English Language Arts

th –14

th

Term 1

(After Twenty Years) By O. HENRY

Teacher: TÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{Åxw

Student’s Name: __________________

You can make a difference!

Week 9 Nov. 10

Grade 7 IP

Dear parents,

Please make sure that your son follows this weekly plan and completes all the homework activities for the

week. This plan is a guide for what your son is going to study and do for the week. Please do not hesitate

to contact me (aabdulrazeq@kingdomschools.edu.sa) if you have any queries.

Please visit http://aminahmed.pbworks.com so you can browse and download all worksheets and lesson

papers.

Weekly Plan + Homework Assignments

Day Classroom Activities Homework

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After Twenty Years Connect to your life Build Background Words to know

Words to know page 1

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Vocabulary page 3

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After Twenty Years Daily language: Direct speech Grammar: : Subjects in Unusual Order Listening: listen for specific information

Grammar page 4

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After Twenty Years Active Reading: Surprise Ending Literary Analysis: Monitoring Spelling: Review Writing: Publish your work

Spelling page 6

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Check homework Spelling Test Open book exam

Note: All homework assignments are due on Wednesday unless specified.

Study the following spelling words. 1. pleasure 5. believable 9. measurement 13. punctuation 17. recommend

2. refusal 6. sincerity 10. improving 14. refrigeration 18. consequence

3. usage 7. separately 11. celebration 15. precaution 19. prescription

4. continuous 8. hoping 12. cooperation 16. percent 20. prevention

Kingdom Schools – Boys’ Intermediate English Department

Term: 1 Week: 9 Date: Nov. 10th

–14th

Topic/Theme: (After Twenty Years) Genre: Short Story

Grade 7.IPWeekly Parent Information Letter

After Twenty Years

Vocabulary: Antonyms

English Test Part 2

UNIT ONE LEARNING FROM EXPERIENCE 83

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After Twenty Years (page 154)

Words to Know SkillBuilder

Words to Know absurdity dismally habitual simultaneously staunchestdestiny egotism intricate stalwart vicinity

A. Read the following news headlines. Replace each underlined word or phrase withthe vocabulary word that is most like it in meaning.

1. EVENING ENDS FOR WESTERNER

2. WALKER FINGERS FRIEND

3. FRIEND TURNS TRAITOR

4. OF “BIG JOE” BRADY’S RESTAURANT:

5. SHOCKED : “YOU’RE NOT JIMMY!”

B. Write a newspaper article describing the events of the story. You may choose oneof the corrected headlines or write your own. Use the rest of the Words to Know inyour article.

AT THE SAME INSTANT

NEIGHBORHOOD

TRUEST

REGULAR

BADLY

Antonyms Teaching

Antonyms are words that have opposite or nearly opposite meanings. You can

sometimes figure out the meaning of an unfamiliar word in a sentence when its

antonym appears in the same sentence.

George loves cauliflower, but he abhors broccoli.

You can figure out from the sentence (especially the word but) that abhors has

roughly the same meaning as hates or despises.

A thesaurus—a reference book that lists synonyms—often lists antonyms as well.

A. Antonyms in Action

Revise each item to make sense by replacing the bold-faced word or phrase with

an antonym from the list below. Use a thesaurus or dictionary if needed.

flustered despite improvising harmony neutral

industrious exaggerates cheered bleak full

1. Cameron was ravenous after eating three pieces of cheesecake. ______________________________

2. Eddie was calm when he tripped in front of everyone. _______________________________________

3. The landscape looked bright, with leafless trees and threatening clouds. ________________________

4. Our dog is lonely because of our three friendly cats. ________________________________________

5. Colleen always understates her stories; once she told us that she saw a four-inch-long

cockroach in the cafeteria. ______________________________________________________________

6. Brad insists on rehearsing his scenes in the school play, ignoring the script and making up

his own dialogue. ______________________________________________________________________

7. The members of the committee were in complete conflict; they all voted to make the school

paper a weekly publication. ______________________________________________________________

8. Matt was so proud of Sue’s game-winning goal that he jeered louder than

any other fan. _________________________________________________________________________

9. I hate drab, primary colors; I like to wear bright blue and green and

red clothes._____________________________________________________________________________

10. Mary is so lazy that she manages to get straight A’s while she participates in lots

of activities. ___________________________________________________________________________

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VOCABULARY 47

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48 VOCABULARY

Antonyms More Practice

B. Vocabulary Words in Action

For each sentence, circle the antonym for the bold-faced word. Use the antonym

to help you predict the meaning of the bold-faced word, and write your

prediction on the line. Check your predictions in a dictionary.

1. The twins have different tastes: Chris craves novelty, but Craig likes routine.

meaning: ___________________________________________________________________________

2. Roberto left as soon as the movie ended, but Joshua lingered to read the credits.

meaning: ___________________________________________________________________________

3. Lydia’s melancholy turned to happiness when she learned that she had earned an A on the math test.

meaning: ___________________________________________________________________________

4. After Roy conquered the obstacle of fear, there was nothing to stop him from learning to fly a plane.

meaning: ___________________________________________________________________________

5. Steve lifted the massive oak table without any trouble, yet he dropped the lightweight plastic lamp.

meaning: ___________________________________________________________________________

6. Are you planning to pout all day about being grounded, or do you think you can cheer up?

meaning: ___________________________________________________________________________

C. Vocabulary Challenge

For each item, write at least two antonyms for the bold-faced word. Then use one

of the antonyms in a sentence. Use a dictionary or thesaurus if needed.

1. shy antonyms: __________________ __________________

sentence: ___________________________________________________________________________

2. frantic antonyms: __________________ __________________

sentence: ___________________________________________________________________________

3. whisper antonyms: __________________ __________________

sentence: ___________________________________________________________________________

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After Twenty Years (page 162)

Grammar SkillBuilder: Subjects in Unusual OrderKey Concept: Writers sometimes change the position of the subject of a sentence toadd variety to their writing.

Subjects in Unusual OrderThere are several ways of changing the usual word order of a sentence. You can:

Add an introductory phrase before the subject: Long ago, Jimmy and I ate dinnerthere.

Put the verb in front of the subject: In the doorway stood someone well-known tothe policeman.

Separate the subject from the verb: A man, pale and sharp-jawed, checked his watch.

ActivitiesA. Rewrite the following sentences so that the subject no longer comes first in thesentence.

1. The bright lights from the drugstore glowed into the dark night.

2. “Silky” Bob stared into the sky as he thought about the past.

3. He remembered the thrill of his first win with complete clarity.

4. He was now, after twenty years, about to see his old friend again.

5. He wondered, as he waited, what Jimmy was doing now.

B. Combine the following fragments into a sentence. You may add, subtract, or movewords within fragments. Try not to start a sentence with its subject.

1. who should have looked familiar / a policeman was walking toward him

2. he told his story / he greeted the policeman politely

3. he fingered his watch / dreaming of riches

4. he found that “Jimmy Wells” was really a police officer / caught by surprise

5. the police station / stood / just up ahead

82 UNIT ONE LEARNING FROM EXPERIENCE

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SPELLING 103

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Review Review

1. pleasure 11. celebration 21. decision

2. refusal 12. cooperation 22. insist

3. usage 13. punctuation 23. nighttime

4. continuous 14. refrigeration 24. ninety-four

5. believable 15. precaution 25. doesn’t

6. sincerity 16. percent 26. proofread

7. separately 17. recommend 27. foreign

8. hoping 18. consequence 28. knives

9. measurement 19. prescription 29. whose

10. improving 20. prevention 30. written

A. Complete these sentences with words from the spelling list.

1. I must _______________________ that everyone follow this safety _______________________.

2. Jane’s stubborn _______________________ to cooperate spoiled our plans for the big

_______________________

3. After taking Dr. Clark’s _______________________, Leon’s health was _______________________.

4. A burglar alarm with a loud, _______________________ siren aids in crime

_______________________.

5. Remember to _______________________ all of your _______________________ work for errors in

spelling, _______________________, and word _______________________.

6. Margie’s _______________________ to study a _______________________ language is a wise one.

7. Fifty _______________________ of the food supplies spoiled as a _______________________ of poor

_______________________.

8. Jess’s obvious _______________________ when he apologized made me believe that we could begood friends again.

B. On a separate sheet of paper use the words from the spelling list that were notused in exercise A in original sentences.

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104 SPELLING

Review Review

A. An analogy is a special way of showing how words are related to each other.Complete each analogy with a spelling word that makes the second pair of wordsgo together in the same way as the first pair of words.

1. clear is to clarity as sincere is to ______________________________________________________

2. double is to redouble as commend is to _______________________________________________

3. value is to believe as valuable is to ____________________________________________________

4. half is to halves as knife is to _________________________________________________________

5. sixty is to ninety as sixty-four is to ____________________________________________________

6. vent is to prevent as caution is to _____________________________________________________

7. usage is to use as percentage is to ____________________________________________________

8. close is to closely as separate is to ____________________________________________________

9. useful is to using as hopeful is to _____________________________________________________

10. educate is to education as refrigerate is to _____________________________________________

11. life is to lifetime as night is to ________________________________________________________

12. bite is to bitten as write is to _________________________________________________________

13. hope is to hoping as improve is to ____________________________________________________

14. precise is to precision as decide is to __________________________________________________

B. Improve this paragraph. Circle each misspelled word and write it correctly on aseparate sheet of paper. Then replace each underlined phrase with a spellingword. You may add, subtract , or change word endings.

It was getting late, and we still hadn’t completed preparations for that

night’s victory celebrashun. If everyone worked together and helped each

other, I knew we could finish by the time it got dark. Mike recomended that

we separate into teams. Sean and Suzanne started refrigerating the drinks,

while Greta and Paul put knifes and forks on the buffet table. As a way to

make sure that nothing happened, Jorge steadied the ladder for pat while

she hung the banners. Finally, we taped up the signs we had writen, and

hoped we had not forgotten anything. It was a really nice feeling to stand

back and see how much the appearance of the room was changed for the

better by all of our work.

After Twenty Years (page 154)

Active Reading SkillBuilder

MonitoringTo monitor your understanding, stop reading now and then to see what you know.Look for character clues while you are reading “After Twenty Years.” When you findsomething that explains a character, stop and write it down.

UNIT ONE LEARNING FROM EXPERIENCE 79

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Name Date

Monitoring Understanding

Monitor Point

page 157, first

paragraph

Character

policeman

Details

impressive, twirling his club; stalwart form

and swagger

After Twenty Years (page 154)

Literary Analysis SkillBuilder

Surprise EndingA surprise ending is an unexpected outcome in the plot of a story. Authorssometimes provide clues which can help a careful reader predict what might happen.Working with a partner, go back through the story and write any events in the plot thatsuggested the story’s outcome.

Follow Up: Write a different story ending that will fit with your clues.

80 UNIT ONE LEARNING FROM EXPERIENCE

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Name Date

Surprise Ending