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Beef up your ideas. Wednesday, October 14 th , 2012. SPONGE. In your Grammar for Writing workbook, complete page 154, Exercise A, #1-5. You have 5 minutes to complete this task. EQ: How can I add more flavor to my writing?. Standards:

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Beef up your ideas

Beef up your ideas

Wednesday, October 14th, 2012



  • In your Grammar for Writingworkbook, complete page 154, Exercise A, #1-5.

  • You have 5 minutes to complete this task.

Eq how can i add more flavor to my writing

EQ: How can I add more flavor to my writing?

  • Standards:

    • ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence.

    • ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

    • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    • ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    • ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

    • ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)

    • ELACC8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.



  • Let’s read from The Project.

    • What do you think will happen today?

    • What would you do if you were Tommy or Luke?

Work period


  • Emeril Live

    • Do you watch cooking shows for fun?

    • What’s the chef’s catchphrase?

    • How do you feel about cooking shows now?

    • BAM Tribute:

    • Letterman:

    • Emeril Live: (4ish minutes in)



Kick your ideas up a notch

Kick your ideas up a notch!!

  • DRAPES Technique

    • Copy this into the left-hand column of your Graphic Organizer

      • D = Dialogue (when someone or something uses quotation marks to speak)

      • R = Rhetorical Question

      • A =Analogy

      • P = Personal Example

      • E = Example or Fact

      • S = Statistics

    • On the right-hand side of your graphic organizer, fill in the info from the ppt.


Drapes in action

DRAPES in action

  • Look at the example writings you have been provided.

    • Find the examples of DRAPES with the steps below:

      • Step 1: DIALOGUE (circle)

        • EX: “Do or do not. There is no try.”

      • Step 2: RHETORICAL QUESTIONS (underline)

        • EX: Would you want to live in filth?

      • Step 3: ANALOGIES (wavy line)

        • For kids, going to school is like adults going to work.

      • Step 4: PERSONAL STORIES (rectangle)

        • When I was younger, I experienced bullying like many kids do today.

      • Step 5: EXAMPLES and FACTS (put brackets [])

        • [Nearly half of all students believe in changing school lunch options.]

      • Step 6: STATISTICS (double pointy brackets a.k.a. chevrons)

        • <<It is a fact that the United States ins $16 trillion in debt.>>


Presentation time

Presentation Time!

  • What examples of DRAPES did you find?

    • Let’s use the ELMO to share with the rest of the class.



  • A continuation of each research group’s presentations.



  • Choice Board: The students will choose the assignment to illustrate their understanding of DRAPES based on their interests. The students will choose from creating an illustration of DRAPES, writing a rap/song/poem, creating a how-to manual for struggling learners, create a DRAPES game, or design a task (with teacher approval). This, as with all homework is due Friday.

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