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DOL. Every the parents in auditorium took carefully notes about they childrens new school . Walk to the for a hot coffee everyday before. When grading your classmates’ work you will: Use a colored marker or pen that is not blue or black

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slide1
DOL
  • Every the parents in auditorium took carefully notes about they childrens new school.
  • Walk to the for a hot coffee everyday before.
homework

When grading your classmates’ work you will:

Use a colored marker or pen that is not blue or black

Put your name in the lower right hand corner of the page

Put no mark on correct responses

Put an “X” through incorrect responses (or the number of that question)

Optional: You may put the correct answer if you have time

Homework

Inference Worksheet

homework1

Homework

Please remember to Underline book titles (or italicize them in typed work) in your writing

homework2
Homework
  • Journal 3: What is grammar?
    • Is grammar important? Why or why not?
    • How is grammar different in English compared to Chinese (if at all)?
    • What is intriguing to you about English grammar? Why?
    • Should grammar be studied in the language it applies to? Why or why not?
  • Vocab Quiz 2 09/17
  • Monthly Independent Reading: Night by Elie Wiesel 10/17
levels of questioning1
Levels of Questioning
  • Which question would you rather know the answer to?
    • What color is her hair?
    • Why is she smiling?
    • How has the standard of beauty changed since the Renaissance?
  • Why?
levels of questioning2
Levels of Questioning
  • Level 1 (Objective) Questions—Have factual answers that can be found in the text.
  • What color is her hair?
  • Black.
levels of questioning3
Levels of Questioning
  • Level 2 (Inferential) Questions—Inferred by the reader based on information in the text. Multiple answers are reasonable, based on the evidence used. Most “Why…?” questions are Level 2.
  • Why is she smiling?
  • Is she happy?
  • Is she hiding something?
levels of questioning4
Levels of Questioning
  • Level 3 (Thematic) Questions—Inferred by the reader based on layers of inferred information and connections to the world and people broadly.
  • How has the standard of beauty changed since the Renaissance?
  • Who knows?
know want to know learned kwl
Know-Want to Know-Learned (KWL)
  • How to make a KWL chart
  • Put your heading in the upper right hand corner
  • Divide your page into 3 sections, labeling each

Know

Want to Know

Learned

kwl what is jonas s community like
KWL:What is Jonas’s community Like?
  • Fill in your “Know” column with answers to Level 1 and 2 questions (at least 5).
  • Fill in your “Want to Know” column with Level 2 and 3 questions you have (at least 5).

Know

Want to Know

Learned

fishbowl

Fishbowl

The Giver

fishbowl discussions
Fishbowl Discussions
  • Inner circle and outer circle of conversation participants
  • When returning from the inner circle you may sit anywhere in the outer circle
  • If you are in the inner circle:
    • You may speak by asking questions or sharing opinions
    • Be specific and point your classmates to sections of the text your opinions are based on
    • You may leave the circle after you speak
    • You must leave the circle after you have spoken twice
    • Please limit your comments to 1 minute or less
fishbowl discussions1
Fishbowl Discussions
  • If you are in the outer circle:
    • Take notes in the “Learned” section of your KWL chart
    • Write new questions in the “Want to Know” section of your KWL chart
    • When a person leaves the inner circle you may take their place
    • Raise your hand if you would like to enter the circle, but there are no vacancies
  • You will turn in your KWL charts at the end of the period
  • Each section should have at least 5 bullet points
fishbowl the giver
Fishbowl: The Giver
  • Initial Bowl—Thoreau
  • Doris Dai
  • Eric
  • Francesca
  • Frida
  • Julia
  • Lexi
  • William
  • Zace
  • Initial Bowl—Marcet
  • Andy
  • Azalea
  • Cici
  • Fiona
  • John
  • Marvin
  • Mary
  • Ricky
syntax1
Syntax
  • Celine approached the bear.
  • Celine approached the incredibly massive, monstrously hungry bear.
  • The bear approached the incredibly massive, monstrously hungry Celine.
  • Celine, monstrously hungry, the bear, incredibly massive, approached.
syntax2
Syntax
  • Syntax (or Grammar)—the rules and conventions for constructing sentences in a language.
syntax3
Syntax
  • Sentence—the smallest unit of syntactic meaning. It is composed of a subject and a predicate.
  • Subject—who or what a sentence is about.
  • Predicate—what the subject is or does.
  • Simple Sentence formula: S + V
  • The girl with the frizzy red hair came to my awesome birthday party.
parts of speech

Parts of Speech

Part of Speech—a class of words based on syntactic word function

parts of speech nouns
Parts of Speech: Nouns
  • Noun(n)—a person, place, thing, or idea
    • Common nouns are lower case (dog, wall)
    • Proper nouns are upper case (Labrador, The Great Wall of China)
parts of speech nouns1
Parts of Speech: Nouns
  • Simple subject—the main noun in a subject [Sentence simple subjects will be circled in red]
  • The girl with the frizzy red hair came to my awesome birthday party.
  • The girl with the frizzy red hair came to my awesome birthday party.
parts of speech verbs
Parts of Speech: Verbs
  • Verb(v)—a word that shows an action or a state of being
    • Action Verb—a verb that shows an action (sing, think, bring)
    • Linking Verb—a verb that shows a state of being
      • The most common linking verbs are
        • Be, seem, appear, look, sound, feel, taste, grow, remain, smell, become
parts of speech verbs1
Parts of Speech: Verbs
  • Some verbs may be either action or linking verbs depending on the context
  • Action: Jacob looks at the notebook.
  • Linking: Jacob looks radiant today.
parts of speech verbs2
Parts of Speech: Verbs
  • Simple predicate (main verb)—the main verb in a predicate [Sentence simple predicates will be underlined in black]
  • The girl with the frizzy red hair came to my awesome birthday party.
  • The girl with the frizzy red hair came to my awesome birthday party.
simple sentences
Simple Sentences
  • Let’s try identifying simple subjects and predicates together.
  • Vivien bought shoes.
  • Vivienbought shoes.
  • Bill and Helen quickly climbed the tall tree.
  • Bill and Helen quickly climbed the tall tree.
  • My classmates played and sang at KTV for hours.
  • My classmatesplayed and sang at KTV for hours.
simple sentences1
Simple Sentences
  • Homework
    • Write a short story (20 sentences long) about the image below.
    • Use only simple sentences.
    • Diagram the simple subjects and simple predicates
    • Use at least 5 vocab words and mark them in orange