1 Week 6 Mrs. Moore

2 FOCUS TEKS Fig 19(A-B) Reading / Comprehension of Literary Text / Literary Nonfiction. Students make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding [6] evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts.[12A] Poetry Compare and Contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts.[12A] Vocabulary infer word meaning through the identification and analysis of analogies and other word relationships.[1C] Reteach: Writing Strategies Vocabulary Strategies Reading strategies Speaking Front Load Poetry Vocabulary

3 09-26-2016 MONDAY Keep all of your handouts to study.Mantenga todos los folletos para estudiar. Analogies LEARNING STRATEGIES VOCABULARY TEKS Analogías APRENDIZAJE TEKS estrategias de vocabulario BELLRINGER: Do as many of the analogies as you can in 5 mins. (Should be a fun page.) Check them. Bellringer: Haz lo que muchas de las analogías que puedas en 5 minutos. (En caso de ser una página de diversión.) Verificar ellos. Remind students Recuerde a los estudiantes Reading passage – Use your reading strategies. Due Wednesday. La lectura de paso - Use sus estrategias de lectura. Debido miércoles. Historia de Halloween - continúe trabajando en este Halloween Story – continue to work on this Talonario de cheques - TAREA: Pregunta para la Biblioteca debida del libro: Viernes Book Check – HOMEWORK: Question for the Library BOOK Due: Friday Obtener un periódico - que son para leer el artículo 1 de esta noche, utilizar sus estrategias de lectura y resumirlo. Para mañana. Get a newspaper – you are to read 1 article tonight, use your reading strategies and summarize it. Due Tomorrow. Hoy: TRABAJO EN ESPIRAL vocabulario. Esto se debe Jueves. Today: Volver a enseñar: Caracterización VOCABULARY SPIRAL WORK. This is due Thursday. Pasaje de lectura formulario de análisis periódico Reteach: characterization Reading Passage Newspaper analysis form

4 Comprehensive QUESTIONS for News Articles DUE FRIDAYCOMPREHENSIVE QUESTIONS — NONFICTION :Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Title of the Story/Articles: _____________________________ ____________________________ Identify the genre. What is the genre of the passage(s)? ________________________________________ What is the author’s purpose? _____________________________________________________________ Identify Sequence: What happened at the end of your reading this week? ___________________________ Infer Describe the information in article 1 ____________________________________________________ Give evidence: Explain why you think that. ________________________________________________________ ___________________________________________________________________________________________ Infer Describe the information in article 2 ____________________________________________________ 6. Identify Action: What is the same in both stories? _________________________________________________ ___________________________________________________________________________________________ 7. Infer Motive: Why do you think the author chose that mode of expression? ___________________________ ________ __________________________________________________________________________________ 8. Summarize the information. Write your summary on these lines. _____________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Why do you think will happen next? _____________________________________________________________ Write about what you read. Explain a lesson people can learn from reading these articles. Use examples from the story and your own experience.

5 Completa de las preguntas de los artículos de noticiasCompleta de las preguntas - No ficción: Lea atentamente para determinar lo que el texto dice de manera explícita y realizar inferencias lógicas de la misma; citar evidencia textual específica al escribir o hablar para apoyar las conclusiones extraídas del texto. Título de la historia / Artículos: ___________________________________________ ______________________________________________ Identificar el género. ¿Cuál es el género del pasaje (s)? ________________________________________ ¿Cuál es el propósito del autor? _____________________________________________________________ Identificar Secuencia: Lo que sucedió al final de su lectura de esta semana? ___________________________ Describir inferir la información en el artículo 1 ____________________________________________________ Dar evidencia: Explique por qué piensa eso. ________________________________________________________ ___________________________________________________________________________________________ 5. Deducir describir la información en el artículo 1 ____________________________________________________ 6. Identificar Acción: ¿Cuál es la misma en ambas historias? _________________________________________________ ___________________________________________________________________________________________ 7. Deducir Motivo: ¿Por qué cree que el autor eligió ese modo de expresión? ___________________________ ________ __________________________________________________________________________________ 8. Resumir la información. Escriba su resumen sobre estas líneas. _____________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ¿Por qué cree que va a pasar? _____________________________________________________________ Escribe sobre lo que lee. Explicar una lección de la gente puede aprender de la lectura de estos artículos. Utilice ejemplos de la historia y su propia experiencia.

6 Reteach Characterization Chart (Price-Hawkins,2000)Graphic Organizer to analyze the nature of characters Draw a Picture of the character What is the name of the character What word best describes the character traits and the character’s part What is his/her purpose

7 Haz un dibujo del personaje ¿Cuál es el nombre del personaje? volver a enseñar Gráfico de Caracterización? (Precio-Hawkins, 2000) Organizador gráfico para analizar la naturaleza de los personajes Haz un dibujo del personaje ¿Cuál es el nombre del personaje? ¿Qué palabras describen mejor los rasgos de carácter? ¿Cuál es su / su propósito?

8 Halloween Analogies Complete each analogy by writing the best word in the blank. You may use a dictionary. Completar cada analogía escribiendo la mejor palabra en el espacio en blanco. Es posible utilizar un diccionario.

9 Week 6 Vocabulary Alegoría Puntuación AliteraciónAllegory Rhyme scheme Alegoría Puntuación Alliteration Simile Aliteración posición de la palabra Assonance Symbolism Asonancia Paradoja Allusions Sarcasm alusiones esquema de la rima Cliché understatement Símil diction visual images dicción Simbolismo figurative language lenguaje figurativo Sarcasmo graphic art faux pas arte Grafico atenuación Graphic elements line length From French meaning a social blunder. “Elizabeth realized too late that not attending Susan’s party was a faux pas.” Los elementos gráficos longitud de la línea Imágenes visuales Hyperbole illustrations Hipérbole Idiom   ilustraciones ipso facto imagery -controlling images From Latin meaning by the fact itself. “A teacher, ipso facto, is in charge of his or her class.” Idioma Irony las imágenes que controle las imágenes Length Meter Ironía Metaphor Longitud News photographs Metro overstatement Metáfora Prosody Noticias de fotografías Personification exageración Punctuation Prosodia Word position Paradox Personificación

10 Week 6 Reteach and 4 new Root WordsPrefix Meaning Sentido Key word palabra clave Aqua water  Agua aquarium Acuario Ast star Estrella asterisk Asterisco Arch chief, first Jefe de primera archenemy Archienemigo Anim life spirit espíritu de vida unanimous Unánime Ann year Año annual Anual Anti against En contra antifreeze Anticongelante Able can be done Puede hacerse capable Capaz -ible personable De buen ver Al having characteristics of Que tengan características de always Siempre -ial having fallible falible De Opposite Opuesto Defrost Descongelar Dis Not, opposite of No, enfrente de Disagree Discrepar Ed, Past-tense Pasado Hopped Saltado En Made of Hecho de wooden De madera -audi- (L) hear oír  audience audiencia en, em Cause to Debido a encode, embrace abrazo, Er Comparative Comparativo Higher Mayor One who quien Worker, actor Obrero, actor

11 Example: VOCABULARY – SPIRALWORD MEANING ROOT CONNECTION ipso facto ipso facto (PICTURE) CONNOTATION: ETYMOLOGY the loss of membership Latin in a religious body PART OF SPEECH DENOTATION: Verb "the enemy of one's enemy may be ipso facto a friend" SYNONYMS inevitably, unavoidably SENTENCES 1. If we refuse to tolerate bigotry, do we become, ipso facto, as intolerant as those whom we condemn? 2. I drove the getaway car and was ipso facto an accessory.

12 Juana and Felix Reading StrategiesYou will need dictionaries or the computer with dictionary.com Juana and Felix Directions: Use your reading strategies to read this passage. Find the vocabulary -highlight the word- you do not know through the passage and the questions. Find a synonym you know and make sure it fits with the sentence. If you do not know it, look it up in the dictionary. Write a synonym (that makes sense) near the word. Read the captions - Highlight anything under a picture or graph. Read the passage and the questions Go back and summarize each paragraph. Reread the questions. Find the answers in the passage. Using your notes will help. Direcciones: Utilice sus estrategias de lectura para leer este pasaje. Encuentra el vocabulario -highlight la palabra- no se sabe a través del paso y las preguntas.   Encontrar un sinónimo que sabe y asegurarse de que encaja con la frase. Si no lo sepa, buscarla en el diccionario. Escribir un sinónimo (que tiene sentido) cerca de la palabra. Leer los subtítulos - Resalte cualquier cosa bajo una imagen o gráfico. Lea el pasaje y las preguntas Volver atrás y resumir cada párrafo. Vuelva a leer las preguntas. Encuentra las respuestas en el pasaje. Utilizando sus notas le ayudará.

13 Juana and Felix Vocabulary workThey have their own vocabulary words to put together and make sentences. Construct sentences and recognize the correct letter sounds. Vocabulary required for Juana and Felix see their handout. Sentence Stems: De oraciones: When the ____ went off, my arm _____ . Cuando el ____ se fue, mi brazo _____ . I need to ______ the temperature in the room. Necesito a ______ la temperatura en la habitación. The house is _________ La casa es _________. My arm began to ______ when the ______ went off this morning. Mi brazo comenzó a ______ ______ cuando el se fue esta mañana. The temperature is too warm. I need to ________ it. La temperatura está demasiado caliente. Necesito que ________. Where is the ___________? ¿Dónde está el baño? I _____________ to eat. Where ________ find good food? Necesito comer. ¿Dónde podría encontrar buena comida? What ________ is class over? ¿A qué hora es la clase más? Where is a movie _________? Donde se encuentra una sala de cine? When the alarm went _____, my _____ hurt. I need to ________ the temperature. It is to _____. The bathroom is in the ________. The ___________ is yellow. word bank Banco de palabras affordable theater Ache house need hallway adjust would lower alarm bathroom time off arm hurt

14 Juana and Felix vocabulary – food – animals / Halloweenarroz comemos pescado comen huevo cocino pollo queso fruta pasta jugo naranja carne tomate copa almuerzo fresa comida papa sals cebolla cena desayuno sal emparedado cerveza vegetales azúcar menú téél come limón Vegetarianos aves araña pingüino león gato/gata perro/perros gatos/gatas caballo/caballos elefante pato/patos tortuga/tortugas pajaro/pajaros cangrejo raton animals/animal oso cerdo conejo mono toro affordable theater ache house need hallway adjust would lower alarm bathroom time off arm hurt trick-or-treat street decorations moon whisper Paused I’m home and I’m ok Love

15 HALLOWEEN Halloween, the last day of October, is the time of Trick or Treat and Jack-O-Lanterns. Spiders hang from the trees, skeletons and bats. The black cat is in the window. Clouds of mist are everywhere. If we are lucky, there is a full moon, the streets are dark with eerie music floating heavily upon the night. All of the children will visit to get their treats and then home to bed. Use the translator to communicate in English.

16 HALLOWEEN Tiene que haber una trampa a él de Halloween, el último día de octubre, es el momento de truco o de la invitación y Jack-o-linternas. Arañas cuelgan de los árboles, los esqueletos y los murciélagos. El gato negro está en la ventana. Nubes de niebla están por todas partes. Si tenemos suerte, hay una luna llena, las calles son oscuras con música misteriosa flotando en gran medida de la noche. Todos los niños visitarán para conseguir sus golosinas y luego a casa a la cama. Utilizar el traductor para comunicarse en Inglés.

17 Brainstorm some words to help this sound more creepy.The light goes on and off on the porch of the old house to catch our attention. The rotting boards creaked. We might fall through. We look at each other with worry. We know that there are no haunted houses. Only fools believe in that stuff. A bird caws in the old tree. The door creeks open…

18 Una lluvia de palabras para ayudar a este sonido más espeluznante.La luz se enciende y apaga en el porche de la casa vieja para captar nuestra atención. Las tablas podridas crujieron. Podríamos caer a través. Miramos el uno al otro por la preocupación. Sabemos que no hay casas encantadas. Sólo los tontos creen en esas cosas. Un pájaro CAWS en el viejo árbol. La puerta abierta arroyos ...

19 Compare and Contrast the Two Stories Above

20 Similitudes y diferencias entre los dos pisos por encima

21

22 Listening and Speaking Skills ERA – Continue with Halloween StoryDo the compare and contrast with the stories we have written.

23 09-27-2016 TUESDAY BELL RINGER: GRAMMAR SKILLS Uncorrected Text When he was discover on September 19, 1991, Iceman had a coat made of goat skin and shoes made from grass and the skins of bare and dear. Scientists says he is about 5,300 years old. they found signs of his last meal, which consisted of vegetables, some meet, and grain, in his stomach Iceman is now on display at South Tyrol museum of Archaeology in Italy. He is stored in a sell that is keep at a constant temperture of -6 degrees Celsius. Juana and Felix - Duolingo

24

25 comma 2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause. a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while. While I was eating, the cat scratched at the door. Because her alarm clock was broken, she was late for class. If you are ill, you ought to see a doctor. When the snow stops falling, we'll shovel the driveway. However, don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast). INCORRECT: The cat scratched at the door, while I was eating. CORRECT: She was still quite upset, although she had won the Oscar. (This comma use is correct because it is an example of extreme contrast.) b. Common introductory phrases that should be followed by a comma include participial and infinitive phrases, absolute phrases, nonessential appositive phrases, and long prepositional phrases (over four words). Having finished the test, he left the room. To get a seat, you'd better come early. After the test but before lunch, I went jogging. The sun radiating intense heat, we sought shelter in the cafe. c. Common introductory words that should be followed by a comma include yes, however, well. Well, perhaps he meant no harm. Yes, the package should arrive tomorrow morning. However, you may not be satisfied with the results. https://owl.english.purdue.edu/owl/resource/607/01/

26 comma 3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause. Here are some clues to help you decide whether the sentence element is essential: If you leave out the clause, phrase, or word, does the sentence still make sense? Does the clause, phrase, or word interrupt the flow of words in the original sentence? If you move the element to a different position in the sentence, does the sentence still make sense? If you answer "yes" to one or more of these questions, then the element in question is nonessential and should be set off with commas. Here are some example sentences with nonessential elements: Clause: That Tuesday, which happens to be my birthday, is the only day when I am available to meet. Phrase: This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. Word: I appreciate your hard work. In this case, however, you seem to have over-exerted yourself. https://owl.english.purdue.edu/owl/resource/607/01/

27 4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential. That clauses after nouns: Examples of nonessential elements (set off by commas): The book that I borrowed from you is excellent. Fred, who often cheats, is just harming himself. The apples that fell out of the basket are bruised. My niece, wearing a yellow jumpsuit, is playing in the living room. That clauses following a verb expressing mental action: The Green party candidate, who had the least money, lost the election. She believes that she will be able to earn an A. He is dreaming that he can fly. Apples, which are my favorite fruit, are the main ingredient in this recipe. I contend that it was wrong to mislead her. Professor Benson, grinning from ear to ear, announced that the exam would be tomorrow. They wished that warm weather would finally arrive. Examples of other essential elements (no commas): Tom, the captain of the team, was injured in the game. Students who cheat only harm themselves. The baby wearing a yellow jumpsuit is my niece. It is up to you, Jane, to finish. The candidate who had the least money lost the election. She was, however, too tired to make the trip. Two hundred dollars, I think, is sufficient. https://owl.english.purdue.edu/owl/resource/607/01/

28 CORRECT FOR PRACTICE while I was eating the cat scratched at the door because her alarm clock was broken she was late for class if you are ill you ought to see a doctor to get a seat you d better come early after the test but before lunch I went jogging the sun radiating intense heat we sought shelter in the cafe Decide which one is a Clause, Phrase or Word That Tuesday, which happens to be my birthday, is the only day when I am available to meet. I appreciate your hard work. In this case, however, you seem to have over-exerted yourself. This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. she believes that she will be able to earn an A he is dreaming that he can fly i contend that it was wrong to mislead her students who cheat only harm themselves the baby wearing a yellow jumpsuit is my niece Fred who often cheats is just harming himself my niece wearing a yellow jumpsuit is playing in the living room

29 Check on your own While I was eating, the cat scratched at the door. Because her alarm clock was broken, she was late for class. If you are ill, you ought to see a doctor. To get a seat, you'd better come early. After the test but before lunch, I went jogging. The sun radiating intense heat, we sought shelter in the cafe. Clause: That Tuesday, which happens to be my birthday, is the only day when I am available to meet. Phrase: This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland. Word: I appreciate your hard work. In this case, however, you seem to have over-exerted yourself. She believes that she will be able to earn an A. He is dreaming that he can fly. I contend that it was wrong to mislead her. Students who cheat only harm themselves. The baby wearing a yellow jumpsuit is my niece. Fred, who often cheats, is just harming himself. My niece, wearing a yellow jumpsuit, is playing in the living room.

30

31 Study sheet: Poetry AnalysisLine break Rhythm Metaphor Simile Imagery Personification Repetition Alliteration Using the same sound at the beginning of neighboring words Helping the reader form a picture in their mind Repeating something Comparing using “like” or “as.” Writing in shorter lines to slow the reader down Makes you tap your foot Saying that one thing is something else Giving human traits to something that is not human

32 Predict Dream Deferred What happens to a dream deferred?

33 Read the first 3 lines What happens to a dream deferred?Does it dry up Like a raisin in the sun? Are there any words you do not know? What do you think it is about? Write your summaries in the rectangles.

34 Deferred: put off, postponed Fester: produce pus, rot or decay

35 Read it again with the synonymsWhat happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore? And then run? Are there more words you do not know? Have you changed your mind? What do you think it is about now? Read the next 2 lines. Write your summaries in the rectangles.

36 What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore? And then run? Does it stink like rotten meat? Or crust and sugar over – Like syrupy sweet. Maybe it just sags. Like a heavy load. Or does it explode? Are there more words you do not know? Have you changed your mind about what the poem is about? What do you think it is about now? Read the next lines. Write your summaries in the rectangles.

37

38 Find the rhyme pattern of the poemWhat happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore? And then run? Does it stink like rotten meat? Or crust and sugar over – Like syrupy sweet. Maybe it just sags. Like a heavy load. Or does it explode?

39

40 Find the figurative language and poetry elementsLine break Rhythm Metaphor Simile Imagery Personification Repetition Alliteration

41

42 Look at your Halloween stories Mire sus historias de HalloweenReconstruct some of your sentences so that they are a variety of lengths. Use the rules to make changes. You will be required to show this knowledge in your writing on Friday Add to your Halloween story a flashback and a foreshadow Reconstruir algunas de sus frases de modo que son una variedad de longitudes. Utilice las dos reglas para hacer cambios. Se le requerirá para mostrar este conocimiento en su escritura el viernes Añadir a su historia de Halloween un flashback y un presagio

43 09-28-2016 Wednesday Check where we are from Monday and go from there.Compruebe dónde estamos y de lunes a partir de ahí. Graphic Organizers EDICIÓN Organizadores gráficos SETTING Character building AJUSTE Read silently then read to Mrs. Moore La formación del carácter Leer en silencio y luego leer a la señora Moore

44 poetry

45 Last part of analyzing a poemLook at the next section. Tell me the theme of the poem. What is your favorite line and why? Write down the unknown words and their meaning.

46

47

48

49

50 Reading Passage The Reef

51 Comprehensive QUESTIONS for News Articles DUE FRIDAYCOMPREHENSIVE QUESTIONS — NONFICTION :Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Title of the Story/Articles: _____________________________ ____________________________ Identify the genre. What is the genre of the passage(s)? ________________________________________ What is the author’s purpose? _____________________________________________________________ Identify Sequence: What happened at the end of your reading this week? ___________________________ Infer Describe the information in article 1 ____________________________________________________ Give evidence: Explain why you think that. ________________________________________________________ ___________________________________________________________________________________________ Infer Describe the information in article 2 ____________________________________________________ 6. Identify Action: What is the same in both stories? _________________________________________________ ___________________________________________________________________________________________ 7. Infer Motive: Why do you think the author chose that mode of expression? ___________________________ ________ __________________________________________________________________________________ 8. Summarize the information. Write your summary on these lines. _____________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Why do you think will happen next? _____________________________________________________________ Write about what you read. Explain a lesson people can learn from reading these articles. Use examples from the story and your own experience.

52 Completa de las preguntas de los artículos de noticiasCompleta de las preguntas - No ficción: Lea atentamente para determinar lo que el texto dice de manera explícita y realizar inferencias lógicas de la misma; citar evidencia textual específica al escribir o hablar para apoyar las conclusiones extraídas del texto. Título de la historia / Artículos: ___________________________________________ ______________________________________________ Identificar el género. ¿Cuál es el género del pasaje (s)? ________________________________________ ¿Cuál es el propósito del autor? _____________________________________________________________ Identificar Secuencia: Lo que sucedió al final de su lectura de esta semana? ___________________________ Describir inferir la información en el artículo 1 ____________________________________________________ Dar evidencia: Explique por qué piensa eso. ________________________________________________________ ___________________________________________________________________________________________ 5. Deducir describir la información en el artículo 1 ____________________________________________________ 6. Identificar Acción: ¿Cuál es la misma en ambas historias? _________________________________________________ ___________________________________________________________________________________________ 7. Deducir Motivo: ¿Por qué cree que el autor eligió ese modo de expresión? ___________________________ ________ __________________________________________________________________________________ 8. Resumir la información. Escriba su resumen sobre estas líneas. _____________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ¿Por qué cree que va a pasar? _____________________________________________________________ Escribe sobre lo que lee. Explicar una lección de la gente puede aprender de la lectura de estos artículos. Utilice ejemplos de la historia y su propia experiencia.

53 Brainstorm

54 reteach - LINEAR / NON LINEAR PLOT STRUCTUREhttps://prezi.com/esodpuor52oo/analyzing-linear-or-non-linear-plot-structure/ Add to your Halloween story a flashback and a foreshadow Añadir a su historia de Halloween un flashback y un presagio

55 Reteach SETTING connecting to CharactersSetting Character

56 Brainstorm What do you see? What do you think this story will be about?

57 The Canterville Ghost Now you have the title. How has your thinking changed? Storyline In the 1600s, cowardly Sir Simon of Canterville flees a duel and seeks solace in the family castle. His ashamed father seals him in the room where he is hiding and dooms him to life as a ghost until one of his descendants performs a brave deed. Simon believes he may be saved when he meets Cuffy Williams, an American kinsman stationed with a troop of soldiers at the castle in Will this blood relative save the family honor, or will his blood be as yellow as the rest of the Cantervilles?Written by Daniel Bubbeo Read in pairs. Listen to the story and fill out the Describing the Setting page as you read. Then complete the Character bubble out.

58 Reteach Character Bubble it outWhat Reteach Character Bubble it out How Character When Why Who Where

59 SETTING How did the characters interact with the setting?How did the setting interact with the characters?

60 If needed, Reteach Introduce a characterExample: A sneeze echoed moistly through the small dark space. Joe almost rebounded into the rock wall again. Something was getting to him Normally, Joe didn’t have allergies , but he seemed to be allergic to something now. He continued down the foyer; even though there was barely enough light to see two steps in front of him Spelunking was one of his favorite pastimes and he was usually better prepared, but this unknown cave seemed to call Joe’s name this morning so , of course, he entered. Joe had enjoyed the morning exploring, but his shirt was tattered from squeezing through tight spaces and layers of dirt dusted over his exposed skin. He needed to make his way back the way he came., when a waft of air seemed to come from everywhere at once . The sensation gave him a chill along with hair standing on the back of his neck. “An omnipresence?” was a passing thought as he pushed himself over a large bolder on his way back out to daylight. The taste of dirt wasn’t pleasant and there wasn’t going to be any relief anytime soon. There was no water the way he walked into the cave, but the thought of a little trickle of water made him speed up his pace. A large tumbling of rocks disturbed his thoughts. He jumped just in time to avoid the collision that seemed to be aimed at his head. Another sneeze escaped and a new tear appeared in the shirt as he thought ,“Someone threw that mass of rocks….at my head! That couldn’t be... I’m alone in the cave, aren't’ I?” Character: Who? What? Where? When? Why?

61 If needed, Reteach Introduce a characterEjemplo: Un estómago gruñendo, se hizo eco a través del pequeño espacio oscuro. Joe casi rebotó en la pared de roca de nuevo. Algo era llegar a ella. Normalmente, JJ no tuvo hambre hasta más tarde en el día, pero ella parecía ser hambre ahora. Ella continuó por el vestíbulo; a pesar de que apenas había luz suficiente para ver a dos pasos delante de ella espeleología era uno de sus pasatiempos favoritos y ella era generalmente mejor preparados, pero esta cueva desconocida parecía llamarla por su nombre esta mañana así que ella entró. Joe había disfrutado de la mañana explorando, pero su camisa estaba hecha jirones de exprimir a través de espacios estrechos y capas de tierra espolvoreado sobre su piel expuesta. Ya era hora de salir cuando una ráfaga de aire parecía proceder de todas partes a la vez y la sensación le dio un escalofrío, junto con los pelos de la parte posterior de su cuello. "Un omnipresencia?" Fue un pensamiento fugaz como se empujó sobre una gran audaz de volver por donde vino. El sabor de la tierra no era agradable y no iba a ser ningún alivio en el corto plazo. La idea de un pequeño hilo de agua sería bueno cuando un desplome de rocas perturba sus pensamientos. Ella saltó justo a tiempo para evitar la colisión que parecía estar dirigida a la cabeza. Un gruñido de su estómago se escapó y apareció un nuevo desgarro en la camisa como pensó, "Alguien lanzó ese puñado de rocas. Eso no podía ser ... Estoy solo en la cueva, ¿verdad? »I" Personaje: ¿Quien? ¿Qué? ¿Dónde? ¿Cuando? ¿Por qué?

62 READING Skills ESTRATEGIAS DE habilidadesBe able to use the words writing and verbally. Read / speak to the teacher. - Speak using a variety of sentence stems about the words in vocabulary list. Spell English words such as (see vocabulary list) Example: la criaturita estaba asustada Use pre-reading supports such as our Reading Strategies to understand a passage Read materials about non-fiction with support from rewordify.com (simplified text) visuals (flash cards) word banks (on the vocabulary list) Ser capaz de utilizar las palabras palabra y por escrito. Leer / hablar con el profesor. - Hablar usando una variedad de principios de oraciones acerca de las palabras en la lista de vocabulario. Deletrear palabras en inglés como (véase la lista de vocabulario) Ejemplo: La criaturita ESTABA asustada Utilizar la prelectura apoya tales como nuestras estrategias de lectura para entender un pasaje Leer materiales sobre la no-ficción con el apoyo de rewordify.com (texto simplificado) visuales (flash cards) bancos de palabras (en la lista de vocabulario)

63 THURSDAY Book Check – Question for the Library book Talonario de cheques - Pregunta para el libro Biblioteca Vocabulary Assessment TODAY HOY Evaluación de vocabulario Bell ringer: El que toca el timbre: Write as many of your vocabulary words you can before the timer goes off. Escribir como muchos de sus palabras de vocabulario que pueda antes de que suene la alarma. VOCABULARY ASSESSMENT Reading Passage using EVALUACIÓN DE VOCABULARIO Reading Strategies Lectura Pasaje usando Estrategias de lectura

64 9-29-2016 THURSDAY Bell Ringer – write your vocabulary with a synonymCampanero - escribir su vocabulario con un sinónimo And use a comma rule in a sentence Y utilizar una regla de coma en una oración Book Check – Questions for the Library book Talonario de cheques - Preguntas para el libro Biblioteca handouts:   folletos: WRITING - commas ESCRITURA - comas SETTING & CHARACTER – compare and contrast AJUSTE Y CARÁCTER - comparar y contrastar

65 ERA Spelling test

66 09-24-2016 FRIDAY BELL RINGER: Write your new vocabulary words. Campanero: Escribir sus nuevas palabras de vocabulario.  Prueba de escritura: Escribir utilizando el vocabulario aprendido recientemente, Writing TEST : Write using newly LEARNED vocabulary Figurative Language Pretest Lenguaje figurado prueba previa Click Here to Begin Figurative Language Practice Test 1 with Multiple Choice Questions Only Haga clic aquí Click Here to Begin Figurative Language Practice Test 1 with Multiple Choice Questions Only

67 Use your writing strategies to write a fictional storyUse your writing strategies to write a fictional story. You may continue to work on your Halloween story by strengthening your setting. Turn in your spiral with the story in it at the end of class. Remember, if we are spending class time, it will count more than once. Utilice sus estrategias de escritura para escribir una historia de ficción. Usted puede seguir trabajando en su historia de Halloween por el fortalecimiento de su entorno. A su vez en su espiral con la historia en que al final de la clase. Recuerde, si estamos gastando el tiempo de clase, contará más de una vez. Hacer frases que crean una historia sencilla (estrategias de uso de la escritura) sobre el dibujo. Describe una acción o sustantivo. Concéntrese en la direccionalidad, reconocer las palabras / frases. Cuando termine de escribir, ir a la computadora y tire hacia arriba de este sitio web. Make sentences that create a simple story (USE WRITING STRATEGIES) about the picture. Describe one action or noun. Concentrate on directionality, Recognize the words/phrases. Haga clic aquí Click Here to Begin Figurative Language Practice Test 1 with Multiple Choice Questions Only Click Here to Begin Figurative Language Practice Test 1 with Multiple Choice Questions Only You may use your vocabulary spiral. Underline this weeks words two times. Underline last week’s vocabulary one time. Usted puede utilizar su espiral vocabulario. Subrayar este semanas palabras dos veces. Subrayar el vocabulario de la semana pasada de una vez.

68 ERA work on ppts Halloween Stories

69 On the Test Allusion In Medias Res Setting sub-plots parallel plotC Time and place of a literary work. I a main idea or an underlying meaning of a literary work that may be stated directly or indirectly. A an expression designed to call something to mind without mentioning it Allusion In Medias Res explicitly; an indirect or passing reference J The writer or speaker's attitude towards the subject of the work. Setting K a literary element that evokes certain feelings or vibes in readers through words and descriptions sub-plots L Something seen that stands for something unseen (dove=peace) parallel plot G When a story's sequence is interrupted and a character goes back to an earlier time linear plot H Clues that suggest events yet to come. Flashback Q  is a typical character, an action or a situation that seems to Foreshadowing represent such universal patterns of human nature a reference to Theme something mythical, Biblical, or historical B A story that begins in the middle of the action Tone M a character who directly contrasts the traits or qualities of Mood another character. In most cases, the foil contrasts the main Symbol character, also called the protagonist. D a subordinate plot in a play, novel, or similar work. Character foils E A literary technique, subplot is a secondary plot, or a strand of the Irony main plot that runs at the same time and supports it Sarcasm F begins at point A, progresses through events which build towards a Paradox climax, and then finally reaching point B. N the expression of one's meaning by using language that normally Archtype signifies the opposite, typically for humorous or emphatic effect. O the literal meaning is different than what the speaker intends to say  P means contrary to expectations, existing belief or perceived opinion

70 RESEARCH - OLYMPIANS https://www.youtube.com/watch?v=b_MWY1hXs38

71 If you choose to do the research, CHOOSE A EQUESTRIAN TEAM TO FOLLOWIf you choose to do the research, CHOOSE A EQUESTRIAN TEAM TO FOLLOW. Si decide hacer la investigación, elegir un equipo ecuestre a seguir. Do not copy and paste. No copiar y pegar. Everything must be translated and in your own words. Todo debe ser traducido y en sus propias palabras. Historia History Nacimiento Birth Formación Training Experiencia Experience ensayos Trials Triunfos Triumphs Todas las fuentes deben ser citadas. All sources must be sited.

72 Journal Writing Ideas Have you wondered about ________Journal Writing Ideas Have you wondered about ________? Have you ever wondered why ______? I like to _______ for many reasons. I know how to _________________. I just learned facts about ….. Let me tell you about…… It’s fun to _______________ My dream school My dream teacher What I really enjoy doing. My worst fear us… A miserable feeling is when…. What I did last night (or last weekend) What really bothers me What really excites me What really scares me What really surprises me The funniest thing I ever saw was…. The scariest thing I ever saw was My favorite movie is My favorite tv program is My favorite subject is My least favorite subject is I really hate it when I remember when I was ____ years old I remember when I first ate _ and __ If I could fly I would When I’m old…. Fifteen things I want to do in my lifetime Friendship is My best birthday My most proud or embarrassing moment When I grow up In 20 years, I will be… My worst mistake was… What I would like to change about myself. What happened on my way home to/from school What I am doing tonight (or next weekend) If I could choose a time to live, it would be

73 Reteach Elements of PlotExposition The first part of the plot where characters, setting, and basic situation are revealed Rising action The main part of the story that moves the plot along with complications, twists, and turns Inciting Incident The event that sets the story in motion and makes the rest of the story possible Resolution Loose ends of the plot are tied up, remaining questions are answered and conflicts are resolved. Climax The most exciting or intense part of the story for the protagonist usually a turning point. Falling action Events that follow the climax and move the conflicts towards resolution

74 ERA: Halloween Plans Who? What? Where? Why? When? How?

75 09-12-2016 Keep all of your handouts to study. English IReading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1 determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.[1A analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.[1B produce analogies that describe a function of an object or its description.[1C use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.[1E Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.[2 analyze how the genre of texts with similar themes shapes meaning.[2A analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.[5B] explain the role of irony, sarcasm, and paradox in literary works.[7A

76 English II Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.[1 determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.[1A Aanalyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.[1B infer word meaning through the identification and analysis of analogies and other word relationships.[1C use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.[1E Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their under[2 compare and contrast differences in similar themes expressed in different time periods.[2A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.[5A] explain the function of symbolism, allegory, and allusions in literary works.[7A

77 Learning Strategies 1A Use what you know about Spanish to predict the meaning of English words. 1C usar una variedad de métodos para aprender nuevo vocabulario sobre las frases y las necesidades básicas. 1B Say the new words to a friend (check how well you are able to say the words.) Enlace tarjetas Flash para crear nuevas frases. De búsqueda de palabra, crucigrama. 1C Use a variety of methods to learn new vocabulary about phrases and basic needs. 1D Utilizar estrategias tales como tallos frase para hablar de nuevo vocabulario y las experiencias de los estudiantes Link flash cards to create new sentences. Word find, Crossword puzzle. 1D Use strategies such as sentence stems to discuss new vocabulary and students’ experiences 1E uso y la reutilización de las palabras / frases aprendidas las primeras 3 semanas de discusión / escritura sobre la actividad de una imagen de su elección. 1E Use and reuse the words/phrases learned the first 3 weeks in discussion / writing activity about a picture of choice. Aprendiendo estrategias 1A Uso lo que sabe de español para predecir el significado de las palabras en inglés. 1B dicen que las nuevas palabras a un amigo (y comprueba lo bien que son capaces de decir las palabras.)

78 ESOL Writing Escritura5A Learn relationships between sounds and letters when writing about newly learned nouns and verbs. 5B Write using newly acquired vocabulary 5C Spell English words such as (see vocabulary list) 5D Edit last weeks’ assessment about pictures 5E Use simple and complex sentences to write about their interests 5A Aprende las relaciones entre los sonidos y las letras al escribir sobre los sustantivos y los verbos recién aprendidas. 5B escribir usando el vocabulario recién adquirido acerca 5C deletrear palabras en inglés como (véase la lista de vocabulario) evaluación 5D Editar últimas semanas acerca de las imágenes 5E Usar oraciones simples y complejas para escribir sobre sus intereses

79 ESOL Reading Leyendo 4A Identify relationships between sounds and letters in nouns and verbs. 4B Recognize the directionality of the English text 4C Recognize the words/phrases 4D Use pre-reading supports such as our Reading Strategies to understand a passage 4E Read materials about non-fiction with support from rewordify.com (simplified text) visuals (flash cards) word banks (on the vocabulary list) 1C determine the meaning of grade-level technical academic English words in multiple produce analogies that describe a function of an object or its description. 4A identificar las relaciones entre los sonidos y las letras en nombres y verbos. 4B Reconocer la direccionalidad del texto Inglés 4C reconocer las palabras / frases 4D Uso de pre-lectura apoya tales como nuestras estrategias de lectura para entender un pasaje 4E materiales de lectura sobre la no-ficción con el apoyo de rewordify.com (texto simplificado) visuales (flash cards) bancos de palabras (en la lista de vocabulario) 1C determinar el significado de las palabras en inglés académicos técnicos de nivel de grado en múltiples analogías producen que describen una función de un objeto o su descripción.

80 READING Successful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: Se ha leído correctamente no es simplemente el proceso mecánico de texto "decodificación". Más bien, es un proceso de investigación activa. Los buenos lectores se acercan a un texto con preguntas y desarrollar nuevas preguntas a medida que leen, por ejemplo: "¿Qué es esta historia?"? "¿Qué quiere el personaje principal?"? "¿Podrá conseguirlo?" "¿Si es así, cómo? "What is this story about?" "What does the main character want?" "Will she get it?" "If so, how? "Incluso después de leer, los lectores se dedican todavía hacen preguntas: "Even after reading, engaged readers still ask questions: "¿Cuál es el significado de lo que he leído?"? "¿Por qué el autor termina el párrafo (o capítulo, o libro) de esta manera?"? "¿Cuál era el propósito del autor al escribir este?" "What is the meaning of what I have read?" "Why did the author end the paragraph (or chapter, or book) in this way?" "What was the author's purpose in writing this?“

81 ESOL Speaking 3A Pronounce the words, newly learned, correctly3A Pronuncia las palabras, que acaban de aprender, correctamente 3B Uso nuevo vocabulario sobre los sustantivos y verbos en historias, imágenes, descripciones, y la comunicación / o en el aula 3B Use new vocabulary about nouns and verbs in stories, pictures, descriptions, and/or classroom communication 3C Speak using a variety of types is sentence stems about 3C hablar usando una variedad de tipos de oraciones es acerca 3D Speak using the new vocabulary about phrases and fruit 3D Habla utilizando el nuevo vocabulario sobre las frases y frutas 3E Share in cooperative groups about fruit 3E Compartir en grupos cooperativos sobre la fruta

82 ESOL Listening 2A Recognize correct pronunciation of nouns and verbs in the beginning lessons. 2B reconocer los sonidos utilizados en las palabras de la semana 2C identificar palabras y frases oídas en un debate sobre la elección del tema de los estudiantes 2B Recognize sounds used in the words for the week 2C Identify words and phrases heard in a discussion about students’ choice of subject 2D verifique su comprensión por hablar con el maestro y un amigo en Inglés. Busque ayuda utilizando el traductor, sólo cuando sea necesario 2D Check your understanding by speaking to the teacher and a friend in English. Seek help by using the translator, only when necessary 2E uso compatible, como un diccionario para mejorar la comprensión del vocabulario nuevo 2E Use supports such as a dictionary to enhance understanding of new vocabulary 2A Reconocer correcta pronunciación de nombres y verbos en las lecciones que comienzan.

83

84 How am I going to do that? ¿Cómo voy a hacer eso?My teacher said I have to write a Halloween story with out murder or suicide. OMG Mi maestro dijo que tengo que escribir una historia de Halloween con el asesinato o el suicidio a cabo. Oh Dios mío

85 SPOOKY STUFF: ESCALOFRIANTE COSAS:Tell me the words you think of when you hear of Halloween or Day of the Dead Dime las palabras que usted piensa cuando se oye hablar de Halloween o Día de los Muertos English Inglés SPOOKY STUFF: ESCALOFRIANTE COSAS:

86 Smells/taste Feelings Touch See Hear Places Characters

87 2d 3b 3a 2c 3c 2b 2a 2 3 2 1 1 1c 1b 1a

88 Introduction: Topic sentencepull your words into sentences and sequence the sentences. 3. Details: Make a topic sentence and 4. add details. 5. Rise in action 6. Details: Make a topic sentence and 7. add details. 8. Climax 9. Conclusion: Give a thoughtful ending, 10. Think about the limericks. How do those end?

89 Suspense Topic Sentence: What is this called?Catch your reader. Make them want to know more. “No, I won’t move. You can’t make me leave my friends!”

90 The light flickers on the porch of Tatem’s homeThe light flickers on the porch of Tatem’s home. The boards broken so that we fall through. We look at each other with curiosity and excitement. We know that there are no haunted houses. Only fools believe in that stuff. A raven caws in the tree. The door opens. flickers

91 Topic sentence: What is this called? Catch your reader. Make them want to know more. “No, I won’t move. You can’t make me leave my friends!” The light flickers on the porch of the old Tatem’s home as if to catch our attention. The rotting boards begging us forward so that we fall through to unknown frights. We look at each other with curiosity and excitement. We know that there are no haunted houses. Only fools believe in that stuff. A blue raven caws in the bent branched old tree. The door creeks open Suspense

92 Topic sentence: What is this called? Catch your reader. Make them want to know more. “No, I won’t move. You can’t make me leave my friends!” The light goes on and off on the porch of the old house to catch our attention. The rotting boards creaked. We might fall through. We look at each other with worry. We know that there are no haunted houses. Only fools believe in that stuff. A bird caws in the old tree. The door creeks open… Suspense

93 Brainstorm some words to help this sound more creepy.The light goes on and off on the porch of the old house to catch our attention. The rotting boards creaked. We might fall through. We look at each other with worry. We know that there are no haunted houses. Only fools believe in that stuff. A bird caws in the old tree. The door creeks open…

94 Adding Words The light (adjective) flickers (adverb) on the porch (adjective) of the Tatem’s home as if to catch our attention. The boards (adjective) of the porch (adjective) begging (adverb) us forward so that we fall through to unknown frights. We look (adverb) at each other with curiosity and excitement. We know (adverb) that there are no haunted houses. Only fools (adjective) believe in that stuff. A raven (adjective) caws in the tree (adjective.) The door (adjective) opens (adverb.)

95 The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open.

96 The Haunting of Hill House

97 Presentation can make a big difference.

98 The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open.

99 The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open.

100 The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s uninhabitable home. It was as if the longstanding dwelling was whispering to catch our ear. The rotting boards begged us forward moaning in the brisk sudden wind that caused goose bumps to rise on our arms and hair to stand up on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open.

101 The timeworn gas light flickered on the dilapidated porch of the de la Fathom’s seemingly, abandoned home. It was as if the longstanding dwelling was whispering to catch our ears. The rotting boards begged us forward moaning in the cutting wind that caused goose bumps to rise on our arms and hair to stand sharp on the back of our necks. We looked at each other with excitement and curiosity. There are no haunted houses with porches to plummet through to unknown terrors. Only fools believe in that nonsense. Then startled by the uninvited shriek of a single blackish blue raven in the bent branched timeworn tree, we didn’t notice the door creak open. We both giggled as the bird took flight. My buddy looked at the house first and froze aghast, eyes unblinking, body motionless. I couldn’t help but react to the cold chill that shot down my spine in the rip of a moment. We couldn’t stop it. WE were caught.

102 Final List of words in categories:Animals Sounds Onomatopoeia Verbs adverbs Weather Setting Nouns Adjectives Halloween crows ravens black horse white horse owl flying monkey alien vulture scarecrow ogre spider bat wolf monster vampire, werewolf pirate black cat jack-o-lanterns snake scorpion horseman frogs beetles eerie sounds something rush by whispers undiscerning voices drip pop creek squeak restless sound snap spark doors creek wind howls crackle rip leak torn slash split slit rattle sift swish crack slap slip thud ping meow howling muffle tumble down leaves blowing twisting snaking snaky revealing twining turning stab tear jam disjointed driven fragmented divided stash cut gash slat jumpy shaky slot nick notch Incision Scratch meandering moonless night storm dark clouds lightening thunder drip, drip, drip thick fog full moon sunset sunrise purple clouds clap of thunder shaking ground leaves twisting through the wind tornado hurricane wind thunking of rain on the roof crystal ball rumors yellow teeth stakes shadow red sharp timeworn cobweb eyeballs hook black rose treasure chest black and blue yellow orange scare broken ladder fallen ladder walk under the ladder red paint cauldron cats white sheets ghost dark cape rattle window harvest moon costume pointy hat leafless tree campfire story green goo troll scar crow abandoned buildings dark forests falling down fences broomsticks black spiders black bats cobwebs heavy purple drapes

103 Begin Middle End Mom ate lunch at the park Dad needed breakfast yesterday Pao and Juan rode bikes through the rain Cynthia and Karo saw the movie and went home Sarah and Rayven danced on the stage Jose met with a friend at the mall Maricella lowered the bucket on the farm

104 drank juice with Dracula through the rain Cynthia and Karo Begin Middle End Mom saw a troll at the park Dad ate with the vampire yesterday Pao and Juan drank juice with Dracula through the rain Cynthia and Karo saw the movie about a dolphin and went home Sarah and Rayven danced with a friend on the stage Jose rode a horse at the mall Maricella saw a scary movie on the farm