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Strategic Writer AFGH. Demos/Stein 2011-2012. Drill 3 9/6(AFH) 9/7 (G). Take out binder, paper, dividers Homework: Read for at least ten minutes. Objective: TSWBAT organize binders in order to find materials as needed for assignments, class activities, and review.

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strategic writer afgh

Strategic WriterAFGH

Demos/Stein

2011-2012

drill 3 9 6 afh 9 7 g
Drill 3 9/6(AFH) 9/7 (G)
  • Take out binder, paper, dividers
  • Homework: Read for at least ten minutes.
  • Objective: TSWBAT organize binders in order to find materials as needed for assignments, class activities, and review.
  • Drill: Category Yellow (talk about the assignment). Answer in complete sentences.
  • Based on the opening week lesson, what does it mean to be accountable for your learning?
  • Include examples of being accountable.
setting up your english binder
Setting up your English binder

As long as you are working, Category Green

  • Make sure your first and last name and block can be seen.
  • Label dividers: Drills, Literature, Grammar, Vocabulary, Writer’s Workshop
  • Put dividers in notebook.
  • Put paper in each section.
  • Grade Sheet
  • Partner Clock
letter to yourself
Letter to yourself

Category Red—Independent Work

For the rest of class you will think about your goal and where you are. You will write a letter to yourself about 8th grade.

  • What do you see as happening?
  • What do you like to do?
  • Who are your friends?
  • What will you accomplish this year?
drill 4 9 7 ah 9 8 fg
Drill 4 9/7 (AH) 9/8(FG)
  • Homework: Identify the parts of speech in the homework sentence.
  • Objective: TSWBAT identify parts of speech in sentences in order to understand how words function in sentences.
  • Drill: Category Yellow Identify the part of speech for each word in the following sentence.
  • Sometimes I think evil is a tangible thing--with wave lengths, just as sound and light have. (Richard Connell, The Most Dangerous Game)
drill 4 answer
Drill 4 Answer
  • Sometimes (adverb) I (pronoun) think (verb) evil (noun) is (verb) a (article) tangible (adjective) thing (noun)—with (preposition) wave (adjective) lengths (noun), just (adjective) as (adverb) sound (noun) and (conjunction) light (noun) have (verb).

(Richard Connell, The Most Dangerous Game)

drill 5 9 8 h 9 9 afg
Drill 5 9/8 (H) 9/9 (AFG)
  • Take out homework sentence.
  • Homework: Write five sentences. Each sentence will have one of the five phrases we reviewed. Underline and label the phrase.
  • Objective: TSWBAT recognize a phrase in order to support their writing and knowledge of parts of a sentence
  • Drill: Category Yellow Identify the underlined phrase and write a sentence that imitates the sentence.
  • Rainsford, reclining in a steamer chair, indolently puffed on his favorite brier.
  • (Richard Connell, The Most Dangerous Game)
drill 6 9 12 afh 9 13 g
Drill 6 9/12 (AFH) 9/13 G
  • Take out sentences with phrases
  • Homework: Review for quiz on parts of speech and phrases (H 9/13) (FG 9/14)(A 9/15)
  • Objective: TSWBAT recognize a phrase in order to support their writing and knowledge of parts of a sentence.
  • Drill: Category Yellow
  • View the picture on the next slide. Write a sentence with an appositive phrase.
  • Write a sentence with a participial phrase.
drill 6 picture
Drill 6 Picture

Ravens 35—Steelers 7

See you in

November.

Seven Turnovers

drill 7 9 13 h 9 14 fg
Drill 7 (9/13 H) (9/14 FG)
  • Homework: Preposition Handout
  • Objective: TSWBAT demonstrate their ability to identify the function of words and phrases in sentences.
  • Drill: Category Yellow
  • Take out your parts of speech flip book and phrases notes. Study for the quiz with your team.
  • Write “Study for quiz” on your drill sheet.
drill 7 a 9 13
Drill 7 A 9/13
  • Homework: Preposition Handout
  • Quiz 9/15
  • Objective:TSWBAT recognize a phrase in order to support their writing and knowledge of parts of a sentence.
  • Drill: Category Yellow
  • Write the sentence. Identify the subject and predicate. Add a participial phrase to the sentence. Rewrite the revised sentence.
  • Students do well in school.
drill 8 9 14 h 9 15 fg
Drill 8 (9/14 H) (9/15 FG)
  • Homework: Hunter and Hunted BCR
  • Objective: TSWBAT annotate a text in order to create meaning and understanding when reading.
  • Drill: Category Yellow
  • View the painting “The Hungry Lion” by Henry Rousseau.
  • Describe the emotions of the hunter and of the hunted.
  • Write in complete sentences.
drill 8 9 15 a
Drill 8 (9/15 A)
  • Homework: Hunter and Hunted BCR
  • Objective: TSWBAT demonstrate their ability to identify the function of words and phrases in sentences.
  • Drill: Category Yellow
  • View the painting “The Hungry Lion” by Henry Rousseau.
  • Describe the emotions of the hunter and of the hunted.
  • Write in complete sentences.
drill 9 9 16 afh 9 19 g
Drill 9 (9/16 AFH) (9/19 G)
  • Homework: Absolute Phrase Practice

Objective: TSWBAT use writing-to-learn strategies such as dialectic journals, quickwrites, and mindmaps to make connections between learning and prior knowledge in order to develop strategies for writing.

  • Drill: Take out your Hunter/Hunted paragraph. Proof read it for conventions and organization. Did you follow ACECE? Ask a team mate to proof read your paragraph.
drill 9 9 19 g
Drill 9 (9/19 G)
  • Homework: Absolute Phrase Practice

Objective: TSWBAT analyze the events of the plot: exposition, rising action, climax, and resolution in order to understand and interpret the text.

  • Drill: Take out your Hunter/Hunted paragraph. Proof read it for conventions and organization. Did you follow ACECE? Ask a team mate to proof read your paragraph.
drill 10 9 19 ah 9 20 fg
Drill 10 (9/19 AH) (9/20 FG)
  • Take out absolute phrase homework
  • Homework: Crossword puzzle
  • Quiz corrections due Friday 9/23
  • Objective: TSWBAT analyze the events of the plot: exposition, rising action, climax, and resolution in order to understand and interpret the text.
  • Drill: Category Yellow
  • Based on prior knowledge define the following terms: Setting, Rising Action, Climax, Falling Action, Resolution
slide18
Plot:
  • Setting: Time and place that a story occurs. Creates mood. Includes characters
  • Rising Action: Part of the plot that adds complications to the conflict.
  • Climax: Point of greatest emotional intensity or suspense. Turning point
  • Falling Action: Follows the climax Results
  • Resolution: Reveals or suggests the outcome of the conflict.
drill 11 9 20 h 9 21 afg
Drill 11(9/20 H)(9/21 AFG)
  • Take out crossword puzzle
  • Homework: MDG Vocabulary
  • Quiz corrections due 9/23
  • Objective: TSWBAT analyze the events of the plot: exposition, rising action, climax, and resolution in order to understand and interpret the text.
  • Drill: Mood is the emotional response of the audience to a piece of art. View the picture on the next slide, identify the mood you feel and explain why the image conveys this mood.
  • Category Yellow
drill 12 9 22 afh 9 23 g
Drill 12 (9/22 AFH) (9/23 G)
  • Take out MDG Vocabulary
  • Homework: Study for quiz
  • (H 9/26) (AFG 9/27)
  • Quiz corrections due 9/23
  • Objective: TSWBAT identify point of view in order to further understand the text.
  • Drill: What one word would you use to describe Sanger Rainsford? Explain your answer. (Refer to the book if you need to.)
  • Please turn in drills 9-12.
point of view1
Point of View
  • Point of View
  • First Person: The speaker is I. Told from the point of view of one person in the story.
  • Second Person: The speaker is you.
  • Third Person: The speaker or narrator tells the point of view of one character.
  • Third Person Omniscient: Speaker knows what all characters are thinking and feeling.
  • What is the point of view of the Most Dangerous Game--Support your answer with information from the text.
exit ticket
Exit Ticket
  • What point of view is “The Most Dangerous Game” told from?
  • Support your answer with evidence from the text.
drill 13 9 23 ah 9 26 fg
Drill 13 (9/23 AH) (9/26 FG)
  • Homework: Study for Quiz
  • H (9/26) (AFG 9/27)
  • Objective: TSWBAT identify the main idea in a text in order to understand the text.
  • Drill: Copy down this information. Sentence fragmentsare groups of words that do not have both a subject and predicate or do not form a complete thought. Revise the following sentence fragments to make complete sentences.
drill 13 sentence fragments
Drill 13 Sentence Fragments
  • 1. A tough game.
  • 2. Maryland playing well in the second half.
  • 3. Because West Virginia is a fierce team.
foil character and foreshadowing
Foil Character and Foreshadowing
  • Foil Character: provides a strong contrast to another character. A foil may emphasize another character’s distinctive traits or make a character look better by comparison.
  • Foreshadowing: An author’s use of clues that hint at events that will occur later in the plot. Foreshadowing often helps to build suspense as well as prepare readers for what is to come.
drill 14 9 26 h 9 27 afg
Drill 14 (9/26 H) (9/27 AFG)
  • Homework: Irony Handout
  • Objective: TSWBAT analyze character traits based on what the character says, does, thinks and what other characters or the narrator says in order to understand the text.
  • Drill: (Write down this definition)Ironyis the contrast between what is said and what is meant or the contrast between what appears to be and what actually is.
  • With your team find an example of irony from “The Most Dangerous Game.”
drill 15 9 28 afh 9 30 g
Drill 15 (9/28 AFH) (9/30 G)
  • Take out Irony Homework
  • Homework: Parts of Speech Practice
  • Review for MDG Test
  • Objective: TSWBAT analyze universal themes in order to make connections between the literature and their lives.
  • Drill: (Copy the definition) A theme is a universal truth. The author’s message about a topic within a text. With your team, determine a theme of the “Most Dangerous Game”? Support your answer with information from the text.
drill 16 9 30 ah 10 3 fg
Drill 16 (9/30 AH) (10/3 FG)
  • Homework: Complete Review Sheet and study
  • MDG Test 10/3 H 10/4 AFG
  • Objective: TSWBAT analyze setting in order to evaluate how setting affects mood.
  • Drill: How does the setting of “The Most Dangerous Game” affect the mood of the story? (What is the mood and why?)
drill 17 10 4 g
Drill 17 (10/4 G)
  • Take out MDG Review Sheet
  • Homework: Review for the MDG Test
  • Objective: TSWBAT use RAFTS to read a prompt in order to express personal ideas.
  • Drill: Look at the following image and create a list of adjectives that you would use to describe the scene to a person who is deaf and dumb like Ivan, but also blind.
  • Consider all the sense that you need to stimulate.
drill 17 10 3 h 10 4 af
Drill 17 (10/3 H) (10/4 AF)
  • Take out MDG Review Sheet
  • Homework: Complete draft copy of Letter Writing Assignment
  • Objective: TSWBAT use RAFTS to read a prompt in order to express personal ideas.
  • Drill: Look at the following image and create a list of adjectives that you would use to describe the scene to a person who is deaf and dumb like Ivan, but also blind.
  • Consider all the sense that you need to stimulate.
drill 17
Drill 17

Imagery:

drill 18 10 5 afh 10 6 g
Drill 18 (10/5 AFH) (10/6 G)
  • Homework: Review for Characterization Quiz (10/6 AH) ((10/7 FG)
  • Objective: :TSWBAT analyze character traits based on what the character says, does, and thinks and what others say about the character in order to understand the text.
  • Drill: Pick a character trait for Rainsford or Zaroff and explain why the character has that trait. You may use your notes.
  • G Block Category Red
drill 19 10 6 ah 10 7 fg
Drill 19 (10/6 AH) (10/7 FG)
  • Homework: MDG Projects due (10/11 AFH) (10/14 G) MDG papers(10/10 G) (10/13 H) (10/14 AF)
  • Objective: TSWBAT read critically in order to analyze plot, mood, and characters and how they are connected to theme.
  • Drill: Category Red
  • View the image on the next slide and create a list of modifiers (adjectives) that you would use to describe the scene to a blind person.
create a list of modifiers adjectives that you would use to describe this scene to a blind person
Create a list of modifiers (adjectives) that you would use to describe this scene to a blind person.
drill 20 10 7 h 10 10 afg
Drill 20 (10/7 H) (10/10 AFG)
  • Homework: MDG Projects due (10/14 FG) (10/12 AH) MDG papers(10/12 G) (10/13 H) (10/14 AF)
  • Objective: TSWBAT read critically in order to analyze plot, mood, and characters and how they are connected to theme
  • Drill: Revise the following sentence fragments to form three complete sentences.

1. Rainsford feeling intense fear.

2. Stabbed with a knife by Rainsford.

3. A most comfortable bed.

drill 21 10 11 fh 10 12 ag
Drill 21 (10/11 FH) (10/12 AG)
  • Homework: MDG Projects due (10/14 FG) (10/12 AH) MDG papers(10/12 G) (10/13 H) (10/14 AF)

Quiz 3 Figurative Language (H10/13) (AFG 10/14)

  • Objective: TSWBAT use RAFTS and prewriting strategies in order to express personal ideas.
  • Drill: Category Yellow
  • Define the following terms and give an example of each.
  • Characterization
  • Imagery
rainsford letter
Rainsford Letter
  • Rubric
  • Outline
  • Final
  • Draft
  • Underline the simile once
  • Underline the five modifiers twice
  • Circle the participial phrases
definitions
definitions
  • Characterization: The techniques the author uses to develop a character. Readers learn about characters by what the character thinks, says, does and what others think and say about them.
  • Imagery: Words and phrases that appeal to the senses. Descriptive words—modifiers, adjectives and adverbs
drill 22 10 12 h 10 13 fg 10 14 a
Drill 22 (10/12 H) (10/13 FG) (10/14 A)
  • Homework Participial Phrase
  • Objective: TSWBAT read critically in order to understand plot, theme and mood.
  • Drill: Category Yellow
  • Define the following words. Give an example for each.
  • Metaphor, Simile, Alliteration, Onomatopoeia, Personification, Hyperbole
drill 23 10 13h 10 14 fg 10 17a
Drill 23 (10/13H)(10/14 FG) (10/17A)
  • Homework: Final Draft Due next class
  • Objective: TSWBAT use revising strategies in order to prepare a final written presentation.
  • Drill: Category Red
  • On your drill sheet make a proper heading for a paper.
proper heading
Proper heading
  • Name
  • Date
  • Block
  • English
  • Title
  • Typed or blue or black ink
  • If typed 12 point font/Times New Roman
  • Double space
drill 24 10 17 fh 10 18 ag
Drill 24 (10/17 FH) (10/18 AG)
  • Homework: Rainsford Dynamic/Static BCR
  • Objective: TSWBAT analyze characterization in order to determine the character’s personal growth and development.
  • Drill: Use context clues to define the underlined word in the following sentence.
  • The angry sharks churnthe water around the helpless swimmers.
  • Answer: churn: to shake or agitate with violence or continued motion:
  • Use the word in a sentence.
drill 25 10 18 h 10 24af 10 25 g
Drill 25 (10/18 H) (10/24AF)(10/25 G)
  • Take out Dynamic/Static BCR
  • Homework: Check the on-line grade book with your parents. All late and missing work is due 10/28.
  • Sentence Handout
  • Objective: TSWBAT compose and combine sentences in order to improve sentence fluency.
  • Drill: Category Red
  • Add the correct phrase to each sentence. Write the new sentence.
add phrases where indicated write the new sentence
Add phrases where indicated. Write the new sentence.
  • 1. Rainsford, (appositive phrase), says the jaguar feels no pain.
  • 2. Rainsford, (participial phrase), says the jaguar feels no pain.
  • 3. (Absolute phrase), Rainsford says the jaguar feels no pain.

(You can use your notes to help you)

compound sentence
Compound Sentence
  • Join two independent clauses (simple sentences) with a coordinating conjunction and a comma or a semicolon.
  • The general raised his glass.
  • Rainsford sat staring at him.
  • The general raised his glass, but Rainsford sat staring at him.
  • The general raised his glass; Rainsford sat staring at him.
compound sentence practice
Compound Sentence Practice
  • I loved Lazarus.

He was the finest hound in my pack.

  • I loved Lazarus; he was the finest hound in my pack.
  • The sharp eyes of the hunter stopped before they reached the limb where Rainsford lay.

2. A smile spread over his brown face.

The sharp eyes of the hunter stopped before they reached the limb where Rainsford lay, and a smile spread over his brown face.

compound sentence composing
Compound Sentence Composing
  • Everyone write a simple sentence about “The Most Dangerous Game.”
    • Example: Rainsford is a great hunter.
  • Now write a second simple sentence that relates to the first sentence.
    • Example: He travels around the world hunting.
  • Now combine the two simple sentences using a comma and a FANBOYS.
    • Example: Rainsford is a great hunter, so he travels around the world hunting.
complex sentence
Complex Sentence
  • A simple sentence and a subordinating dependent clause.
  • Punctuation: Comma if the sentence begins with the dependent clause. No comma if the dependent clause is at the end of the sentence
  • Use a subordinating conjunction to form a dependent clause.
    • Common subordinating conjunctions:
    • Because, Since, When, While, As if
    • Rainsford is a great hunter.
    • Rainsford thinks the jaguar feels no pain.
  • Because Rainsford is a great hunter, he thinks the jaguar feels no pain.
complex sentence composing
Complex Sentence Composing
  • Write a simple sentence about “The Most Dangerous Game.”
    • Example: Ivan is deaf and dumb.
  • Write a second related simple sentence about “The Most Dangerous Game”
    • Example: Ivan simply points a gun at Rainsford.
  • Turn one of your simple sentences into a dependent clause by adding “because” or “since.”
    • Example: Because Ivan is deaf and dumb
  • Now add the other simple sentence.
    • Example: Because Ivan is deaf and dumb, he simply points a gun at Rainsford.
drill 26 10 24h
Drill 26 (10/24H)
  • Take out sentence handout
  • Homework: Late and missing work due 10/28/ English Assessment 11/2
  • Objective: TSWBAT compose and combine sentences in order to improve sentence fluency.
  • Drill: Combine the following sentences to form a compound sentence. Use your notes if you need to.
  • 1. The Maryland Terrapins played poorly against Florida State.
  • The Terrapins have only beaten Florida State twice in twenty years.
drill 26 answer
Drill 26 answer
  • The Maryland Terrapins played poorly against Florida State, but they have only beaten Florida State twice in twenty years.
  • How would you make this a complex sentence?
  • Since the Terrapins have only beaten Florida State twice in twenty years, they played poorly against them.
drill 26 10 25a 10 26fg drill 27 10 25h
Drill 26 (10/25A)(10/26FG)Drill 27 (10/25H)
  • Homework: Subject/Verb Handout (p.9-10) All late and missing work due 10/28. Assessment 11/2
  • Objective: TSWBAT demonstrate proficiency in writing in order to complete the written portion of the county assessment.
  • Drill: Clear off your desks completely. Take out two pieces of paper and put a proper heading on both.
drill 27 10 27afg drill 28 10 26h
Drill 27(10/27AFG)Drill 28 (10/26H)
  • Homework: (AFG) Review Packet
  • All late and missing work due 10/28. Assessment 11/2
  • H Block subject/Verb HO (p9-10)
  • Objective: TSWBAT demonstrate proficiency in writing in order to complete the written portion of the county assessment.
  • Drill: Clear off your desks completely. Take out a pencil.
drill 28 10 28f 10 31ag drill 29 10 28h
Drill 28 (10/28F) (10/31AG)Drill 29 (10/28H)
  • Homework: Review Packet for Assessment
  • Assessment 11/2
  • Objective: TSWBAT review grammar and vocabulary in order to practice for the county assessment.
  • Drill: Category Red Add at least two phrases to this sentence. Identify the phrase. Do not include a prepositional phrase. Write the new sentence.
  • Hip hop is a form of musical expression and artistic culture.
drill 28 answer
Drill 28 answer
  • Its beat infectious, Hip hop, an energetic type of dance, is a form of musical expression and artistic culture.
  • Absolute and Appositive
drill 29 11 1 fgh
Drill 29 (11/1 FGH)
  • Take our review sheet and any worksheets
  • Homework: Review for assessment 11/2
  • Objective: SWBAT answer questions about grammar, usage, and literature in order to prepare for the county assessment.
  • Drill: Which of the following sentences revises for correct and polite pronoun choice?
  • Toby and me went for a walk.
  • Me and Toby went for a walk.
  • Toby and I went for a walk.
  • I and Toby went for a walk.
drill 29 11 2a drill 39 11 2g 11 3fh
Drill 29(11/2A)Drill 39 (11/2G)(11/3FH)
  • Take out review packet. Make sure name is on it. Distribution Person collect and turn in.
  • Homework: Comma packet review pg 189-192
  • Objective: SWBAT identify and replace common and imprecise language in order to improve word choice.
  • Drill: Complete the Word Choice Activity Drill.
drill 29 30
Drill 29/30
  • Directions: Read the following paragraph.
  • The big bear stood by the water. He looked at his shadow in the big lake. He thought that he looked nice. He went to take a drink of water. A fish went by. The bear wanted to eat the big fish. He ate up the fish and went away.
  • Directions: Revise the story adding precise, colorful words.  Share your new more interesting story.  Notice how an author\'s voice and choice of words makes a story unique.
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