I never thought that you would be the one to hold my heart
But you came around and you knocked me off the ground from the start

You put your arms around me
And I believe that it's easier for you to let me go
You put your arms around me and I'm home

How many times will you let me change my mind and turn around?
I can't decide if I'll let you save my life or if I'll drown

I hope that you see right through my walls
I hope that you catch me 'cause I'm already falling
I'll never let a love get so close
You put your arms around me and I'm home

The world is coming down on me and I can't find a reason to be loved
I never wanna leave you but I can't make you bleed if I'm alone

You put your arms around me
And I believe that it's easier for you to let me go...

I hope that you see right through my walls
I hope that you catch me, 'cause I'm already falling
I'll never let a love get so close
You put your arms around me and I'm home

I tried my best to never let you in to see the truth
And I've never opened up
I've never truly loved 'til you put your arms around me
And I believe that it's easier for you to let me go

I hope that you see right through my walls
I hope that you catch me, 'cause I'm already falling
I'll never let a love get so close
You put your arms around me and I'm home

You put your arms around me and I'm home

Read More …

"Distance"

The sun is filling up the room
And I can hear you dreaming
Do you feel the way I do right now?
I wish we would just give up
Cause the best part is falling
Call it anything but love

And I will make sure to keep my distance
Say "I love you" when you're not listening
How long can we keep this up, up, up?

And please don't stand so close to me
I'm having trouble breathing
I'm afraid of what you'll see right now
I give you everything I am
All my broken heart beats
Until I know you understand

And I will make sure to keep my distance
Say "I love you" when you're not listening
How long can we keep this up, up, up?

And I keep waiting
For you to take me
You keep waiting
To save what we have

So I'll make sure to keep my distance
Say "I love you" when you're not listening
How long can we keep this up, up, up?

Make sure to keep my distance
Say "I love you" when you're not listening
How long til we call this love, love, love?

Read More …

Recount Paragraph

Recount Paragraph

Definition:
Recount paragraph is paragraph which retells past event or experience for the purpose of informing or entertaining. This could include personal events, factual incidents, or imaginary incidents.

Social Function:
It is utilized to inform or entertain the readers.

Generic Structure:
a. Orientation
Setting the scene and giving the necessary background information such as, who, when, where, what and why
b. Events
Retelling the events in chronological order or logical sequence, usually in the past (there is no complication in recount).
c.Reorientation
Including a personal comment or opinion and a closing statement.

Special Characteristic:
A good recount:

• Is well organize and relates events in sequence by using appropriate linking and cohesive devices
• Focused on the important participants in the events
• Include detail and personal responses to add to the readers or listeners interest.     

Read More …

Narrative Paragraph

Narrative Paragraph

Definition:
Narrative paragraph deals with problematic events that lead to crisis or complications with intern finds resolution; in addition, narrative paragraph is intended to entertain or to deal with actual or vicarious experience in different ways.

Social Function:
It is used to entertain and to deal with actual or vicarious experience in different ways.
 
Generic Structure:
a. Orientation:
Setting the scene, introducing the participants or giving necessary background (who, when, and where)
b. Complication:
Writing a crisis, in which the problem or complication arises and it creates tension, is carefully written until it finds its climax.
c. Resolution:
Finding the end of the narration or the crisis is resolved; it can be happy or unhappy ending.
d. Reorientation / Coda:
Closing the narration by using the personal comment or opinion; it is optional.

Special Characteristic:
A good narrative:

• Is well - organized and relates events in sequence by using appropriate linking and cohesive devices,
• Present important changes, contrast or conflict, and creates tension
• Is told from a point of view and usually the authors point of view.       

Read More …

Descriptive Paragraph

Descriptive Paragraph

Definition:
Descriptive paragraph is a paragraph which expresses or describes place, thing and person in such vivid detail that the readers can easily visualize the described place, thing, and person, or can feel that they involve in the experience.

Some descriptive paragraph may be technical, for instance, describing about thing or place such as car or classroom; on the other hand, it may describe and event or a place and include more figurative language (smile, metaphor etc.) or describe feeling or emotion. Therefor, before writing a descriptive paragraph, it is important to consider the purpose and the audience.


Generic Structure:
Descriptive paragraph is intended to describe place, person, and things so that the readers will be able to visualize the descriptions. Writing descriptive paragraph, generally, you have to regards as the following generic structure of descriptive paragraph:

a. Identification:
Identification is a p[part in which you identify or write the recognition; moreover, it can be a general statement about place, person, or thing that you want to describe.

b. Description:
Description are vivid detail or place, person, or thing that you want to describe so that readers can easily imagine or picture the descriptions, or they can feel that they involve in the experience.

c. Conclusion
Conclusion is the last part of descriptive paragraph and it is optional (it may be include or not). In this part, you conclude the paragraph or restate the identification or general statement. 

Read More …

Teaching Strategy

Brainstorming

Description:
Brainstorming is a process used for generating many ideas; and / or demonstrating the range of prior knowledge on a topic. Students will learn to share ideas and accept ideas of others without making judgements. This strategy sends a clear message that students' ideas and input are valued. It is the cornerstone of the risk-taking and creative and critical classroom.


Prior Knowledge:

• Active listening skills
• Suspending judgement
• Taking turns

Key Benefit:

• Involve all students actively
• Enhance oral communication
• Increase student accountability due to think time / wait time
• Serve as a non-threatening / low risk activity

Procedure:
Participants brainstorming ideas which are recorded using the following process:

• Think fast
• Write down any ideas - accept all ideas thereby giving equal worth to each idea
• Be as creative as you can - anything goes
• Do not take time to discuss ideas
• Quantity not quality
• Piggy - backing on others' ideas is to be encouraged
• No criticism is allowed
• Writer must write as said - no paraphasing    

Read More …

Teaching Strategy

Direct Instruction Technique

Description:

It is teacher directed and follows a define structure with step to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains complete control over the instructional process and monitors students' learning throughout the process. This is deliberate course of action that teacher create for students to focus on ideas and process.

Prior Knowledge:

• Active listening skills
• Suspending judgement
• Talking turns 

Key Benefit:

• Fosters oral communication skills and active listening skills
• Serve as a non - threatening / low risk activity
• Critical thinking
• Encourages analysis and evaluation levels of thinking

Procedure:

Step 1
Introduction / Review: Topics or information to be learned is presented to the pupils or review of information for learning.

Step 2
Development: The teacher provides clear expectations, description, examples or models of what is to be learned while checking for students understanding through questioning

Step 3
Guided Practice: Opportunities are provided to the students to practice what is expected to be learned while the teacher monitors the activities or tasks assigned

Step4
Closure: Teacher conclude the lesson by wrapping up what has be covered

Step 5
Independent Practice: Assignments are given to reinforce the learning without teacher assistance

Step 6
Evaluation: Assessment of students progress is conducted to determine level of mastery

Read More …