Check Yourself ~before you wreck yourself!

1. Check Yourself~before you wreck yourself! *

2. Goals for Today • Check the FCAT practice quiz from last week (10 minutes) • Go over the answers to the Shakespeare Practice Test (10 minutes) • Practice with your group (25 minutes) • I will meet with costumers and scenic designers • Writing Review (5-10 minutes) • Begin planning your Persuasive Baseline Essay • Quiz Grade (50 points; 20% category) • Due FRIDAY!!!

3. FCAT QUIZ [trombones & frozen food]

4. Log This In: • FCAT QUIZ #2 [A.P. & C/C] • Put your grade in and Next Step • Each question is worth around 6.5 points

5. Shakespeare Practice Test

6. Practice with your GROUP(25 minutes) You should have your lines memorized by Friday. Practice making sure your BACK IS NOT TO THE AUDIENCE. (Be “open” to the audience.”) Costume designers meet with me at the table.

7. You need a piece of paper and preferably a pencil. We are going to review and re-learn a few things about writing BEFORE we write. I am going to let you use your portfolio (former essays) and today’s notes when you write your NEW essay. 

8. Writing Review Remember to CONNECT your MAIN POINTS to show PROGRESSIVE/ELABORATED THINKING. My hint: avoid using and in your thesis statement. Students SHOULD be graded on behavior because causing It will decrease distractions in class learning to increase

9. Writing Review In persuasive writing, you need an OBD (opposition briefly dismissed) in your introduction before your thesis: Even though grading behavior could affect some student’s GPA’s, principals should still institute this requirement. Grading behavior will decrease classroom distractions causing an increase in learning.

10. Writing Review In persuasive writing, you are usually writing for (or to) a specific audience. In this case, it is the principal. SO, somewhere in your intro (or conclusion) you need to make sure you have directed something TO your audience (principal).

11. What should the intro look like? • Start with creativity (imagery, personal anecdote, sophisticated question, compare/ contrast) [ AVOID STARTING WITH “Imagine…” AVOID STARTING WITH A SOUND…] • Make my position clear/address the audience (principal) • OBD • Thesis

12. Writing Review Remember to CONNECT your MAIN POINTS to show PROGRESSIVE/ELABORATED THINKING. My hint: avoid using and in your thesis statement. Students SHOULD be graded on behavior because causing It will decrease distractions in class learning to increase

13. Writing Review In persuasive writing, you need an OBD (opposition briefly dismissed) in your introduction before your thesis: Even though grading behavior could affect some student’s GPA’s, it should still be instituted. Grading behavior will decrease classroom distractions causing an increase in learning.

14. Writing Review In persuasive writing, you are usually writing for (or to) a specific audience. In this case, it is the principal. SO, somewhere in your intro (or conclusion) you need to make sure you have directed something TO your audience (principal).

15. The whole body paragraph needs to be elaborative… The main point leads into the first triangle which leads into the second triangle.

16. What should the intro look like? • Start with creativity (imagery, personal anecdote, sophisticated question, compare/ contrast) [ AVOID STARTING WITH “Imagine…” AVOID STARTING WITH A SOUND…] • Make my position clear/address the audience (principal) • OBD • Thesis

17. Writing Review Remember to CONNECT your MAIN POINTS to show PROGRESSIVE/ELABORATED THINKING. My hint: avoid using and in your thesis statement. Students SHOULD be graded on behavior because causing It will decrease distractions in class learning to increase

18. Writing Review In persuasive writing, you need an OBD (opposition briefly dismissed) in your introduction before your thesis: Even though grading behavior could affect some student’s GPA’s, it should still be instituted. Grading behavior will decrease classroom distractions causing an increase in learning.

19. Writing Review In persuasive writing, you are usually writing for (or to) a specific audience. In this case, it is the principal. SO, somewhere in your intro (or conclusion) you need to make sure you have directed something TO your audience (principal).

20. The whole body paragraph needs to be elaborative… The main point leads into the first triangle which leads into the second triangle.

21. What should the intro look like? • Start with creativity (imagery, personal anecdote, sophisticated question, compare/ contrast) [ AVOID STARTING WITH “Imagine…” AVOID STARTING WITH A SOUND…] • Make my position clear/address the audience (principal) • OBD • Thesis

22. Writing Review Remember to CONNECT your MAIN POINTS to show PROGRESSIVE/ELABORATED THINKING. My hint: avoid using and in your thesis statement. Students SHOULD be graded on behavior because causing It will decrease distractions in class learning to increase

23. Writing Review In persuasive writing, you need an OBD (opposition briefly dismissed) in your introduction before your thesis: Even though grading behavior could affect some student’s GPA’s, it should still be instituted. Grading behavior will decrease classroom distractions causing an increase in learning.

24. The whole body paragraph needs to be elaborative… The main point leads into the first triangle which leads into the second triangle.