Grammar participle clause

Grammar - Past Participle in Present Perfect

AP - Grammar Review Participle Constructions - Assessment 1

AP - Grammar Review - Participle Constructions

Here’s your **edited version** of the activity, now focused on **Shirley Jackson’s *“The Lottery”*** and **past and present participles**, while keeping the fun “Great Grammar Magician” game theme: --- ### 🎩 THE GREAT GRAMMAR MAGICIAN: “THE LOTTERY SPELL!” 🍀 It seems like you already know how **past and present participles** can transform simple verbs into more descriptive and expressive words. Now, it’s time to show your magical grammar powers and help the Great Grammar Magician complete her enchanting performance inspired by *“The Lottery”* by Shirley Jackson! --- ### 🌼 **THE LOTTERY SPELL!** **Directions:** The class will be divided into two groups, and each group will work together to help the Great Grammar Magician finish her magical act! Each group will receive **three magic flags** that can be used as advantages during the game: 🟩 **Green Flag** – Use for a clue about the question. 🟨 **Yellow Flag** – Use to look at the question first and decide whether to answer it or choose another one. 🟦 **Blue Flag** – Use to get another chance to answer the same question. The goal is to earn the **highest points** as a group. The first representative to raise their hand gets to choose a question to answer. There will be **six questions**, representing the **six stones** drawn during the “lottery.” Each stone contains a **Magic Spell Card** with a question your group must answer correctly to earn a point. --- ### 🪄 **MAGIC SPELL QUESTIONS** **1. Remembering** **Question:** Who is the author of *“The Lottery”?* **Expected Answer:** Shirley Jackson. --- **2. Understanding** **Question:** What is *“The Lottery”* mainly about? **Expected Answer:** It’s about a small town that follows a cruel tradition of holding a lottery where one person is chosen to be sacrificed. --- **3. Applying** **Question:** Identify a **past or present participle** used in *“The Lottery.”* Explain its function in the sentence. **Expected Answer:** Example: *“The children assembled first, of course.”* — “assembled” is a **past participle** used to describe what the children did before the lottery began. --- **4. Analyzing** **Question:** How does Shirley Jackson use participles to create suspense or describe actions in the story? **Expected Answer:** Participles like “gathered,” “watching,” or “whispered” make the actions more vivid and help build tension in the story. --- **5. Evaluating** **Question:** Do you think the townspeople’s calm behavior (described with participles like “smiling,” “talking,” “laughing”) makes the story more shocking? Why or why not? **Expected Answer:** (Open-ended) Yes, because the ordinary actions make the violent ending more disturbing / No, because it just shows how normal the ritual is to them. --- **6. Creating** **Question:** Write your own short two-line description using **past or present participles** to show tension or fear in a situation like the one in *“The Lottery.”* **Expected Answer:** (Open-ended) Example: *Shaking hands held the paper tight.* *The crowd waited, holding their breath.* --- ### 🪶 **Tie-Breaker Question** **Question:** If you were in *“The Lottery,”* what would you be doing as the black box was brought out? Use at least one participle in your answer. **Expected Answer:** (Open-ended; checks creativity and grammar) Example: *Standing in silence, I would watch the slips being drawn, my heart pounding.* --- Would you like me to make this version **visually formatted for a classroom printout** (e.g., with bold headers, emojis, and clear section boxes)?

Spanish Subjunctive Quiz Grammar (20 questions) Espero que tú _____ (venir) a la fiesta esta noche. A. vienes B. vengas C. viniste D. vendrías Dudo que ellos lo _____ (haber / ver). A. han visto B. hayan visto C. vean D. verán No creíamos que ella _____ (decir) la verdad. A. diga B. dijera C. dijo D. dirá Es importante que nosotros _____ (terminar) el trabajo hoy. A. terminamos B. termináramos C. terminemos D. hemos terminado Mis padres querían que yo _____ (estudiar) medicina. A. estudio B. estudié C. estudiara D. estudiaré Me alegra que tú _____ (conseguir) el trabajo. A. consigues B. hayas conseguido C. conseguías D. conseguiste Te llamaré tan pronto como _____ (llegar) a casa. A. llego B. llegué C. llegue D. llegaría Buscábamos una casa que _____ (tener) patio grande. A. tiene B. tuviera C. tuvo D. tenga Era dudoso que Marta lo _____ (saber). A. sepa B. sabía C. supiera D. sabe Es posible que nosotros ya _____ (terminar) el proyecto. A. terminamos B. terminábamos C. hayamos terminado D. habíamos terminado Aunque él _____ (ser) simpático, no le confío. A. es B. sea C. fue D. fuera No hay nadie que _____ (conocer) al director. A. conoce B. conoció C. conozca D. conocía Ojalá que ellos _____ (poder) venir mañana. A. puedan B. pueden C. pudieran D. pudieron Me molesta que tú no me _____ (escuchar). A. escuchas B. escuchaste C. escuches D. escucharas Mis amigos me pidieron que _____ (hacer) una presentación. A. hice B. haga C. hiciera D. hacía No pensamos que tú lo _____ (haber / ver) antes. A. hayas visto B. has visto C. veas D. vieras Es mejor que tú no lo _____ (decir). A. digas B. dices C. dijiste D. dijeras Yo quería un coche que _____ (ser) más económico. A. es B. fue C. fuera D. sea Recomiendo que ustedes _____ (leer) este libro. A. leen B. leyeran C. lean D. leyeron Era cierto que ellos _____ (vivir) en Chile. A. vivan B. vivieron C. vivieran D. viven Uruguayan Culture (5 questions) ¿Quiénes son los "gauchos" en la cultura uruguaya? A. Campesinos que cultivan arroz B. Pescadores tradicionales C. Vaqueros que trabajan en el campo D. Artesanos de cerámica ¿Qué comida es típica de una reunión familiar uruguaya al aire libre? A. Empanadas B. Asado C. Paella D. Ceviche ¿Cuál es una característica tradicional del rol de la familia en Uruguay? A. Las familias suelen ser pequeñas y distantes B. La familia extensa suele vivir junta o cerca C. El matrimonio no es común D. Los hijos se van de casa muy jóvenes En Uruguay, ¿cómo han cambiado tradicionalmente los roles de género? A. Las mujeres aún no tienen derecho al voto B. Las mujeres participan cada vez más en la educación y el trabajo profesional C. Los hombres son los únicos responsables del hogar D. Las mujeres no pueden trabajar fuera del hogar ¿Qué representa el asado en la cultura uruguaya? A. Una comida diaria rápida B. Un evento de negocios C. Una tradición social y familiar importante D. Una comida extranjera importada

Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum.

Grammar

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