. My dad is fixing his car.

1

5. Non-action verbs (also called stative)

describe such as appearance, emotions,

mental states, perceptions, possession, and

wants.

We most OFTEN use non-action verbs in the

simple form and not in the progressive.

Examples:

1. I love to eat pizza with my family.

2. Elsa knows his boyfriend very well.

6. We normally use adverbs with action verbs.

We normally use the verbs look, sound feel,

smell, and taste to show states, in which

case they are used with adjectives, not

adverbs.

BE CAREFUL! The sense verbs are sometimes

used to show actions, in which case they

are used with adverbs.

Examples:

1. He works hard to have good notes.

2. It feels good to win awards.

2

Past Time 1. Use the simple past to express an action,

event, or state occurring at a general or

specific time in the past.

Examples:

1. He kept his bag with him during the

event.

2. I saw a movie last week.

2. Use the past progressive to express an

action that was in progress at a time in the

past.

Was/ were + base form+ -ing

Examples:

1. I was walking in the park when I saw

him.

2. My mother was baking a cake.

3. The present perfect is used to express an

action, event, or state occurring at an

indefinite time in the past.

BE CAREFUL! Don’t use the present perfect

with a past-time expression.

Has/Have + Past Participle

Examples:

1. I have seen that movie plenty of

times.

2. They have traveled to many places.

4. Use used to + base form to show a habitual

action, event, or state that was true in the

past but is no longer true.

You can also use would + base form to

express actions or events that occurred

regularly during a period in the past.

BE CAREFUL! Use to and would are similar in

meaning when they express past actions.

However, only use to can show past

location, state of being, or possession.

Examples:

1. Wendy use to be a doctor.

2. When we were in a relationship, we

would go out every weekend.

3

5. Use the past perfect to show an action,

event, or state of being that happened

before a certain time in the past.

Use it with the simple past to show which of

two past actions, events, or states

happened first.

The past perfect is not often used in

sentences with before and after.

Had + past participle

Examples:

1. He had written a letter to María.

2. Aurora had never been in a

concert.

6. Use the past perfect progressive to express

an action that was in progress before

another past event.

Had been + base form+ -ing

Examples:

1. Janet had been working there for

almost a year.

2. I have been noticing that he is not

my type.

7. Use was/ were going to/ would + base form

to describe an action, event, or state that

was planned or expected in the past. They

are often called future in the past.

Examples:

1. Otto knew he was going to pass his

test last month.

2. Laura knew where the party would

be.

4

Future Time 1. Use will or be going to to say what you think

will happen in the future.

BE CAREFUL! Use will, not be going to, to

express a future action decided on at the

moment of speaking.

We most often use be going to to talk about

a future situation that is planned or already

developing.

Examples:

1. I think I will play tennis on Saturday.

2. We’re going to go to Spain next

month.

2. Use will be or be going to be + base form+

-ing to describe an action that will be in

progress at a certain time in the future.

We OFTEN use the future progressive

informally to talk about a future intention.

Examples:

1. We’re going to be visiting Rome in our

trip.

2. I’ll be in cooking classes next Friday.

3. You can use the simple present to talk about

a future action, state, or event that is part of

a schedule or timetable.

Examples:

1. We leave in exactly four weeks.

2. The flight arrives at 6:00 A.M.

4.

You can use the present progressive to talk

about a future action or event that has

already been arranged.

Be+ Base form + -ing

Examples:

1. We’re going to Argentina next

month, we already aside a hotel.

2. I´ll be relaxing in the spa.

5.

To talk about two separate actions in the

future, use will or be going to in the

independent clause and the simple present

in the dependent clause.

Examples:

1. When you land, it will probably be

late afternoon.

2. Ana will meet her friend the day after

she arrives.

5

BE CAREFUL! The verb in the dependent

clause has the form in the simple present, but

its meaning is future.

6. Use the future perfect to show an action,

state, or event that will happen before a

certain time in the future.

Will have+ past participle

You can also use the future perfect in the

progressive.

Will have been + Base Form + -ing

We OFTEN use the future perfect with by and

by the time.

Examples:

1. We'll have learned different idioms by

the final semester.

2. We will have been trying for hours

getting registered in the hotel.

6

Scanned

documents

Reading comprehensions

7

Oliver Twist Worksheet

Author: Charles Dickens

Setting

It takes place in London, England. It occurred near the nineteen century in a poor place of Europe. In this season the parish looked for the welfare of many poor people. Who didn`t have the same opportunities as others.

Character Description/choose ONE (Oliver, Miss

Mann, Mr. Bumble, and Mr. Gamfield)

Oliver: He was an orphan and nobody wanted to

take care of him. He lost his mom after he was

born. He is an innocent and kind boy, in despite of

his hard life.

8

Retell the story in your own words.

First

Oliver was born in a workhouse. His mother died after he was born, so a nurse gave him to the parish. Here, Mr. Bumble gave him a name. When he was nine they decided to take him to the workhouse where he was born, because they thought he was ready to start working.

Then

He started a new life in the workhouse, but one day because of peer pressure he went against the rules. He asked for more food and they punished him with isolation. After few days, they decided to give him and five pounds to any person who would like to have him. Mr. Gamfield needed money, so he decided to ask for him. But after deliberating they decided to take Oliver again. The next day, Oliver was on sale again.

9

10

Oliver Twist Reading Comprehension Chapters 4-6

1. What is Mr. Sowerberry’s profession?

- Mr. Sowerberry was the parochial undertaker.

2. What did Mr. Sowerberry sell in his store?

- He sells coffins.

3. Who took Oliver to Mr Sowerberry’s shop?

- Mr. Bumble took Oliver to Mr. Sowerberry´s shop.

4. What was Mrs. Sowerberry like? (External and internal appearance)

MRS. SOWERBERRY WRONG

- Mrs. Sowerberry is a mean, judgmental woman who henpecks her

husband.

5. What did Oliver eat on the first evening?

-He ate some cold bits.

6. Where did Oliver sleep?

-He slept near the coffins, in the ground.

7. Who knocked on the door in the morning?

-Mister Noah Claypole.

8. How did Noah refer to Oliver or what did he call him?

-Work’us.

9. Why was Noah rude to Oliver?

-Because he was jealous about Oliver´s promotion.

10. What was the name of the grave-digger?

-Bill

11. Why did Oliver attack Noah? -Because he was annoying him, talking about his mother.

11

12. How did Noah react?

He started calling Mrs. Soweberry and Charlotte, accusing Oliver of

almost murdering him.

Who said each of these things in Chapter 3? Who was she/he talking

to? Example: “Ah, you´ll get used to it in time.” Answer: Mr. Sowerberry to

Oliver 13. “Don’t say anything about her to me.” – Oliver to Noah 14. “We all pity you, Workhouse, but your mother was a bad woman.”-

Noah to Oliver 15. ”He might murder us all in our beds.”- Mrs. Sowerberry to Charlotte 16. ”He must be mad. Nobody speaks to you like that!” – Mrs. Sowerberry to

Noah Define the following vocabulary words in your own words. You may use

synonyms or antonyms.

17. Altercation: Problem.

18. Corpse: Death Body. (cadaver)

19. grave-digger: Who fills-up graves. (quien sepulta)

20. wrath: Anger. (ira)

CORRECT ANSWERS: 18.5/20

GRADE: 93

12

13

14

15

16

17

18

Writings

19

20

21

CORRECTIONS

22

23

FINAL TEST

24

Pictionary

PICTIONARY

DEFINITION EXAMPLE PICTURE

Benefactor A person who

does a good

deed.

The

benefactors of

society are

interested in

their welfare.

Magistrate A civil officer who

administers the

law.

The magistrate

makes a

decision about

the case.

Mob A disorderly

crowd of people.

The mob was

making a

disorder.

Handkerchief A small piece of

fabric used for

wiping the nose,

eyes, etc., or

worn for

decoration.

My dad bought

a new

handkerchief.

Gruel

A thin cooked

cereal made by

boiling meal,

especially

oatmeal, in water

or milk.

I like to eat

gruel at dinner.

Parish A local church

and the area or

neighborhood

assigned to it.

The parish was

in charge of

taking care of

poor people.

25

Beadle A parish officer

having various

subordinate

duties, as

keeping order

during services,

waiting on the

rector, etc.

The beadle was

in charge of the

new parish.

Orphan A child who has

lost both parents

and, less

commonly, one

parent through

death.

The orphan is

sad because

he doesn’t

have a family.

Workhouse An institution

maintained at

public expense

where able-

bodied paupers

did unpaid work

in return for food

and

accommodation

They can live in

a workhouse in

exchange of

their work.

Apprentice A learner; novice. He is learning

how to make

beds, he is an

apprentice.

Solitary

Confinement

Isolation imposed

on a prisoner, as

by confinement

in a special cell.

He was sent to

solitary

confinement as

a punishment.

Undertaker A person whose

profession is the

preparation of

the dead for

burial or

cremation and

the

management of

funerals; funeral

director

My dad worked

as an

undertaker.

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Appendix

27

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