GOVERNOR GENEROSO COLLEGE OF ARTS SCIENCES AND

TECHNOLOGY
Poblacion, Governor Generoso, Davao Oriental

Teaching Literacy in the

Elementary Grades through
Literature
by: GRETCHEN C. TAJARAN, MAEd
 ENG 2

Teaching Literacy in the Elementary

Grades through Literature
(Module 1)

This course focuses on Children’s Literature in English which includes riddles, poetry, stories
drama and other written works as an avenue to teach English Language. Teaching
methodologies in the use of literatures is emphasized.

Units/Credit Equivalent: 3

Course Outcomes:

At the end of the term students must have:

1. get acquainted with the whole content of the course;

2. discovered the different tips, suggestions, pieces of advice on how to teach and
assess the elementary students literacy through literature; and
3. applied the different tips, suggestions and pieces of advice learned.
 Lesson 1

The Eight Parts of Speech

There are eight parts of speech in the English language: noun, pronoun, verb,
adjective, adverb, preposition, conjunction, and interjection. The part of speech indicates
how the word functions in meaning as well as grammatically within the sentence.

An individual word can function as more than one part of speech when used in
different circumstances. Understanding parts of speech is essential for determining the
correct definition of a word when using the dictionary.

LEARNING OBJECTIVES:

At the end of the lesson, students must have:

1. creatively defined and illustrate how to teach parts of speech through

literature in a poster or video; and

2. elaborated how and when to use words correctly.

Noun – a noun is a word for a person, place, thing, or idea.

Types of Noun

 Common noun
A common noun is a noun that refers to people or things in general.
e.g. boy, country, bridge, city, birth, day, happiness.

 Proper noun
A proper noun is a name that identifies a particular person, place, or thing,
e.g. Steven, Africa, London, Monday. In written English, proper nouns begin
with capital letters.

(An excerpt from THE TALE OF PETER RABBIT)

ONCE upon a time there were four little Rabbits, and their names were —
Flopsy, Mopsy, Cotton-tail, and Peter.

They lived with their Mother in a sand-bank, underneath the root of a very
big fir tree.

"NOW, my dears," said old Mrs. Rabbit one morning, "You may go into the
fields or down the lane, but don't go into Mr. McGregor's garden: your Father
had an accident there; he was put in a pie by Mrs. McGregor." "NOW run along,
and don't get into mischief. I am going out."
 Then old Mrs. Rabbit took a basket and her umbrella, to the baker's. She
bought a loaf of brown bread and five currant buns.

Flopsy, Mopsy, and Cottontail, who were good little bunnies, went down
the lane to gather blackberries; but Peter, who was very naughty, ran straight
away to Mr. McGregor's garden and squeezed under the gate!

Exercises A
Write the answers on your notebook.

1. Jot down all the common and proper nouns in a clean sheet of paper
from the selection above.

Pronoun – is a word used in place of a noun. A pronoun is usually

substituted for a specific noun, which is called its antecedent.

ex. The young girl brought me a very long letter from the teacher, and
then she quickly disappeared. Oh my!

In the sentence above, the antecedent for the pronoun she is the girl.

Pronouns are further defined by type: personal pronouns refer to specific

persons or things; possessive pronouns indicate ownership; reflexive pronouns
are used to emphasize another noun or pronoun; relative pronouns introduce a
subordinate clause; and demonstrative pronouns identify, point to, or refer to
nouns.

Without pronouns, language would be repetitious, lengthy, and awkward:

President John Kennedy had severe back trouble, and although President
John Kennedy approached stairs gingerly and lifted with care, President John
Kennedy did swim and sail, and occasionally President John Kennedy even
managed to play touch football with friends, family members, or co-workers.

With pronouns taking the place of some nouns, that sentence reads more
naturally:

President John Kennedy had severe back trouble, and although he

approached stairs gingerly and lifted with care, he did swim and sail, and
occasionally he even managed to play touch football with friends, family
members, or co-workers.

LITTLE RED RIDING HOOD

(An excerpt)

Once upon a time there was a dear little girl who was loved by everyone who looked at
her, but most of all by her grandmother, and there was nothing that she would not have given to
the child. Once she gave her a little cap of red velvet, which suited her so well that she would
never wear anything else. So she was always called Little Red Riding Hood.
 One day her mother said to her, "Come, Little Red Riding Hood, here is a piece of
cake and a bottle of wine. Take them to your grandmother, she is ill and weak, and they
will do her good. Set out before it gets hot, and when you are going, walk nicely and
quietly and do not run off the path, or you may fall and break the bottle, and then your
grandmother will get nothing.

Exercises B
Write the answers on your notebook.

2. Re-write the selection above and replace all the pronouns with nouns.
What did you notice? Explain.

Verb – is an action word or state of being. In a sentence, the verb expresses

what the subject does (She hopes for the job) or what the subject is (She is confident).

All verbs are one of three types:

 Action verbs
 Linking verbs
 Helping verbs
Action verbs

In a sentence, an action verb tells what the subject does. Action verbs express physical
or mental actions: think, eat, collide, realize, dance. Admittedly, some of these seem more
active than others. Nevertheless, realize is still as much a verb as collide:

 I finally realized my mistake.

The outfielder collided with the second-baseman.
She dances every Friday night.

 (In the present tense, statements with subjects of he, she, or it, we
add an s to the verb: I go downstairs, we go downstairs,
and ballplayers go downstairs, but he goes downstairs and Loren
goes downstairs.

Linking verbs

Linking verbs are the couch potatoes of verbs, that is, not very active at all.
In a sentence, a linking verb tells what the subject is rather than what it does;
linking verbs express a state of being.

Tense 1st Person (I, we) 2nd Person (you) 3rd Person (she, he,
it, they)
Present am; are are is; are
Past was; were were was; were
Participle [have] been; [had] been; [has] been; [had]
[has] been [has] been been

These verbs connect a subject, say, Loren, with more information about
that subject: Loren is an athlete, or Loren was glad.
Helping verbs

Verbs often appear with helping verbs that fine-tune their meaning, usually
expressing when something occurred. The complete verb is the main verb plus all
its helping verbs.

Moreover, some helping verbs express more than just time-possibility,

obligation, or permission, for example have, has, had.

Every verb has three basic forms: present or simple form, past form, and
participle form. All participle forms require a helping verb that fine-tunes the time
expression:
 Comets have collided with earth many times.
 Stan had known about the plan for some time.
The table below demonstrates these three forms with their required helping
verbs:

Present or Past Form Participle participle + helper

Simple Form Form
Collide collided collided has, have, had, collided
is been been has, have, had been
choose chosen chosen has, have, had been
know knew known has, have, had been

The Tortoise and The Hare

by Aesop

A Hare was making fun of the Tortoise one day for being so slow. "Do you
ever get anywhere?" he asked with a mocking laugh.

"Yes," replied the Tortoise, "and I get there sooner than you think. I'll run
you a race and prove it."

The Hare was much amused at the idea of running a race with the Tortoise,
but for the fun of the thing he agreed. So the Fox, who had consented to act as
judge, marked the distance and started the runners off.

The Hare was soon far out of sight, and to make the Tortoise feel very
deeply how ridiculous it was for him to try a race with a Hare, he lay down
beside the course to take a nap until the Tortoise should catch up.

The Tortoise meanwhile kept going slowly but steadily, and, after a time,
passed the place where the Hare was sleeping. But the Hare slept on very
peacefully; and when at last he did wake up, the Tortoise was near the goal.

The Hare now ran his swiftest, but he could not overtake the Tortoise in
time. Slow and steady wins the race.
 Exercise C
Write the answers on your notebook.

Read the story above and answer the following questions. Identify all the verbs
from your answers, label each verb whether it is action, linking or helping.

1. What is the moral lesson of the story?

2. What are you like; tortoise or hare? Why?

Adjective – is a word used to describe, or modify, noun or a pronoun. It usually

answer questions like which one, what kind, or how many:

 that hilarious book

 the red one
 several heavy books

In English adjectives usually precede nouns or pronouns. However, in

sentences with linking verbs, such as the to be verbs or the "sense" verbs,
adjectives can follow the verb.
In general, if you think you need more than three adjectives, you may really
just need a better noun. For instance, instead of saying the unkempt, dilapidated,
dirty little house, consider just saying the hovel.

Types of Adjectives

a. Descriptive adjectives (steamy, stormy) call up images, tones, and

feelings. Steamy weather is different from stormy weather.

Steamy and stormy conjure different pictures, feelings, and associations. Many
descriptive adjectives come from verbs.

The verb had broken, without the helper had, is an

adjective: a broken keyboard. Likewise, the -ing verb form, such as is running,
used without its helper is, can be an adjective: running shoes.

b. Articles the, an, and a, called articles, are adjectives that answer the question
which one?

The modifies a noun or pronoun by limiting its reference to a particular or known

thing, either singular or plural.

A expands the reference to a single non-specific or previously unknown thing.

An is similar to a, but is used when the word following it begins with a vowel sound:
 the books
 on the table
 a book from an online store
 the one we ordered last wee

c. Demonstrative adjectives answer the question which one(s)?

 They are the only adjectives that have both a singular and plural form--
this and that are singular; these and those are plural.

Demonstrative adjectives point to particular or previously named

things. This and these indicate things nearby (in time or space),
while that and those suggest distance (in time or space):

 This novel is the worst I've ever read; these biographies are much better.

 Tell me more about that author; why does she write about those events?

The Ant and the Grasshopper

by Aesop

One bright day in late autumn a family of Ants were bustling about in the warm
sunshine, drying out the grain they had stored up during the summer, when a starving
Grasshopper, his fiddle under his arm, came up and humbly begged for a bite to eat.

"What!" cried the Ants in surprise, "haven't you stored anything away for the winter?
What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so busy
making music that before I knew it the summer was gone."
The Ants shrugged their shoulders in disgust.

"Making music, were you?" they cried. "Very well; now dance!" And they turned their
backs on the Grasshopper and went on with their work.
There's a time for work and a time for play.

Exercise D
Write the answers on your notebook.

Identify all the adjectives on the story and classify as to their kind.

Adverb – is a word used to modify a verb, adjective, or another adverb. An adverb

usually modifies by telling how, when, where, why, under what conditions, or to what
degree. An adverb is often formed by adding -ly to an adjective.

Conjunctive adverbs form a separate category because they serve as both

conjunctions (they connect) and adverbs (they modify). Groups of words can also
function as adverb phrases or adverb clauses.

1. An adverb can modify a verb.

o The girls ran quickly but happily through the puddle.

(The adverbs quickly and happily modify the verb ran by telling how.)

o Go to the administration office first, and then come to class.

(The adverb first modifies the verb go, and the adverb then modifies
the verb come. Both modify the verbs by telling when.)

o They are moving her office upstairs. (The adverb upstairs modifies the
verb moving by telling where.)
 2. An adverb can modify an adjective. The adverb usually clarifies the degree or
intensity of the adjective.

o Maria was almost finished when they brought her

an exceptionally delicious dessert.
(The adverb almost modifies the adjective finished and
adjective finished and exceptionally modifies delicious by describing the
degree or intensity of the adjectives.)

o He was very happy about being so good at such an

extremely challenging sport. (The adverb very modifies the
adjective happy, so modifies good, and extremely modifies challenging by
describing the degree or intensity of the adjectives.)

o Students are often entertained and sometimes confused,

but never bored in that class. (The adverb often modifies the
adjective entertained, sometimes modifies confused,
and never modifies bored by describing the degree or intensity of the
adjectives.)

3. An adverb can modify another adverb. The modifying adverb usually clarifies
the degree or intensity of the adverb.

o Eating her lunch somewhat cautiously, Carolyn tried to ignore the

commotion. (The adverb somewhat modifies the
adverb cautiously by telling to what degree.)

o Stan can discuss the English language very thoroughly. (The

adverb very modifies the adverb thoroughly by telling to what
degree.)

o Even in the other room, Vickilee was never completely unaware of

the crying kittens. (The adverb never modifies the adverb completely
by telling to what degree.)

 Adverb Phrases and Adverb Clauses - sometimes groups of words function

together to form an adverb phrase or adverb clause.

 Adverb prepositional phrase -the puppy is sleeping under my desk. (Under my

desk is a prepositional phrase that functions as an adverb because it modifies the
verb sleeping by telling where.)

 Adverb infinitive phrase - To prevent the theft of your food, use a locked cabinet
to store your camp supplies. (To prevent the theft of your food is an infinitive
phrase that functions as an adverb because it modifies the verb use by telling why.)

 Adverb dependent clause - Marco departed before the storm arrived. (Before the
storm arrived is a dependent clause that modifies the verb departed by telling
when.)
 Exercise E
Write the answers on your notebook.

Identify all the adverbs on the story and classify as to their kind.

The Princess and the Pea

(An excerpt)

ONCE upon a time there was a prince who wanted to marry a princess; but she
would have to be a real princess. He travelled all over the world to find one, but
nowhere could he get what he wanted. There were princesses enough, but it was difficult
to find out whether they were real ones. There was always something about them that
was not as it should be. So he came home again and was sad, for he would have liked
very much to have a real princess.

One evening a terrible storm came on; there was thunder and lightning, and the
rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old
king went to open it.

It was a princess standing out there in front of the gate. But, good gracious! what a
sight the rain and the wind had made her look. The water ran down from her hair and
clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said
that she was a real princess.

Preposition – are common; they are not flashy. They are sometimes very little
words, like on, in, and unlike; sometimes they are two words, like according to. A
preposition combined with a noun (or pronoun), in that order, makes a prepositional
phrase:

 in Duffy's Tavern
 on the dashboard of my car
 unlike most biologists
 according to most moviegoers

Prepositional phrases usually tell where or when. Or, as most instructors are
fond of saying, they show relationship, for example, of location ( in Duffy's
Tavern) or of time (in February).

To describe a prepositional phrase we can borrow some math shorthand (although our
description does not really function like an equation--the preposition must always come
first!):
preposition + noun or pronoun = prepositional phrase
 without Suzanna
 without her

Stuff can be added between, usually in the form of various adjectives, but a
prepositional phrase always begins with the preposition and ends with the noun
(or pronoun):

preposition + adjectives + noun or pronoun = prepositional phrase

 in a yellow submarine
 of the best and brightest students
  above it

The second example above adds multiple adjectives (as well as a conjunction) but
it begins with the preposition and ends with the noun, and that is what matters.

The noun (or pronoun) that ends a prepositional phrase is called the object of the
preposition. If all prepositional phrases ended with nouns, you might not care to
know this; however, prepositional phrases may also end with pronouns, and those
pronouns must be objective
pronouns: her (not she), him (not he), me (not I), them (not they), us (not we).
Rossi will come with her and me.

Why council members didn't explain about it was beyond us.

A complete list of prepositions would be huge. You do not need to know all of
them, but become familiar with at least some common prepositions:

about below inside throughout

above beneath into to
across beside like toward
after between near under
against beyond of underneath
along by off unlike
among down on until
around during out up
as except outside upon
at for over with
before from past within
behind in through without

Conjunction – join words, phrases, or clauses. The three different types of

conjunctions indicate different relationships between the elements joined. Coordinating
conjunctions link elements of equal value. Correlative conjunctions are used in pairs to
establish a specific relationship between elements of equal value. Subordinating
conjunctions indicate that one element is of lesser value (subordinate) to another
element.

1. Use a coordinating conjunction to connect elements (words, phrases, or clauses)

of equal grammatical value.

 There are seven coordinating conjunctions in English:

and, but, or, nor, for, so, yet
(Note: These are often remembered with the acronym FANBOYS.)

 Coordinating conjunctions link equal elements.

Swimming and reading are my two favorite summer activities. (Swimming and
reading are both subjects in the sentence.)

Please place the papers on top of the desk or in the drawer. (On top of the
desk and in the drawer are both prepositional phrases.)
She wanted to drive the car, but she had never received her license. (She wanted to
drive the car and she had never received her license are both independent clauses.)

2. Use correlative conjunctions in pairs to connect words, phrases, or clauses of

equal grammatical value. Correct use of these conjunctions is critical in achieving
parallelism in sentence structure (see TIP Sheet on "Achieving Parallelism").

Correlative conjunctions always come in pairs:

 as...as
 both...and
 not only...but also
 either...or
 neither...nor
 whether...or

Make sure that the grammatical structure following the second half of the pair is
the same as that following the first half.

You must decide either to fly or to drive. (The elements to fly and to drive are
both infinitives.)

Contrary to my plans, I spent much of my vacation both correcting

papers and contacting students. (The elements correcting papers and contacting
students are both participial phrases.)

I hope not only that you will attend the play, but also that you will stay for
the cast party afterwards. (The elements that you will attend the play and that you
will stay for the cast party afterwards are both subordinate clauses.)

3. Use a subordinating conjunction to connect a subordinate (dependent) clause to

an independent clause.

Common subordinating conjunctions include the following:

after even though than whenever

although if that where
as in order that though whereas
as if rather than unless wherever
because since until whether
before so that when while
(Note: Some of the words listed can serve as different parts of speech, depending
on how they are used.)

 A subordinating conjunction indicates that the dependent clause is not complete

without an attached independent clause.

If you finish your homework, you will be prepared for the test. (If you finish your
homework by itself is an incomplete thought.)

I lose myself in the music whenever I practice the piano. (Whenever I practice the
piano by itself is an incomplete thought.)
 4. Conjunctive adverbs (sometimes called adverbial conjunctions) are used to
indicate a relationship between sentences and independent clauses.

 Common conjunctive adverbs include the following:

however therefore moreover nevertheless

 When a conjunctive adverb appears at the beginning or in the middle of an

independent clause, it is usually set off by commas. When a conjunctive adverb
introduces a second clause within a sentence, a semicolon precedes it and a
comma follows it.

Carrot cake is very tasty. Moreover, the carrots make it a "healthy" choice for
dessert.

I realize you were busy. It is unfortunate, however, that you missed that phone
call.

The hurricane has lessened in intensity; nevertheless, we are evacuating in an hour.

Interjection – are words intended to express different levels of emotion or

surprise, and are usually seen as independent grammatically from the main sentence.

Interjections usually stand alone and are often punctuated with an exclamation
point.
Oh! Wow! My goodness!

Sometimes mild interjections are included within a sentence and are then set
off by commas.

Well, it's about time you showed up.

The Little Red Hen

(An excerpt)

A Little Red Hen lived in a barnyard. She spent almost all of her time walking about the
barnyard in her picketty-pecketty fashion, scratching everywhere for worms.

She dearly loved fat, delicious worms and felt they were absolutely necessary to
the health of her children. As often as she found a worm she would call "Chuck-chuck-
chuck!" to her chickies.

When they were gathered about her, she would distribute choice morsels of her
tid-bit. A busy little body was she!

A cat usually napped lazily in the barn door, not even bothering herself to scare
the rat who ran here and there as he pleased. And as for the pig who lived in the sty – he
did not care what happened so long as he could eat and grow fat.
 One day the Little Red Hen found a Seed. It was a Wheat Seed, but the Little Red
Hen was so accustomed to bugs and worms that she supposed this to be some new and
perhaps very delicious kind of meat. She bit it gently and found that it resembled a worm
in no way whatsoever as to taste although because it was long and slender, a Little Red
Hen might easily be fooled by its appearance.

Carrying it about, she made many inquiries as to what it might be. She found it
was a Wheat Seed and that, if planted, it would grow up and when ripe it could be
made into flour and then into bread.

When she discovered that, she knew it ought to be planted. She was so busy hunting
food for herself and her family that, naturally, she thought she ought not to take time to
plant it.

So she thought of the Pig - upon whom time must hang heavily and of the Cat who
had nothing to do, and of the great fat Rat with his idle hours, and she called loudly:

"Who will plant the Seed?"

But the Pig said, "Not I," and the Cat said, "Not I," and the Rat said, "Not I."
"Well, then," said the Little Red Hen, "I will." And she did. Exercise E

Excercises F

Write the answers on your notebook.

Sort out all the prepositions, conjunctions and interjections from the story and
classify as to their kind.

Post-Discussion Activity

Write the answers on your notebook.

Write a 300-word paragraph about yourself using the 8 parts of speech. In a

separate sheet, classify the words from your paragraph according to their kind.
 Lesson 2

PUNCTUATION MARKS

There are 14 punctuation marks that are commonly used in English grammar. They
are the period, question mark, exclamation point, comma, semicolon, colon, dash,
hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and ellipsis.
Following their correct usage will make your writing easier to read and more appealing.

LEARNING OBJECTIVES:

At the end of the lesson, students must have:

1. explained how to teach punctuation usage through literature; and

2. identified how to teach students when each punctuation mark is needed

through a literary piece.

Three of the fourteen punctuation marks are appropriate for use as sentence endings. They
are the period, question mark, and exclamation point.

 The period (.) is placed at the end of declarative sentences, statements thought
to be complete and after many abbreviations.

 As a sentence ender: Jane and Jack went to the market.

 After an abbreviation: Her son, John Jones Jr., was born on Dec. 6, 2008.

 Use a question mark (?) to indicate a direct question when placed at the end of
a sentence.

 When did Jane leave for the market?

 The exclamation point (!) is used when a person wants to express a sudden
outcry or add emphasis.

 Within dialogue: "Holy cow!" screamed Jane.

 To emphasize a point: My mother-in-law's rants make me furious!

Comma, Semicolon, and Colon

The comma, semicolon, and colon are often misused because they all can indicate
a pause in a series.

 The comma is used to show a separation of ideas or elements within the

structure of a sentence. Additionally, it is used in numbers, dates, and letter
writing after the salutation and closing.

 Direct address: Thanks for all your help, John.

  Separation of two complete sentences: We went to the movies, and then we went
out to lunch.
 Separating lists or elements within sentences: Suzi wanted the black, green, and
blue dress.

Whether to add a final comma before the conjunction in a list is a matter of debate.
This final comma, known as an Oxford or serial comma, is useful in a complex series of
elements or phrases but is often considered unnecessary in a simple series such as in the
example above. It usually comes down to a style choice by the writer.

The semicolon (;) is used to connect independent clauses. It shows a closer

relationship between the clauses than a period would show.

 John was hurt; he knew she only said it to upset him.

 A colon (:) has three main uses. The first is after a word introducing a
quotation, an explanation, an example, or a series.

 He was planning to study four subjects: politics, philosophy, sociology, and

economics.

The second is between independent clauses when the second explains the first, similar
to a semicolon:

 I didn't have time to get changed: I was already late.

The third use of a colon is for emphasis:

 There was one thing she loved more than any other: her dog.

A colon also has non-grammatical uses in time, ratio, business correspondence and
references.

Dash and the Hyphen

Two other common punctuation marks are the dash and hyphen. These marks are
often confused with each other due to their appearance but they are very different.

 A dash is used to separate words into statements. There are two common types
of dashes: en dash and em dash.

 En dash: Twice as long as a hyphen, the en dash is a symbol (–) that is used in
writing or printing to indicate a range, connections or differentiations, such as
1880-1945 or Princeton-New York trains.

 Em dash: Longer than the en dash, the em dash can be used in place of a comma,
parenthesis, or colon to enhance readability or emphasize the conclusion of a
sentence. For example, She gave him her answer — No!

Whether you put spaces around the em dash or not is a style choice. Just be
consistent.
  A hyphen is used to join two or more words together into a compound term
and is not separated by spaces. For example, part-time, back-to-back, well-
known.

Brackets, Braces, and Parentheses

Brackets, braces, and parentheses are symbols used to contain words that are a
further explanation or are considered a group.

 Brackets are the squared off notations ([]) used for technical explanations or to
clarify meaning. If you remove the information in the brackets, the sentence
will still make sense.

 He [Mr. Jones] was the last person seen at the house.

 Braces ({}) are used to contain two or more lines of text or listed items to show
that they are considered as a unit. They are not commonplace in most writing
but can be seen in computer programming to show what should be contained
within the same lines. They can also be used in mathematical expressions. For
example, 2{1+[23-3]}=x.

 Parentheses ( () ) are curved notations used to contain further thoughts or

qualifying remarks. However, parentheses can be replaced by commas without
changing the meaning in most cases.

 John and Jane (who were actually half brother and sister) both have red hair.

Apostrophe, Quotation Marks and Ellipsis

The final three punctuation forms in English grammar are the apostrophe,
quotation marks, and ellipsis. Unlike previously mentioned grammatical marks, they are
not related to one another in any form.

 An apostrophe (') is used to indicate the omission of a letter or letters from a

word, the possessive case, or the plurals of lowercase letters. Examples of the
apostrophe in use include:

 Omission of letters from a word: I've seen that movie several times. She wasn't the
only one who knew the answer.
 Possessive case: Sara's dog bit the neighbor.
 Plural for lowercase letters: Six people were told to mind their p's and q's.

It should be noted that, according to Purdue University, some teachers and editors
enlarge the scope of the use of apostrophes, and prefer their use on symbols (&'s),
numbers (7's) and capitalized letters (Q&A's), even though they are not necessary.

 Quotations marks (" ") are a pair of punctuation marks used primarily to mark the
beginning and end of a passage attributed to another and repeated word for
word. They are also used to indicate meanings and to indicate the unusual or
dubious status of a word.

 "Don't go outside," she said.

  Single quotation marks (' ') are used most frequently for quotes within quotes.

 Marie told the teacher, "I saw Marc at the playground, and he said to me 'Bill
started the fight,' and I believed him."

 The ellipsis is most commonly represented by three periods (. . . ) although it is

occasionally demonstrated with three asterisks (***). The ellipsis is used in writing
or printing to indicate an omission, especially of letters or words. Ellipses are
frequently used within quotations to jump from one phrase to another, omitting
unnecessary words that do not interfere with the meaning. Students writing
research papers or newspapers quoting parts of speeches will often employ ellipsis
to avoid copying lengthy text that is not needed.

 Omission of words: She began to count, "One, two, three, four…" until she got to
10, then went to find him.
 Within a quotation: When Newton stated, "An object at rest stays at rest and an
object in motion stays in motion..." he developed the law of motion.

the town mouse & the country mouse

a town mouse once visited a relative who lived in the country for lunch the country
mouse served wheat stalks roots and acorns with a dash of cold water for drink. the
town mouse ate very sparingly, nibbling a little of this and a little of that and by her
manner making it very plain that she ate the simple food only to be polite

after the meal the friends had a long talk, or rather the town mouse talked about her life
in the city while the country mouse listened they then went to bed in a cozy nest in the
hedgerow and slept in quiet and comfort until morning in her sleep the country mouse
dreamed she was a town mouse with all the luxuries and delights of city life that her
friend had described for her so the next day when the town mouse asked the country
mouse to go home with her to the city she gladly said yes

when they reached the mansion in which the town mouse lived they found on the table
in the dining room the leavings of a very fine banquet there were sweetmeats and jellies
pastries delicious cheeses indeed the most tempting foods that a mouse can imagine

but just as the country mouse was about to nibble a dainty bit of pastry she heard a cat
mew loudly and scratch at the door in great fear the mice scurried to a hiding place
where they lay quite still for a long time hardly daring to breathe when at last they
ventured back to the feast the door opened suddenly and in came the servants to clear
the table followed by the house dog

the country mouse stopped in the town mouse's den only long enough to pick up her
carpet bag and umbrella you may have luxuries and dainties that i have not she said as
she hurried away but i prefer my plain food and simple life in the country with the peace
and security that go with it
poverty with security is better than plenty in the midst of fear and uncertainty,

Post-Discussion Activity
Write the answers on your notebook.

Rewrite the story above utilizing the correct punctuation marks. Observe proper capitalization,
 References

http://www.butte.edu/departments/cas/tipsheets/grammar/parts_of_speech.html

https://www.hitbullseye.com/Verbal/Parts-of-Speech.php

https://americanliterature.com/author/beatrix-potter/short-story/the-tale-of-peter-rabbit

https://www.lexico.com/grammar/types-of-noun

https://americanliterature.com/author/aesop/short-story/the-tortoise-and-the-hare

https://americanliterature.com/childrens-stories/little-red-riding-hood\

http://www.butte.edu/departments/cas/tipsheets/grammar/adjectives.html

http://www.butte.edu/departments/cas/tipsheets/grammar/nouns.html

http://www.butte.edu/departments/cas/tipsheets/grammar/pronouns.html

http://www.butte.edu/departments/cas/tipsheets/grammar/verbs.html

https://americanliterature.com/author/aesop/short-story/the-ant-and-the-grasshopper

http://www.butte.edu/departments/cas/tipsheets/grammar/adverbs.html

http://www.butte.edu/departments/cas/tipsheets/grammar/prepositions.html

http://www.butte.edu/departments/cas/tipsheets/grammar/conjunctions.html

http://www.butte.edu/departments/cas/tipsheets/grammar/interjections.html

https://americanliterature.com/author/hans-christian-andersen/short-story/the-princess-and-the-pea

https://americanliterature.com/childrens-stories/the-little-red-hen

https://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-marks.html

http://read.gov/aesop/004.html