Grammar: Commonly Confused Words

3. 8th grade ELA August 19th – 23rd, 2019

4. Casper’s Week at a GlanceWeek of… 8/19-23, 2019________________________

5. Bell work -Grammar

6. Monday GrammarCommonly Confused Words​​​Directions: Rewrite each sentence with the correct form of the word in parenthesis. • We ate (desert/dessert) at the diner down the street. • A car would be very dangerous to drive with faulty (breaks/brakes). • Mackenzie has less money (than/then) her older sister. • To get to the cabin, we had to take a long and (torturous/tortuous) mountain road. • The (morale/moral) of the story is that dishonesty never pays.

7. Monday GrammarCommonly Confused Words​​​Directions: Rewrite each sentence with the correct form of the word in parenthesis. • We ate (desert/dessert) at the diner down the street. • A car would be very dangerous to drive with faulty (breaks/brakes). • Mackenzie has less money (than/then) her older sister. • To get to the cabin, we had to take a long and (torturous/tortuous) mountain road. •  The (morale/moral) of the story is that dishonesty never pays.

8. ****PRIOR TO OPEN HOUSE**** • *Students need to give parents their schedule. (We are focusing on paper conservation.) • *Parents should attend their student’s Exploratory classes. • *We are starting to work on the annual donation drive to include cash donations as well as Cougar-Mart donations in the form of school supplies, individually wrapped candy, games etc.

9. Reminder!

10. Monday Agenda • Learning Target & Success Criteria Review • Bell work – Grammar • Word Wall - Frayer Models #7 & 8 ( Finish up any of 1-6 not yet completed) • Daily Classwork Activities – • Read & begin annotations of Fish Cheeks together •  The Medicine Bag Class Read (Half self/ Half partner) p 248 • Review Annotation Symbols • Annotate Medicine Bag on own paper • Homework – Article of the week - Read & Annotate Fish Cheeks using the annotation guide • Data Chats???

11. Learning Target • We will analyze 2 complex texts in order to be able to identify the main idea of the text and its purpose.

12. Success Criteria Read the entire text Annotate using the annotation guide Answer each question in complete sentences using textual evidence Determine the Main Idea

13. Frayer Models Word Wall I = Power Words • Last Week 1-6 • Analyze  • Compare • Contrast • Describe • Explain • Evaluate • This week = words 7-12

14. Frayer Models Word Wall I = Power Words 6-12 Today = 7. Formulate 8. Infer Tuesday = 9. Predict 10. Summarize Wednesday = 11. Support 12. Trace

15. Annotations Checklist – by Thursday • Main Idea • 3 supporting details – that support your main idea • Circle AT LEAST 3 unfamilair words & look up definitions  • Make AT LEAST 5-8 comments in the margins • Put ? Marks by things you are unsure of • Put ! By things that are important • Put squiggly lines under important times, dates and locations

17. Annotation Guide

18. Advocacy Lesson • Choose Compassion

20. Bell work -Grammar

21. Tuesday GrammarCommonly Confused Words​​​Directions: Rewrite each sentence with the correct form of the word in parenthesis. 1. We had (fewer, less) thunderstorms this year than last year. 2. We probably (could have, could of) made it to the movie on time. 3. The workout that I did last night at the gym was (tortuous, torturous). 4. The device was so (ingenious, ingenuous) that its inventor received an international prize. 5. Last summer, we camped in the (desert, dessert) for a week.

22. Tuesday GrammarCommonly Confused Words​​​Directions: Rewrite each sentence with the correct form of the word in parenthesis. 1. We had (fewer, less) thunderstorms this year than last year. 2. We probably (could have, could of) made it to the movie on time. 3. The workout that I did last night at the gym was (tortuous, torturous). 4. The device was so (ingenious, ingenuous) that its inventor received an international prize. 5. Last summer, we camped in the (desert, dessert) for a week.

23. Frayer Models Word Wall I = Power Words 6-12 Monday 7. Formulate 8. Infer Tuesday = 9. Predict 10. Summarize Wednesday = 11. Support 12. Trace

24. Tuesday Agenda • Learning Target & Success Criteria Review • Bell work – Grammar • Word Wall - Frayer Models #9 & 10 • Daily Classwork Activities – Questions Day Q & A  • Review of Fish Cheeks Annotations  • Completion of Medicine Bag Questions page 1-9 on page 259 Choose Compassion Advocacy Lesson during RTI Time Homework - Fish Cheeks questions

25. Learning Target • We will analyze 2 complex texts in order to be able to identify the main idea of the text and its purpose.

26. Success Criteria Read the entire text Annotate using the annotation guide Answer each question in complete sentences using textual evidence Determine the Main Idea

27. Annotation Guide

28. Bell work -Punctuation

29. Wednesday PunctuationComma Rules Review​​​Directions: Rewrite each sentence to include the appropriate commas. • I took Angie the one with the freckles to the movie last night. • Jeremy and I have had our share of arguments. • You are I am sure, telling the truth. • She left Albany New York on January 18 of that year. • I need sugar butter and eggs from the grocery store.

30. Wednesday PunctuationComma Rules Review​​​Directions: Rewrite each sentence to include the appropriate commas. 1. I took Angie, the one with the freckles, to the movie last night. Explanation: enclose nonessential material (“the one with the freckles”) in commas. 2. Jeremy and I have had our share of arguments. Explanation: in this sentence, commas are not needed to separate the two nouns. 3. You are, I am sure, telling the truth. Explanation: use commas to surround an interrupting expression (“I am sure”). 4. She left Albany,New York, on January 18 of that year. Explanation: use a comma to separate the city from the state and another after the state 5. I need sugar, butter, and eggs from the grocery store. Explanation: use commas to separate words and word groups in a series of three or more.

31. Frayer Models Word Wall I = Power Words 6-12 Monday 7. Formulate 8. Infer Tuesday = 9. Predict 10. Summarize Wednesday = 11. Support 12. Trace

32. Wednesday Agenda • Bell work – Punctuation • Word Wall - Frayer Models #11 & 12 (All 12 should be done- Work Room today if not) • Learning Target & Success Criteria Review • Daily Classwork Assignments – • Fish Cheeks questions review • Finish working on Medicine Bag questions • Citing Evidence using sentence starters lesson I do/We do/ You do practice • Homework - Fish Cheeks questions citations corrections

33. Learning Target • We will analyze 2 complex texts in order to be able to identify the main idea of the text and its purpose.

34. Success Criteria Read the entire text Annotate using the annotation guide Answer each question in complete sentences using textual evidence Determine the Main Idea

35. Annotation Guide

36. Citing Text-Based Evidence in Literature

37. What does Citing Text-Based Evidence Mean? *Citing textual evidence means for students to look back in the text to find evidence to support an idea, thought or claim. *Students need to find STRONG EVIDENCE and PROVE their thinking. *Students are expected to properly cite the evidence with accurate PUNCTUATION and STYLE.

38. How Do I Properly Cite Textual Evidence?-STEP # 1 START WITH A STRONG TRANSITIONAL STATEMENT 1. On page ____, the author states, 2. The text states, 3. The author explains, 4. ________ says, 5. According to the text,

39. How Do I Properly Cite Textual Evidence?-STEP # 2 Following the strong transition, punctuate your text- evidence like this: . “ “ (Smith 14) Word-for-word textual evidence CLOSE QUOTATION PARETHENSES FOLLOWED BY AUTHOR’S LAST NAME & PAGE # OPEN QUOTATION WORD-FOR-WORD TEXT PERIOD ENDS THE SENTENCE Example Citation The author states, “90% of students have cellular devices” (Regan 241) . MLA PARETHETICAL CITATIONS

40. Teacher Model-”I Do” *Always highlight text that supports your thinking, claim or ideas. QUESTION: How does the reader know Margot is unhappy? From Ray Bradbury’s, “All Summer in a Day”, page 2 He gave her a shove. But she did not move; rather she let herself be moved only by him and nothing else. They edged away from her, they would not look at her. She felt them go away. And this was because in the echoing tunnels of the underground city. If they tagged her and ran, she stood blinking after them and did not follow. When the class sang songs about and games . did as she watched the drenched windows. And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. she would play no games with them happiness and life her lips barely moved. Only when they sang about the sun and the summer her lips move

41. Text-Evidence Citation QUESTION: How does the reader know Margot is unhappy? According to the text, “When the class sang songs about happiness and life and games her lips barely moved” (Bradbury 2) .

42. Now It’s Your Turn!-“You Do” QUESTION: How does Bradbury use word choice to create imagery and the landscape of rain? From Ray Bradbury’s, “All Summer in a Day”, page 1 It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.

43. Now It’s Your Turn!-“You Do” QUESTION: How does Bradbury use word choice to create imagery and the landscape of rain? From Ray Bradbury’s, “All Summer in a Day”, page 1 It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.

44. Now It’s Your Turn!-“You Do” QUESTION: How does Bradbury use word choice to create imagery and the landscape of rain? From Ray Bradbury’s, “All Summer in a Day”, page 1 It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.

45. Annotating informational text onlineNow let's look at the different features!! www.commonlit.org/code Code: 5EY86J Click on the informational text: “Healing Brick City” • What do you notice that you can do with the text? • As you notice you will have to read and answer questions correctly in order to move on through the text. Why is this important? • What other interesting features do you notice?

46. Bell work -Punctuation

47. Thursday PunctuationComma Rules Review​​​Directions: Rewrite each sentence to include the appropriate commas. 1. Please Sasha come home as soon as you can. 2. Although you may be right I cannot take your word for it. 3. My oldest sister Maya is the feisty one. 4. “Why” I asked “are you still here in Maine?” 5. She finished her work and then took a long lunch.

48. Thursday PunctuationComma Rules Review​​​Directions: Rewrite each sentence to include the appropriate commas. 1. Please,Sasha, come home as soon as you can. Explanation: use commas before or surrounding the name or title of a person directly addressed. 2. Although you may be right,I cannot take your word for it. Explanation: use a comma after a dependent clause that starts a sentence. 3. My oldest sister, Maya,is the feisty one. Explanation: “Maya” is nonessential, so use commas. 4. “Why,” I asked, “are you still here in Maine?” Explanation: use commas to introduce and to interrupt direct quotations. 5. She finished her work and then took a long lunch. Explanation: a comma is unnecessary because the subject does not appear in front of the second verb.

49. Thursday Agenda • Learning Target & Success Criteria Review • Bell work – Punctuation • Word Wall –Frayer turn in • Daily Classwork Activities – • Citations notes • Review of Fish Cheek Questions – Did you cite your evidence properly? • Theme & Main Idea Lesson using Who are you Today Maria?/ Fish Cheeks/ Medicine Bag = 1 paragraph • Aesops’s Fable Practice

50. Learning Target • We will analyze 2 complex texts in order to be able to identify the main idea of the text and its purpose.