Coining

Phrases

This tool helps students learn to create novel expressions while using only their current level of vocabulary development.

Name ______Pd. ______Date ______

A Phrase-Coining Adventure!

The ability to manufacture and manipulate creative language is an essential skill for aborning writers. Using the subset of words and terms in your existing language bank as foundational structures, this technique is readily accessible to you as a writer. Also, using common terms as a base, this technique certainly breeds high and novel manners of expression. It does this more impressively when higher level vocabulary is used. Using this technique, writers can more effectively master the productive use of similes in their writing. Select base nouns for your hyphenations that fully embrace the quality / character of the object(s) being compared.

Formula: noun + like = hyphenated simile e.g. cloud + like = cloud-like

e.g. serpent + like = serpent-like

Carefully read and analyze the following examples of creatively coined phrases using commonplace, hyphenated terms. As you read, prepare yourself to create your own!

  1. With butterfly-like bounces, the energetic kindergarteners flitted from seat to seat.
  2. The giant octopus,with hand-like tentacles, skillfully manipulatesobjects in its den.
  3. The great apes,with human-like expressions, clearly communicatedtheir needs.
  4. Martin’s vise-like grip plainly bespoke the stoic power of his solemn character.
  5. With scholar-like precision the nervous internastutely explained his case to the panel.
  6. In ghost-likefashion, the strange old woman smiled as she slowly faded into nothing.
  7. In beast-like rage the tyrant king growled his sentence of death to his captured foes.
  8. The melancholy old man,with child-like innocence, said, “I swear; I was only playing.”
  9. With computer-like speed the brilliant young woman calculated theexact answer.
  10. With eagle-like eyes, the escapee ......

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Name ______Date ______Pd. ______

Write ten (10) sentences containing your personally-coined phrases. Select your two (2) best sentences to orally share with your classmates.

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Instructions: Read and analyze the following narrative for main ideas, noting also the use of any hyphenatedlikes.

Child-like Wonders in Grandpa’s Backyard

1My grandpa lived in sunny South Florida, right along the black-rock shores of the Intracoastal in a really huge castle-like house. He said he built it himself – just him, his sweat, and his iron will. “With these hands,” he’d proudly say, holding out two huge, calloused, work glove paws – “I sawed every plank and drove every nail.” Grandpa’s house had humongous jungle mangroves on either side of it with twisting snake-like vines to swing on. Of course, I had my very own tree hut, perched semi-permanently in the groove of the lowest cluster of L-shaped branches.

2 After a little serpentine vine swinging and a little medieval dragon slaying in the early and mid morning, I’d find myself sweating in that oven-like heat in grandpa’s backyard. Why would such a rugged, adventuresome man like me eagerly walk away from snake vines and dragons, you ask? Hah! Money was the answer – gold doubloon, silver nuggets, and smooth ebony pearls to be exact! That’s what grandpa swore was buried somewhere under the ancient sands

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Name ______Date ______Pd. ______

Write an original story to share with your classmates,using at least four (4) hyphenated likes. Also, use any ten (10) high-level vocabulary terms you’ve learned this year.

My Phrase-Coining Adventure Story Using Hyphenated Likes

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Quick Quiz: Probing the Story for Main Ideas

Circle or underline the answer choice that answers the question or completes the statement about Child-like Wonders in Grandpa’s Backyard.

  1. You can tell that the narrator of the story continues to
  1. believe that Blue Beard’s treasure wasn’t actually in that backyard
  2. believe that Blue Beard’s treasure was actually in that backyard
  3. prefer his memories above reality
  4. enjoy thinking back to his childhood

2. An alternate title for this story might be which of the following?

a. Memories of Treasure

b. Blue Beard the Pirate

c. An Old Man’s Dream

d. Treasured Memories

(ER) What evidence suggests that as a child the narrator believed or disbelieved his grandpa’s treasure stories? Use story details to defend and support your answer.

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Quick Quiz: Probing the Story for Main Ideas (key)

Circle or underline the answer choice that answers the question or completes the statement about Child-like Wonders in Grandpa’s Backyard.

  1. You can tell that the narrator of the story continues to

a. believe that Blue Beard’s treasure wasn’t actually in that backyard

b. believe that Blue Beard’s treasure was actually in that backyard

c. prefer his memories above reality

d. enjoy thinking back to his childhood

2. An alternate title for this story might be which of the following?

a. Memories of Treasure

b. Blue Beard the Pirate

c. An Old Man’s Dream

d.Treasured Memories

(ER) What evidence suggests that as a child the narrator believed or disbelieved his grandpa’s treasure stories? Use story details to defend and support your answer.

The story indicates that as a child the narrator did believe his grandpa’s stories. Evidence to prove this can be seen when the narrator left his vine swinging......

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Monster

Compounds

This tool helps students learn to write and grammatically correct compound sentences. It also challenges them with vocabulary terms as well as engages them, sparking their imaginations, touching that aspect that ignites their wonderment.

Monster Compounds

Target Vocabulary Terms:

Use each of the following terms in a meaningful, grammatically perfect compound sentence. Then, write a shadow version of each compound, substituting the denotation for the target term.

E.g. The alabaster snows covered the mountain; however, they couldn’t hide the crime.

∆ The bright white snows covered the mountain; however, they couldn’t hide the crime.

  1. Numerous (adj) ……………………………………many; a great number
  2. Picturesque (adj) .…………………………………scenic; pretty (like a picture)
  3. Unique (adj) .………………………………………..special; unusual
  4. Intrigue (n) ..…………………………………………interest; allurement
  5. Volatile (adj) ………………………………………..explosive; unsettled
  6. Hideous (adj)………………………………………..ugly and evil
  7. Trudged (v)

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Monster Compounds

Name ______date ______Pd. ______

Instructions: Grammatically correct the following monstrous compound statements. Treat

each statement as a single sentence. Then, write a shadow versionof each

compound sentence, substituting the denotation for the target term.

  1. bigfoots been seen by numerous spectators albeit very few photos have been snapped
  2. we trudged threw a picturesque valley and their we found large oddly shaped tracks
  3. msoe say bigfoot is like the lochness monster others say nessy is much more unique
  4. like ......

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Monster Compounds (Key)

Name ______date ______Pd. ______

Instructions: Grammatically correct the following monstrous compound statements. Treat

each statement as a single sentence. Then, write a shadow versionof each

compound sentence, substituting the denotation for the target term.

  1. Bigfoot’s been seen by numerous spectators; albeit, very few photos have been snapped.
  2. We trudged through a picturesque valley; and there, we found large, oddly-shaped tracks.
  3. Some say Bigfoot is like the Loch Ness Monster; others say,Nessy is much more unique.
  4. A dinosaur-like beast is horrifying; but, an ape-like creature fascinates and intrigues.

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Monster Compounds

Process:

  1. Correct the following compound sentences, underlining any target vocab terms.
  2. Read all of the sentences sequentially as a single story.
  3. Design a 5-question quiz and answer key. Each question on your quiz should begin with one of these interrogative indicators: When, Why, How, Which, What if!
  4. Write a short scene that features three examples of compound sentences and all of your target vocabulary terms.

For Bella’s Love

  1. hed not accepted bellas choice of another so he prowled his ebony woods in disgust
  2. as his wrath had grew so to had his resolve however his hideous heart was yet torn
  3. he loved the thing he was trying to hate and he couldnt slay the thing he needed so
  4. numerous times his heart had herd and it had chose to record thatamiable laughter
  5. it played it back to ......

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Monster Compounds(Key)

Correct the following compound sentences; then, read all the sentences as one story. Design a 5-question quiz and answer key. Each question of your quiz should begin with one of these interrogative indicators: When, Why, How, Which, What if! (Answers will vary.)

For Bella’s Love

  1. He’dnot accepted Bella’s choice of another; so, he prowled his ebony woods in disgust.
  2. As his wrath had grown, so too had his resolve; however, his hideous heart was yet torn.
  3. He loved the thing he was trying to hate; and, he couldn’t slay the thing he needed so.
  4. his castle’s darkness; though, his volatile spirit yet burned white hot.
  5. ......

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Monster Compounds(Key)

Correct the following compound sentences; then, read all the sentences as one story. Design a 5-question quiz and answer key. Each question of your quiz should begin with one of these interrogative indicators: When, Why, How, Which, What if! (Answers will vary.)

Sample Quiz Questions and Answers

Q1.Whichmonster is the subject of this scene? Defend your answer with story details.

A1. Dracula is the subject monster. Sentence #7 metaphorically refers to his eternal thirst

for blood. Also, the idea in sentence #8 that “day” spells a bright death for him.

Q2. Why can’t the subject monster forget Bella’s laughter?

A2. Sentence #4 reveals that his heart had made a recording of it, and played the

recordingconstantly.

Q3......

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Literary

Devices

(Annotated)

This tool identifies the basic literary devices found in most conventional literature. It helps students learn to recognize and use them appropriately.

Literary Devices, Techniques, & Tools (Annotated)

Directions:

Read and discuss the following. Note each annotation.

  1. Characterization:

Physical = what someone looks like – some significant trait: scars, limps, complexion.

Mental = how someone naturally thinks: shrewdly, suspiciously, insecurely, naively.

Emotional= feelings and temperament: loving, hot-headed, apathetic, or compassionate.

Episodic = an episode or life experience that shaped their character in an important way.

E.g. Kelly Bronson was a peculiar fellow, at least in the opinion of those who stayed at arm’s length. That z-shaped scar down his left cheek was the object of many a conversation -- how it trembled every time someone made a snide remark to him. If only they knew how he got it, and how thankful that little girl’s parents were to have their daughter taken from the jaws of that monstrous gator.

  1. Adjectives:

Adjectives are colors, shapes, and sizes of nouns. Theytell what kind, which one, or how many:

E.g. The enormous white wolf sat atop his snow-covered mountain peak, howling balefully under the dimming light of a crescent moon. His mate, however, could not hear; for she was drifting in the twilight, the spirit world. Thus, her thick coat would never again be seen romping in their green dell.

  1. Similes:

Using like or as to describe and compare different objects:

E.g. His voice was as rushing waters, and his beard, hanging in stringy gray threads, waved in the

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Quick Quiz & Assessment

Literary Devices, Techniques, & Tools

Circle the choice that best matches the given term as its denotation or as its example.

  1. Setting:
  1. Taking the audience to a point in time that has already passed
  2. 3rd person omniscient
  3. Into the room she walked
  4. It was a dark December night in 1845.
  1. Imagery:
  1. Short sentences
  2. Long sentences
  3. Sweet or bitter
  4. A snow-covered mountain
  1. Hyperbole:
  1. Into the room she walked.
  2. A type or kind (of writing or art form)
  3. Her eyes were ebony stones.
  4. Her eyes were as big as moons.
  1. Semantic Sophistication:
  1. Sentence length variation
  2. Non sequitur statements can be both baffling and stultifying.
  3. A snowy evening
  4. “Why,” Tammy asked, “did you go to bed so early?”
  1. Irony:
  1. When something shocking happens to a child.
  2. During a blustery summer storm.

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KEY (Answers are in boldface)

Quick Quiz & Assessmentof Literary Devices, Techniques, & Tools

Correct answers are in bold face.

1. Setting:

  1. Taking the audience to a point in time that has already passed
  2. 3rd person omniscient
  3. Into the room she walked
  4. It was a dark December night in 1845.

2. Imagery:

  1. Short sentences
  2. Long sentences
  3. Sweet butter and bitter herbs
  4. A snow-covered mountain

3. Hyperbole:

  1. Into the room she walked.
  2. A type or kind (of writing or art form)
  3. Her eyes were ebony stones.
  4. Her eyes were as big as moons.

4. Semantic Sophistication:

  1. Sentence lengths should vary.
  2. Non sequitur statements can be both baffling and stultifying.
  3. A snowy evening
  4. “Why,” Tammy asked, “did you go to bed so early?”

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Infusing

Imagination

Detail into the

Writing Process

This tool helps students see the differences in levels of detail and imagination contained in various drafts of writing. It also contains sample essay paragraphs that demonstrate introductory paragraphs, supporting paragraphs, and concluding paragraphs.

Infusing Imagination Detail into the Writing Process (I)

Compare and contrast the following narrative paragraphs. Each one is a version of the same account. Take note of examples of infused imagination and detail through each progressive reading!

A Boy & His Dog (I)

A little boy was playing with his dog in the park. He was throwing a Frisbee as far as he could, and his dog was running after it, trying to catch it in the air. After a few good tries, he finally caught it. The boy yelled in great excitement, and the dog, seeming to fully understand the boy’s great joy, joined in the celebration, adding a few really loud barks. That night, they both rested well and dreamed of the next day when the excitement would continue.

A Boy & His Dog (II)

A little boy, in blue jeans and a cut-off tee-shirt, was playing with his dog, Chaser, in their neighborhood park. He was whirling a bright yellow Frisbee as far as he could, and Chaser was running after it, trying his best to snatch it out of midair.

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A Boy & His Dog (III)

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Infusing Imagination and Detail into the Writing Process (II)

Compare and contrast the following narrative paragraphs. Each one is a version of the same account. Take note of examples of infused imagination and detail!

Flood Waters (I)

It rained heavily for a very long time. My grandparents started to believe it would never stop. After a few days, the river started to flood. My gramps then started to joke around about arks and clean creatures walking in pairs. To my sister and me, this flood water was really scary. What made it so scary was not just what it looked like, but also what it felt like. This water was ice cold. This was the first winter flood in a long time.

Flood Waters (II)

It had rained for many days. My grandparents, who were visiting from Mexico, had decided that it was never going to stop. When the river first started to come out of its banks, Grandpa Rivera started singing the Noah’s Ark song and marching through the house, leading my sister and me in pairs, just like the clean beasts.

Flood Waters (III)

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Sample Introductory Essay Paragraphs

Prompt #1

Explain to a new friend why your favorite fast food restaurant is the best in town.

Once you’ve visited the golden ones, well, the silver ones just won’t do! Of course, the golden ones in question are those incredible golden arches that rainbow themselves around every single McDonald’s outlet – my favorite fast food restaurant of all time. Oh how I love Big Macs! Two all-beef patties, special sauce, lettuce, cheese, pickles, onions on a sesame seed

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Prompt #2

Persuade a friend who’s been thinking about dropping out of school to stay in.

“Students, remove all extraneous paraphernalia from your desk tops, please,” was the pedagogue’s favorite refrain. Jasper, did you by chance understand the message in that last sentence? No? I didn’t think so. Bro, you’ve been missing way too many classes at school lately – and, rumor has it that you are actually considering dropping out. Talk about your monumental mistakes – that would definitely be mon –u – and mental! Dude, you’ve got to rethink this.

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Prompt #3

If you could change anything in the adult world, what would it be? Explain why.

Cry HAVOC! – and let slip the dogs of war! In every age of man, from ancient Babylon to modern day Iraq, some version of this battle cry has been echoed. Certainly, if I could change anything in the adult world, I’d change the terrible tendency of some men to wage war on other men. For man to ever evolve into the higher being of caring and conscience that even nature suggests is his logical end, he must cease from his easy willingness to wage bloody wars. If this easy willingness is not tempered, logic again teaches that his spiraling and oftentimes cold intellect may ultimately overwhelm his sometimes

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Prompt #4

Explain how you would convince your parents to buy you the pet of your dreams.

He has those grayish, wolf-like eyes that glisten even in the dim starlight. He’s three feet high at the shoulders; and his muscles are like rounded river rocks – smooth, heavy, and hard. The pet in question is an incredible snow white German shepherd that lives in my K-9 dream world. Each time an unannounced guest stumbles into my domain, I imagine myself commanding him: “Down, White Fang! Down, boy!” Of course, this scene will never see its first take unless I can convince my parents to actually purchase this magnificent creature. So, only after very deep and careful consideration and a brisk stroke or two on my cousin’s gray rabbit’s foot would I dare to propose such a thing to them. First,