Write on the following prompt:
Sunday is Halloween. There are lots of traditions that are part of this unique holiday. What are your plans for this weekend? Do you have some great costume you put together? Are you going to any Halloween parties? Are you planning on taking your younger brothers or sisters out Trick-or-Treating? Are there any special movies you always watch on Halloween?
Or,
Write short creative story using a pumpkin, a spider, a bat, candy, and a skeleton.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Friday, October 29, 2010
Thursday, October 28, 2010
Sentence Test
Correct and rewrite:
Sir Arthur Conan Doyle a British novelist and storyteller. Best known for his stories about Sherlock Holmes. Who was a famous detective. Dr. Watson was a friend of Holmes. Helping him whenever he could. Watson was always surprised at the clues Holmes managed to find. Since he wasn't as smart as Holmes. I enjoyed seeing if I could solve Holmes's cases before he revealed the solution. It was a simple matter of putting pieces together. In their proper order. It was like finishing a jigsaw puzzle. Being finally able to see the whole picture. I was able to figure out more than Watson. Who was always two steps behind. But usually had to wait until the last chapter. To see how Holmes solved the case. There was an element of suspense. To make me wonder how he would find the clue he needed.
Rewrite any sentence with fragments, run-ons or comma splices. Write CORRECT if the example is a complete sentence
1. The baseball manager, knowing that Sam was not hitting well and that Jack was about to come out of his batting slump.
2. The threat of rain hanging heavily in the air.
3. The aspirin bottle sitting on the shelf, and a plastic bottle of shampoo.
4. Hand woven ties, which are being designed and produced in California and have become the latest fashion.
5. Mrs. Jones, who is a good cook, does tend to overcook the roast beef.
6. It is wise to consult a doctor. If you have a headache.
7. Everyone knew that Hal should have gotten the nomination because he was the best qualified of all the candidates.
8. Jill has some weird hobbies. Like collecting old shoelaces, out-of-date college catalogs, and aspirin bottle tops.
9. Rinse the hair several times it will not shine unless all of the shampoo is removed.
10. My next-door neighbor buys beautiful clothes but she doesn't like to take care of them.
11. They will deliver the things you buy right to your home you can see and try the products before you pay for them.
12. I like to clean house and rearrange things, while I am working, I listen to music.
13. My brother-in-law has a good job but he never seems to have enough money to pay his bills.
14. I like to listen to a good rock group everyone in my family enjoys the same type of music.
15. The spotted cats creeping in the underbrush.
16. They painting the flagpole in bright yellow.
17. The children grown a lot this past year.
18. By six, he already walking to his next class.
19. I seen her here before.
20. I going to be a doctor.
Correct and rewrite:
Sir Arthur Conan Doyle a British novelist and storyteller. Best known for his stories about Sherlock Holmes. Who was a famous detective. Dr. Watson was a friend of Holmes. Helping him whenever he could. Watson was always surprised at the clues Holmes managed to find. Since he wasn't as smart as Holmes. I enjoyed seeing if I could solve Holmes's cases before he revealed the solution. It was a simple matter of putting pieces together. In their proper order. It was like finishing a jigsaw puzzle. Being finally able to see the whole picture. I was able to figure out more than Watson. Who was always two steps behind. But usually had to wait until the last chapter. To see how Holmes solved the case. There was an element of suspense. To make me wonder how he would find the clue he needed.
Rewrite any sentence with fragments, run-ons or comma splices. Write CORRECT if the example is a complete sentence
1. The baseball manager, knowing that Sam was not hitting well and that Jack was about to come out of his batting slump.
2. The threat of rain hanging heavily in the air.
3. The aspirin bottle sitting on the shelf, and a plastic bottle of shampoo.
4. Hand woven ties, which are being designed and produced in California and have become the latest fashion.
5. Mrs. Jones, who is a good cook, does tend to overcook the roast beef.
6. It is wise to consult a doctor. If you have a headache.
7. Everyone knew that Hal should have gotten the nomination because he was the best qualified of all the candidates.
8. Jill has some weird hobbies. Like collecting old shoelaces, out-of-date college catalogs, and aspirin bottle tops.
9. Rinse the hair several times it will not shine unless all of the shampoo is removed.
10. My next-door neighbor buys beautiful clothes but she doesn't like to take care of them.
11. They will deliver the things you buy right to your home you can see and try the products before you pay for them.
12. I like to clean house and rearrange things, while I am working, I listen to music.
13. My brother-in-law has a good job but he never seems to have enough money to pay his bills.
14. I like to listen to a good rock group everyone in my family enjoys the same type of music.
15. The spotted cats creeping in the underbrush.
16. They painting the flagpole in bright yellow.
17. The children grown a lot this past year.
18. By six, he already walking to his next class.
19. I seen her here before.
20. I going to be a doctor.
Tuesday, October 26, 2010
Tuesday and Wednesday 10/26-10/27
Goal:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
TUESDAY: STUDENTS WILL TAKE NOTES AND REVIEW RULES
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
WEDNESDAY: STUDENTS WILL COMPLETE ONLINE PRACTICE LESSONS. STUDENTS SHOULD COMPLETE EACH EXERCISE LISTED BELOW:
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Goal:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
TUESDAY: STUDENTS WILL TAKE NOTES AND REVIEW RULES
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
WEDNESDAY: STUDENTS WILL COMPLETE ONLINE PRACTICE LESSONS. STUDENTS SHOULD COMPLETE EACH EXERCISE LISTED BELOW:
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Monday, October 25, 2010
Quiz
Goal: Students will be tested on commonly misused homophones
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Goal: Students will be tested on commonly misused homophones
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 22, 2010
Journal Day
Write on the following prompt:
You are given the chance of a lifetime. You have won an all expenses paid vacation to anywhere you would like to go. The catch is, you can only take one other person with you. Where would you go? Where would you stay? (Hotel, cabin, condo, etc.) What would you do on your vacation? Most importantly, how would you decide what one person to take with you on this grand adventure?
Or,
Write short creative story using a shark, an ice cream cone, a ball, a game token, and a stuffed animal.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
You are given the chance of a lifetime. You have won an all expenses paid vacation to anywhere you would like to go. The catch is, you can only take one other person with you. Where would you go? Where would you stay? (Hotel, cabin, condo, etc.) What would you do on your vacation? Most importantly, how would you decide what one person to take with you on this grand adventure?
Or,
Write short creative story using a shark, an ice cream cone, a ball, a game token, and a stuffed animal.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Thursday, October 21, 2010
Confusing words
Confusing Homonyms
Their, There and They're
Two, Too and To
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They will get their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Write 2 sentences for each form of 'there'
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
MORE HOMONYMS:
http://www.cooper.com/alan/homonym_list.html
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Their, There and They're
Two, Too and To
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They will get their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Write 2 sentences for each form of 'there'
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
MORE HOMONYMS:
http://www.cooper.com/alan/homonym_list.html
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Tuesday, October 19, 2010
Tuesday - Wednesday
Students will read their descriptive essays aloud.
1. After reading each essay, the class will attempt to identify the object being described.
2. All students must read their essays aloud.
3. A list of students who have not read their essay has been provided for the substitute teacher
4. Please be cooperative.
Students will read their descriptive essays aloud.
1. After reading each essay, the class will attempt to identify the object being described.
2. All students must read their essays aloud.
3. A list of students who have not read their essay has been provided for the substitute teacher
4. Please be cooperative.
Friday, October 15, 2010
Journal Day
Please respond to the following prompt:
If you had an investor that was willing to fund the development of a new item, no matter how outrageous the concept , what would you invent? What would the item be used for? What would it look like? Who would you market it to?
OR
Write a short creative story using coffee, a rubber band, a horse, a whistle, and a DVD.
OR
Write on a topic of your choice.
(Journals MUST meet minimum page requirements.)
If you had an investor that was willing to fund the development of a new item, no matter how outrageous the concept , what would you invent? What would the item be used for? What would it look like? Who would you market it to?
OR
Write a short creative story using coffee, a rubber band, a horse, a whistle, and a DVD.
OR
Write on a topic of your choice.
(Journals MUST meet minimum page requirements.)
Monday, October 11, 2010
Descriptive/ Narrative Essay
Descriptive/ Narrative Essay
Monday, Tuesday (10/11-10/12)- Complete rough drafts
Wednesday, 10/13: Complete rough drafts and Peer edit
Thursday, 10/17 : Complete the final copy
Monday - Tuesday (10/18-10/19): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, Tuesday (10/11-10/12)- Complete rough drafts
Wednesday, 10/13: Complete rough drafts and Peer edit
Thursday, 10/17 : Complete the final copy
Monday - Tuesday (10/18-10/19): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 8, 2010
Journal Day
Please respond to the following prompt:
What would life be like if you were only six inches tall?
Or
Write a short creative story using a boat, an island, a tiger, a watermelon, and vines.
Or
Write on a topic of your choice
(Your journals MUST meet minimum page requirements)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
What would life be like if you were only six inches tall?
Or
Write a short creative story using a boat, an island, a tiger, a watermelon, and vines.
Or
Write on a topic of your choice
(Your journals MUST meet minimum page requirements)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Wednesday, October 6, 2010
Descriptive/ Narrative Essay
Wednesday, Thursday (10/6-10/7)
Thursday, 10/14: Complete rough drafts and Peer edit
Monday, 10/18: Complete the final copy
Tuesday - Wednesday (10/13-10/14): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Wednesday, Thursday (10/6-10/7)
Thursday, 10/14: Complete rough drafts and Peer edit
Monday, 10/18: Complete the final copy
Tuesday - Wednesday (10/13-10/14): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, October 4, 2010
Descriptive Essays
Tuesday, October 6,2009
GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
Possession
1. Complete step 1: Create your own THINK SHEET
2. Save it in to http://www.turnitin.com/
3.Complete step 2: Retype and organize your ideas from your think sheet.
4. Include the information listed below
Step 1: Think Sheet
The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.
http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/tsplan.html
1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.
2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.
3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)
4. In your essay, discuss the object's purpose without telling the reader the identity of your object
5. Tell how the object is used
Step 2: Putting It All Together
The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. Finish reorganizing the Organizing Think Sheet and including all of the details listed above.
SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
-Students will NOT directly identify the object/ possession in the essay
-Students must use creative description. **Your description may not be obvious.
For example, you may not say: It takes pictures....for any type of camera
-be creative.
AVOID SECOND PERSON AND CONTRACTIONS!
Please review the tips below:
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
Possession
1. Complete step 1: Create your own THINK SHEET
2. Save it in to http://www.turnitin.com/
3.Complete step 2: Retype and organize your ideas from your think sheet.
4. Include the information listed below
Step 1: Think Sheet
The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.
http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/tsplan.html
1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.
2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.
3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)
4. In your essay, discuss the object's purpose without telling the reader the identity of your object
5. Tell how the object is used
Step 2: Putting It All Together
The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. Finish reorganizing the Organizing Think Sheet and including all of the details listed above.
SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
-Students will NOT directly identify the object/ possession in the essay
-Students must use creative description. **Your description may not be obvious.
For example, you may not say: It takes pictures....for any type of camera
-be creative.
AVOID SECOND PERSON AND CONTRACTIONS!
Please review the tips below:
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
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