10/31 Bell Ringer
Correct the following sentences:
10/31 sentences
Goal: Students will be able to understand and identify homonyms
Homonyms are words that sound the same but have different meanings and spellings. The following table lists words that people commonly confuse. Become familiar with these words so you can be ready to correct homonym-related spelling errors. It’s also a good idea to pay attention to the words you most commonly confuse; you may even keep a running list of these 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 organization
1.5.11D- 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
Saturday, October 29, 2011
Friday, October 28, 2011
10/28 Journal
10/28- Journal Day
Bell Ringer:
Underline the prepositional phrases:
1. Several houses on our street have decks.
2. Each student will write a report about a different state.
3. The coupon is good for another month.
4. Our neighbors moved to New Mexico
5. After all your hard work, you deserve a vacation
Write on the following prompt:
Monday 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)
Closure: Turn your essays in to www.turnitin.com
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
Bell Ringer:
Underline the prepositional phrases:
1. Several houses on our street have decks.
2. Each student will write a report about a different state.
3. The coupon is good for another month.
4. Our neighbors moved to New Mexico
5. After all your hard work, you deserve a vacation
Write on the following prompt:
Monday 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)
Closure: Turn your essays in to www.turnitin.com
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
Sunday, October 23, 2011
Read essays aloud
10/24-/25
No Bell ringers Monday and Tuesday:
Essay presentations - Students will read essays aloud, evaluate and guess
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit
Monday - Tuesday (10/24-10/25): Read essays aloud during class. (The class will attempt to guess the identity of your object)
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
No Bell ringers Monday and Tuesday:
Essay presentations - Students will read essays aloud, evaluate and guess
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit
Monday - Tuesday (10/24-10/25): Read essays aloud during class. (The class will attempt to guess the identity of your object)
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
Thursday, October 20, 2011
10/21 Journal
Bell Ringer:
Locate the prepositional phrases in the following sentences:
1. After our long workout, we collapsed
2. We arrived at the theater early.
3. The flood waters rose over the bridge and onto the roadway
4. Run into the backyard and take the lawnmower out of the rain.
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
Locate the prepositional phrases in the following sentences:
1. After our long workout, we collapsed
2. We arrived at the theater early.
3. The flood waters rose over the bridge and onto the roadway
4. Run into the backyard and take the lawnmower out of the rain.
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
Sunday, October 16, 2011
Descriptive writing process
10/17
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/17 Sentences
10/ 18 Sentences
19/19 Sentences
10/20 Sentences
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit
Monday, 10/17 - Students will work on rough drafts
Tuesday, 10/18: Complete the Rough Draft and begin to peer edit
Finish peer editing and turn in papers to www.turniti.com
Wednesday- Thursday (10/19-10/20): Read essays aloud during class. (The class will attempt to guess the identity of your object)
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/17 Sentences
10/ 18 Sentences
19/19 Sentences
10/20 Sentences
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit
Monday, 10/17 - Students will work on rough drafts
Tuesday, 10/18: Complete the Rough Draft and begin to peer edit
Finish peer editing and turn in papers to www.turniti.com
Wednesday- Thursday (10/19-10/20): Read essays aloud during class. (The class will attempt to guess the identity of your object)
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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 14, 2011
10/14 Journal
Bell Ringer
Students will correct the following sentences:
10/ 14 Sentences
Please respond to the following prompt:
Today you will write a one page journal on the following prompt:
If you won 10 million dollars in the lottery, what would you do?
OR
Write a short creative story using a dog, a crate, a crowbar, a mirror, and a lizard.
OR
Write on the topic of your choice.
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
Students will correct the following sentences:
10/ 14 Sentences
Please respond to the following prompt:
Today you will write a one page journal on the following prompt:
If you won 10 million dollars in the lottery, what would you do?
OR
Write a short creative story using a dog, a crate, a crowbar, a mirror, and a lizard.
OR
Write on the topic of your choice.
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 12, 2011
Descriptive Writing
10/12 - 10/17
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/12 Sentences
10/13 Sentences
10/17 Sentences
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit
Future Dates
Tuesday, 10/18: Complete the Rough Draft and begin to peer edit
Finish peer editing and turn in papers to www.turniti.com
Wednesday- Thursday (10/19-10/20): Read essays aloud during class. (The class will attempt to guess the identity of your object)
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/12 Sentences
10/13 Sentences
10/17 Sentences
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit
Future Dates
Tuesday, 10/18: Complete the Rough Draft and begin to peer edit
Finish peer editing and turn in papers to www.turniti.com
Wednesday- Thursday (10/19-10/20): Read essays aloud during class. (The class will attempt to guess the identity of your object)
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
Tuesday, October 11, 2011
Descriptive Planning
Descriptive Essays
Tuesday, 10/11
Bell Ringer
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/11 Sentences
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
Favorite Possession
1. Complete step 1: Create your own THINK SHEET
2. Save it in to http://www.turnitin.com/
3.Complete step 4: Retype and organize your ideas from your think sheet.
5. 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.
Tuesday, 10/11
Bell Ringer
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/11 Sentences
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
Favorite Possession
1. Complete step 1: Create your own THINK SHEET
2. Save it in to http://www.turnitin.com/
3.Complete step 4: Retype and organize your ideas from your think sheet.
5. 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.
Sunday, October 9, 2011
Descriptive Intro
Monday, 10/10
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Correct the following sentences:
10/10 sentences
Descriptive Writing
Introduction: Descriptive Essay
Students will review the elements of a descriptive essay
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
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.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
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
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Correct the following sentences:
10/10 sentences
Descriptive Writing
Introduction: Descriptive Essay
Students will review the elements of a descriptive essay
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
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.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
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
Thursday, October 6, 2011
Journal, 10/7
Bell Ringer
Students will correct the following sentences:
10/ 7 Sentences
Please respond to the following prompt:
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
(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
Students will correct the following sentences:
10/ 7 Sentences
Please respond to the following prompt:
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
(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 5, 2011
Prepositons
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:Opening Activity:
Click on the linkSentences for 10/6
Periods 6 and 7 will finish peer editing their essays and turn final versions into http://www.turnitin.com/
Goals:
Prepositions:
Understand what prepositions are and how they are used
Recognize that a prepositional phrase consists of a preposition and a noun or pronoun
Distinguish prepositions with their objects from adverbs
Read pages 402 -404 in the text
Workbook:
Exercises:
2 on page 33
2 on page 34
1 on page 35
1 on page 36
Closure Activity: Write three original sentences containing prepositions.
Each day, we will complete a daily Bell Ringer and Closure Activity:Opening Activity:
Click on the linkSentences for 10/6
Periods 6 and 7 will finish peer editing their essays and turn final versions into http://www.turnitin.com/
Goals:
Prepositions:
Understand what prepositions are and how they are used
Recognize that a prepositional phrase consists of a preposition and a noun or pronoun
Distinguish prepositions with their objects from adverbs
Read pages 402 -404 in the text
Workbook:
Exercises:
2 on page 33
2 on page 34
1 on page 35
1 on page 36
Closure Activity: Write three original sentences containing prepositions.
Tuesday, October 4, 2011
Parallel Structure
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
10/5 sentences
Expanding the Intro. Paragraph
Goal:
Students will take a quiz on parallel structure
Students will finalize their essay and turn it in to http://www.turnitin.com/
Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Students will write using parallel structure
Parallel Structure
On a separate sheet of paper, complete the following (9) sentences:
A. In the four sentences below, circle the correct word or phrase that gives the sentence correct parallel structure.
1. Justin was excited about inviting friends over, eating a good meal, and ___ .
a. …a game of cards.
b. …to play cards.
c. ...playing a game of cards.
2. I have always enjoyed reading the book more than _____________________.
a. …I watched the movie version.
b. …watching the movie.
c. …to watch the movie.
3. When the weather outside is cold and ________, I like to be indoors.
a. …starting to get windy…
b. …windy…
c. …getting windy…
4. Running, lifting, and ____________ are three of Ashley’s favorite exercises.
a. …racquetball…
b. …a spinning class…
c. …bicycling…
B. In the sentences below, write a word or phrase in the blank that gives the sentence Parallel Structure.
1. The little girl liked eating cookies better than _____________________________ at her
grandmother’s house.
2. Students like to sleep, relax and _______________________________________ during the summer.
3. He went to the store to pick up a carton of milk and two ____________________.
4. Food, shelter, and ___________________________________________________ are all I need to survive on a deserted island.
5. ______________________________________ is much better than a visit to the dentist.
Class Assignments
1. Students will peer edit 3 essays. They will read the essays aloud and correct them. They will comment on each essay.
2. Students will read their personal essay aloud to another peer and conduct a personal evaluation.
3. Students will turn their final essays into http://www.turnitin.com/
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
http://english.clas.asu.edu/files/shared/enged/ParallelStructure.pdf
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
10/5 sentences
Expanding the Intro. Paragraph
Goal:
Students will take a quiz on parallel structure
Students will finalize their essay and turn it in to http://www.turnitin.com/
Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Students will write using parallel structure
Parallel Structure
On a separate sheet of paper, complete the following (9) sentences:
A. In the four sentences below, circle the correct word or phrase that gives the sentence correct parallel structure.
1. Justin was excited about inviting friends over, eating a good meal, and ___ .
a. …a game of cards.
b. …to play cards.
c. ...playing a game of cards.
2. I have always enjoyed reading the book more than _____________________.
a. …I watched the movie version.
b. …watching the movie.
c. …to watch the movie.
3. When the weather outside is cold and ________, I like to be indoors.
a. …starting to get windy…
b. …windy…
c. …getting windy…
4. Running, lifting, and ____________ are three of Ashley’s favorite exercises.
a. …racquetball…
b. …a spinning class…
c. …bicycling…
B. In the sentences below, write a word or phrase in the blank that gives the sentence Parallel Structure.
1. The little girl liked eating cookies better than _____________________________ at her
grandmother’s house.
2. Students like to sleep, relax and _______________________________________ during the summer.
3. He went to the store to pick up a carton of milk and two ____________________.
4. Food, shelter, and ___________________________________________________ are all I need to survive on a deserted island.
5. ______________________________________ is much better than a visit to the dentist.
Class Assignments
1. Students will peer edit 3 essays. They will read the essays aloud and correct them. They will comment on each essay.
2. Students will read their personal essay aloud to another peer and conduct a personal evaluation.
3. Students will turn their final essays into http://www.turnitin.com/
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
http://english.clas.asu.edu/files/shared/enged/ParallelStructure.pdf
Saturday, October 1, 2011
Final stages of an essay
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
10/3 Sentences
10/4 Sentences
Expanding the Intro. Paragraph
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Students will write using parallel structure
*Monday, explain parallel structure
Practice examples on the board
Tuesday, review parallel structure:
My friends were always going off to jog in the park or a game of tennis.
The manager asked me to file an application and would I leave my number.
We were dirty, hungry, and without a penny.
1. Students will finish their 5 paragraph essay
2. Students will have their papers read by two peers
3. The peers will read the paper aloud, write comments and make corrections
4. The owner of the paper will read it to one student in class
5. All students will upload their papers to http://www.turnitin.com/ by the end of Tuesday, 10/4
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
http://english.clas.asu.edu/files/shared/enged/ParallelStructure.pdf
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
10/3 Sentences
10/4 Sentences
Expanding the Intro. Paragraph
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Students will write using parallel structure
*Monday, explain parallel structure
Practice examples on the board
Tuesday, review parallel structure:
My friends were always going off to jog in the park or a game of tennis.
The manager asked me to file an application and would I leave my number.
We were dirty, hungry, and without a penny.
1. Students will finish their 5 paragraph essay
2. Students will have their papers read by two peers
3. The peers will read the paper aloud, write comments and make corrections
4. The owner of the paper will read it to one student in class
5. All students will upload their papers to http://www.turnitin.com/ by the end of Tuesday, 10/4
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper
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
http://english.clas.asu.edu/files/shared/enged/ParallelStructure.pdf
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