Archive for the ‘EAP’ Category

READ and THINK ABOUT READING during the June-August holiday

Monday, May 26th, 2014

Dear Parents and Students,

The publishers of English Literature for schools, Glencoe, has created an online reference for English texts. The website has a list of books arranged alphabetically by title. When you click on the title, a page will open in which a synopsis of the plot is written so that you can decide if the text is one that you would like to read. You can buy most of the texts from, National Bookstore or other online and local bookstores. What is of great relevance, is that Glencoe provides downloadable (.pdf) reading guides with background information and worksheets to accompany the reading text. The books listed are appropriate for students in grades 6 to 9.

Click on the link here to access the Glencoe site: GLENCOE LITERATURE LIBRARY

Here are MORE suggested texts to read during the holiday (if you can read at least 5, you are doing well in maintaining and developing your current level of English proficiency) :

For students in mainstream Grade 9 English

“Lord of the Flies” by William Golding [youtube][/youtube]

“The Hunger Games” by Suzanne Collins (series)

“Journey to Jo’burg” by Beverly Naidoo

“Journey Home” by Yoshiko Uchida

“Chronicles of Narnia” by C.S. Lewis (series)

“The Princess Bride” by William Goldman

“Shabanu: Daughter of the Wind” by Suzanne Fisher Staples (Study Guide available on GLENCOE LITERATURE LIBRARY)

“The Secret Life of Bees” by Sue Monk Kidd

“Dragonwings” by Laurence Yep (Study Guide available on GLENCOE LITERATURE LIBRARY)

“The Journal of Ben Uchida” by Barry Denenberg

“Fly on the Wall” by E. Lockhart

“101 Ways to Save the Planet”  by Deborah Underwood

Challenging texts

“The Adventures of Huckleberry Finn” by Mark Twain (Study Guide available on GLENCOE LITERATURE LIBRARY)

“Island of the Blue Dolphins” by Scott O’Dell (Study Guide available on GLENCOE LITERATURE LIBRARY)

” The Alchemist” by Paulo Coelho

“Hitchhiker’s Guide to the Galaxy” by Douglas Adams


For students going into ESL Grade 9 (WIDA Overall Level of Proficiency: 4.5-6.0)

“Words in the Dust” by Trent Reedy

“Other Side of the Island”  by Allegra Goodman

“The Maze Runner” by James Dashner

“Code Orange” by Caroline Cooney

“Mockingbird (Mok’ing’burd)” by Kathryn Erskine

The Giver” by Lois Lowry

Aria: A Memoir of a Bilingual Childhood” an autobiography by Richard Rodriguez

For students going into ESL in Grade 9 (WIDA Overall Level of Proficiency: 3.0-4.4)

“The Lost Hero” by Rick Riordan

“Slob” by Ellen Potter

“Peak” by Roland Smith

“Al Capone Shines My Shoes” by Gennifer Choldenko

“The Emperor of Nihon-Ja” by John Flanagan

“Chained” by Lynne Kelly

Eagle” by Jeff Stone

Freedom Walkers: The Story of the Montgomery Bus Boycott” by Russell Freedman

Nightby Elie Wiesel

Number the Stars” by Lois Lowry

The Summer of the Swans” by Betsy Byars


For students who are beginning to learn English (WIDA Overall Level of Proficiency: 1.0-2.9)

“One Giant Leap” by Robert BurleighAn illustrated retelling of Neil Armstrong and Buzz Aldrin’s lunar landing in 1969.

“Pale Male: Citizen Hawk of New York City” by Janet SchulmanRecounts the true story of Pale Male, a red-tailed hawk living in New York City who becomes one of the city’s most-watched celebrities. Bird watchers, tourists and residents admire the bird and his nest, which is built on a Fifth Avenue apartment building.

“Mrs. Harkness and the Panda” by Alicia PotterIn 1936 Ruth Harkness completes her husband’s difficult mission to bring the first live panda back to the United States.

“How to Train Your Dragon” by Cressida CowellThis silly chapter book tells the story of Viking boy Hiccup Horrendous Haddock III, son of the chief. Hiccup finds himself needing to find and train a dragon, and he becomes an unlikely hero in the process. There is also an animated movie with the same title that you should watch.

“I, Vivaldi” by Janice Shefelman. This picture book biography describes how Vivaldi grew to be a famous musician, despite his mother’s vow for him to become a priest.

“Have a Hot Time, Hades!” by Kate McMullan. In this story with a modern twist, Hades tells his own version of how he became King of the Underworld and Zeus became King of the Gods.

Herbert’s Wormhole” by Peter NelsonWhile Alex is getting to know his inventive neighbor Herbert, they unexpectedly travel to the 22nd century through a space-time wormhole where they encounter aliens, jet packs and their future selves.

Wishing you a well-deserved rest before it all starts again 🙂



photo credit: <a href=””>J. Star</a> via <a href=””>photopin</a> <a href=””>cc</a>

 “Summer Reading Lists: 2013.” Education World. N.p., 2013. Web. 28 May 2013. <>.

Challenge for Week of 20 May: making inferences

Monday, May 19th, 2014

Due date: Friday, 23 May, @ 3PM









This is an excerpt from Martin Luther King Jr.’s celebrated “I Have a Dream” speech (2:10 – 3:50 in the video below)

So, even though we face the difficulties of today and tomorrow. I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal.”

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood.

I have a dream that one day even the state of Mississippi, a state, sweltering with the heat of injustice and sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

a. Describe King’s state of mind. Identify specific words and phrases from his speech to support your inferences.

b. What technique is used most often in this speech to engage his audience?

c. Synthesize: Dr. King was a great orator and is still considered one of the best public speakers. What do you learn from reading his speech and watching his delivery (see video below: 05:40 – end) that will help you to (i) write your “This I believe” speech and (ii) deliver your speech to a teenage audience?


photo credit: <a href=””>Life Pilgrim</a> via <a href=””>photopin</a> <a href=””>cc</a>

Word of the Day Challenge #3 for Week of 12 May: language of opinion related to AFC – “Saving our World”

Wednesday, May 14th, 2014

Complete 6 problem opinion statements  and 4 solution statements about the state of our world with “specific” academic vocabulary. 

A. The Problems caused by Man in my Opinion

1. The actions of man have led to the __________ of forests around the world. 

2. The panda is on the _________ of extinction because most of its natural habitat has been _______ by man. 

3. A large part of the forest was destroyed when the trees were _________ by farmers. 

4. Many wild animals that roam onto expressways have __________ with cars and died. 

5. Although it is illegal to kill elephants in Namibia, __________ continues because their __________ can be sold for a high price. 

6. Garbage disposal ______________ in most of the poorer countries are not well designed and, therefore, they have polluted the surrounding areas as well. 

7. Ships that dump toxic ____________ into the sea have killed both people and animals.

8. ____________ occurs when soil, mud and rocks flow down the land due to heavy rain. 

9. Children in poorer countries are _________ by many illnesses. 

10. When __________ melt, the water ________ of the seas, oceans and rivers will rise. 

11. Climate change is ____________ if we do not take action to __________ the rainforests now. 

12. Children in undeveloped countries become more ___________ to diseases when they do not have enough food to eat. 

B. Solutions tried by Concerned Parties

1. Greenpeace is an international organization that is _____________ to saving the Earth. 

2. Conservationists are trying hard to prevent animal populations from ___________ing. 

3. To save the earth, we should obtain power from renewable energy __________ and not from nuclear power and fossil fuel. 

4. If there is no ________ to fine those guilty of pollution, then people will continue to pollute the air. 

5. Countries that are facing a water __________ have to ration the amount of water used by each household each day. 

6. In order to __________ poverty, international organizations are providing aid to the poorer nations. 

7. More companies are __________ with solar powered cars to _________ fuel. 

8. Technology companies are the first ones to use sociometrics as an equitable means to  ______________ men and women into management positions based on their ________ in the workplace. 



Word of the Day Challenge #2 for Week of 12 May: fire idioms

Tuesday, May 13th, 2014

Select TWO of the expressions below and use each in one or two sentences related to your AFC issue or your learning habits during the research process. Your sentences should make clear the meaning of the expression within the context of your AFC issue or your research skills. 

too many irons in the fire: having too many things to do at once
to add fuel to the fire: to make worse
out of the frying pan into the fire: to get out of one situation only to find yourself in a worse one

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Word of the Day Challenge #1 for Week of 12 May: impact

Sunday, May 11th, 2014

impact  noun


• the striking of one thing against another

• the effect that something has on a person or thing


1. Give an example of something or someone who has had an impact on your life. Explain how your life has been impacted. 

2. Study the image above. 

2.1. What do you see in the painting?

2.2. What do you think the painting is about? Why do you think so?

2.3. Explain the impact of an issue as can be seen in the painting. Use the word “impact” in your answer.

2.4. How does the painting make you feel?




photo credit: <a href=””>Meanest Indian</a> via <a href=””>photopin</a> <a href=””>cc</a>

Word of the Day Challenge #3 for Week of 5 May: prefixes im- and un-

Wednesday, May 7th, 2014


The prefix im- can mean into or not (the opposite of the meaning of the base word).


A. Knowledge: Sort the words according to the meaning of the prefix. 

e.g. imperfect: the prefix means “not” so the meaning of the word is the opposite of perfect – not perfect. Therefore, imperfect will go in the NOT column of the table. 



 into not

B. Application: Use one word from each list in a sentence of your own. 

C. What is the difference in meaning between ” an imbalance” and “unbalanced”?

The word unimaginable has a prefix and a suffix attached to the base word imagine.

The prefix un- means not.
The suffix -able means able to, having the power or ability to.
Unimaginable means impossible to comprehend, beyond understanding (notice that the base word imagine has not been used in the definition; synonyms are used).

D. Understanding: Write definitions for the following words without using the base words in your definitions. 


E. Application: Select ONE of the words from (D) and write an AFC issue opinion sentence for it. Ensure the meaning is clear by providing a context. 

Word of the Day Challenge #2 for Week of 5 May: prefix en-

Tuesday, May 6th, 2014

The prefix en- means in, into, or within.



a. What is a prefix?

b. Knowledge: Match these words with the prefix en- to their meanings:

1. entomb                        to make possible
2. enclose                        to bury
3. enforce                       to put inside

4. enable                          to make bigger
enlarge                         to cause an action to take place 

c. Application: Use two en- words from the list above in clear, meaningful sentences.

d. Application: Study the picture above. Which en- word applies to the image? How could you tell?

e. Knowledge: List two new words that start with the prefix en-. State the meanings of the 2 words. 

f. Make an inference: Study the image below. What inference do you draw from this image? 


photo credit: <a href=””>John C Abell</a> via <a href=””>photopin</a> <a href=””>cc</a>


Word of the Day Challenge #1for Week of 5 May: to thrive

Sunday, May 4th, 2014

zinniasThe zinnias bloomed quickly this year because they thrive in sunshine.

thrive verb

-to grow or develop; to gain wealth or value; to advance towards a goal due to circumstances


1.1.  State two synonyms for the VERB thrive. Use

1.2. Take a screenshot of the graphic for  “thrive” from and post it in your WODC googledoc.

2. Use one of the synonyms (verb form) in a sentence within the context of your AFC issue.

3. Change one of the verb synonyms from the word web on into a NOUN. Use the noun form in a sentence within a Scientific context (ecology/e-column). 

4. Now explain your understanding of the word, “thrive”. Use your own words. YOU MAY NOT USE A DICTIONARY. YOU MAY NOT COPY FROM A DICTIONARY – this is plagiarism and will result in a zero grade. 

   Sentence starter: The word “thrive” means __________________, for example _____________________. 


Word of the Day Challenge #3 for Week of 21 April: denotation vs connotation

Wednesday, April 23rd, 2014

Law has different meanings depending on who uses it and how it is used.

The denotation of a word is the literal meaning. The denotation of law is the system of rules that a particular country or community recognizes as regulating the actions of its members and may enforce by the imposition of penalties

The connotation of a word is an idea or feeling the word gives. Connotations can be positive, neutral, or negative.

1. Luckily the law arrived and the gang took off.
2. The bully said, “My word is law around here.”
3. The laws are made to keep the peace.


A. Identify the connotation of the word law in each blue sentence as positive, neutral, or negative. Explain your choice (refer to other words as context clues). 

B. Explain the denotation of the word law in the context of each sentence.


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Have you completed your AFC Issue outline on Noodletools?

Wednesday, April 23rd, 2014

Noodletool Outline