Lesson 1-Half a Day I. Text Analysis Further discussion on the text In the last part of the text, the boy walked out of the school to find that the outside world had changed beyond measure. How might he feel about the changes? List exact words that support your choice. He was frightened [ surprised angry puzzled excited satisfied [delighted sad Different tritical WT■ To be continued on the next page
W B T L E Lesson 1 – Half a Day I. Text Analysis Further discussion on the text In the last part of the text, the boy walked out of the school to find that the outside world had changed beyond measure. How might he feel about the changes? List exact words that support your choice. He was _____. •frightened •surprised •angry • puzzled • excited • satisfied • delighted •sad •indifferent • critical To be continued on the next page
Lesson 1-Half a Day I. Text Analysis Further discussion on the text How did the boy feel the first day he went to school? What happened the first day at school? How did the boy like school life? Was school life just a matter of playing and fooling around? What did he see on his way home WT■ The end of Further discussion
W B T L E Lesson 1 – Half a Day How did the boy feel the first day he went to school? What happened the first day at school? How did the boy like school life? Was school life just a matter of playing and fooling around? What did he see on his way home? I. Text Analysis Further discussion on the text The end of Further Discussion
Lesson 1-Half a Day II. Writing e eyes Now observe the following paragraph The great carefully. What strikes you most? use of short and i did not know what to say. The gate was simple now closed, some of the children burst into sentences! tears. The bell rang. A lady came along, followed by a group of men. The men began sorting us into ranks. We were formed into an intricate pattern in the great courtyard surrounded by high buildings, from each floor we were overlooked by a long balcony roofed in wood. (Para. 11) WT■ To be continued on the next page
W B T L E Lesson 1 – Half a Day II. Writing Devices Now observe the following paragraph carefully. What strikes you most? I did not know what to say. The gate was now closed. Some of the children burst into tears. The bell rang. A lady came along, followed by a group of men. The men began sorting us into ranks. We were formed into an intricate pattern in the great courtyard surrounded by high buildings; from each floor we were overlooked by a long balcony roofed in wood. (Para. 11) The great use of short and simple sentences! To be continued on the next page
Lesson 1-Half a Day II. Writing e eyes More examples: I walked a few steps then came to a startled halt. Why did Good Lord! where was the street lined with gardens? the author Where had it disappeared to When did all these cars prefer to use short invade it? And when did all these people come to rest and simple sentences? on its surface? How did these hills of rubbish find their way to cover its sides And where were the fields that bordered it? High buildings had taken over, the street was full of children, and disturbing noises shook the air.(Para. 17) Good God! I was in a daze. My head spun. I almost went crazy. ...(Para. 18) WT■ To be continued on the next page
W B T L E Lesson 1 – Half a Day II. Writing Devices More examples: I walked a few steps, then came to a startled halt. Good Lord! Where was the street lined with gardens? Where had it disappeared to? When did all these cars invade it? And when did all these people come to rest on its surface? How did these hills of rubbish find their way to cover its sides? And where were the fields that bordered it? High buildings had taken over, the street was full of children, and disturbing noises shook the air. (Para. 17) Good God! I was in a daze. My head spun. I almost went crazy. … (Para. 18) Why did the author prefer to use short and simple sentences? To be continued on the next page
Lesson 1-Half a Day II. Writing e eyes echoing the style 1. the effect of of the text(The one person's story is told as a thoughts/thinking reflection Thinking is sometimes abundant disconnected.) use of short and simple 2. the effect sentences rapid change echoing the to achieve things and a theme of the feeling of text confusion WT■ To be continued on the next page
W B T L E Lesson 1 – Half a Day II. Writing Devices the abundant use of short and simple sentences to achieve 1. the effect of one person’s thoughts/thinking 2. the effect of rapid change of things and a feeling of confusion echoing the style of the text (The story is told as a reflection. Thinking is sometimes disconnected.) echoing the theme of the text To be continued on the next page