Long Test 1: Review (Grade 9_First Quarter)

Presentation

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English

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9th Grade

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Easy

Naesreen Fardy

Used 8+ times

FREE Resource

27 Slides • 20 Questions

Reminders

Turn on your webcam and keep it on throughout the session.
Mute your microphone unless called on for recitation.
Listen attentively and write down notes.
Prepare for formative exercises and a quiz at the end of the lesson

Opening Prayer

L: God, eternal truth

A: We believe in you.

L: God, our strength and salvation

A: We hope in you.

L: God, infinite goodness

A: We love you with all our heart.

L: You have sent the Word as Savior of the world,

A: Make us all one in Him.

L: Fill us with the Spirit of your Son.

A: That we may glorify your name. Amen.

St. Jude Thaddeus,

Pray for us and for all who invoke thy aid.

Long Test 1: Review (Grade 9_First Quarter)

Lesson 1: The Writing Process & Function of a Paragraph

Paragraph

Composed of sentences that work as a team and fit together in support of one main idea

Elements of a Paragraph

Topic Sentence
Supporting Details
Concluding Sentence

Topic Sentence

The sentence that explicitly or implicitly states the main idea.
It is generally better to provide readers with an explicitly stated main idea, but in narration or description, it is often implicitly stated.
It may appear in the beginning, middle, or end of a paragraph, but it tends to be delivered at the beginning as it needs to serve as an anchor for the paragraph.

Supporting Details

These are sentences that offer more precise information that help explain, discuss, or prove the main idea.
May appear in the form of examples, details/descriptions, facts, reasons, or incidents/events.

Concluding Sentence

The sentence that provides readers with a sense of closure and completion.
It is a final statement that refers to the paragraph’s central point by either summarizing or restating the main idea of the paragraph.

Characteristics of an Effective Paragraph

Defined Purpose or Idea
Enough Support
Clear Relation
Clear Transitions
Variation in Sentence Length

Functions of a Paragraph

To break down ideas
To introduce (paper or section of paper)
To amplify and develop an idea
To summarize
To illustrate the interrelation between one section and another
To provide a transition

Read the paragraph below and answer the questions that follow.

Whole wheat bread is healthier than white bread. Whole wheat bread is made from flour that contains the entire wheat kernel, including the bran and germ. Bran is defined as pieces of grain husk separated from flour after milling. It’s here that wheat packs the most nutrients, such as fiber, B vitamins, iron, folate, potassium, and magnesium. ________________________________________________.

Multiple Choice

The following statement is the topic sentence in the paragraph: “Whole wheat bread is healthier than white bread."

TRUE

FALSE

Multiple Choice

The following statement is one of the supporting details in the paragraph: “Whole wheat bread is made from flour that contains the entire wheat kernel, including the bran and germ."

TRUE

FALSE

Multiple Choice

Facts are provided in the paragraph as supporting details.

TRUE

FALSE

Multiple Choice

The main idea in the paragraph is that white bread is healthier than whole wheat bread.

TRUE

FALSE

Multiple Choice

Which among the choices would best fit as the concluding sentence of the given paragraph?

I personally prefer white bread over whole wheat bread, however.

Therefore, if you are looking for healthier bread options, choose whole wheat bread.

Leaving the wheat kernel intact makes for a less processed, more nutritious bread.

Whole wheat bread is loaded with complex carbohydrates.

Multiple Choice

Which among the choices is the irrelevant detail within the paragraph?

Whole wheat bread is healthier than white bread.

Whole wheat bread is made from flour that contains the entire wheat kernel, including the bran and germ.

Bran is defined as pieces of grain husk separated from flour after milling.

It’s here that wheat packs the most nutrients, such as fiber, B vitamins, iron, folate, potassium, and magnesium.

Steps in the Writing Process

Step 1: Prewriting
Step 2: Drafting
Step 3: Revising and Sharing
Step 4: Editing and Proofreading
Step 5: Publishing

Step 1: Prewriting

Understand your assignment OR decide on a topic to write about.
Gather data from various credible sources to formulate an approach.
Brainstorm initial ideas and write them down.
Arrange the information in an outline that sets up and supports your main idea.

Step 2: Drafting

Following your outline, write an initial draft of your composition.

Step 3: Revising and Sharing

Review the draft to check if it flows properly.
Be willing to remove and/or replace parts that do not work as well as they should.
Revising may be done with the help of a partner.

Step 4: Editing and Proofreading

Make sure to go through your composition once more to check for grammar errors, spelling errors, and other relatively small issues that might have been missed in the process of writing and revising.

Step 5: Publishing

Finalize and submit/publish your composition to get an outside perspective on your output.

Choose which step in the writing process is exhibited in the given situations.

Multiple Choice

Thea searches through Google Scholar to gather data on the research paper that she has to write.

Step 1: Prewriting

Step 2: Drafting

Step 3: Revising and Sharing

Step 4: Editing and Proofreading

Step 5: Publishing

Multiple Choice

Amanda notices irrelevant details in her informative essay and removes them from her work.

Step 1: Prewriting

Step 2: Drafting

Step 3: Revising and Sharing

Step 4: Editing and Proofreading

Step 5: Publishing

Multiple Choice

Matteo reads through his work a final time and edits the punctuation errors that he finds.

Step 1: Prewriting

Step 2: Drafting

Step 3: Revising and Sharing

Step 4: Editing and Proofreading

Step 5: Publishing

Multiple Choice

Athena, a contributor in a local magazine, smiles as she reads her article in the newly released issue.

Step 1: Prewriting

Step 2: Drafting

Step 3: Revising and Sharing

Step 4: Editing and Proofreading

Step 5: Publishing

Lesson 2: Modals

Modals

Are auxiliary verbs (helping verbs); cannot be used as main verbs and, therefore, are used in verb phrases along with a main verb
Used to state nonfactual concepts like possibility, permission, prohibition, and obligation

Modals

Modals of Permission
Modals of Obligation
Modals of Prohibition

Modals of Permission

Modal	Ask Permission	Express Permission	Formal or Informal
Can	/	/	Informal
Could	/	X	Both
May	/	/	Formal

Modals of Obligation

Modal	Firm Obligation	Advice/Moral Obligation	Formal or Informal
Have to	/	X	Informal
Must	/	X	Formal
Should	X	/	Both
Ought to	X	/	Formal

Modals of Prohibition

Modal	Firmness of Prohibition	Formal or Informal
Shouldn't/Should not	Low	Both
Can't/Cannot	Medium	Informal
May not	Medium	Formal
Must not	High	Formal

Select the modal that would best complete the given sentences and identify if the situation calls for a modal of permission, obligation, or prohibition.

Multiple Choice

Mira advises her friend and classmate, "You ________ take down notes if you don't want to be overwhelmed when exam season arrives."