Daily Language Practice

1. Daily Language Practice (DLP) Unit 1-Reviewing Parts of Speech

2. Attendance/Seating • Any first day present? • Seating Chart/note your number • Collection of Parent Letter • Writer’s Notebooks • Register for Blog: http://iblog.dearbornschools.org/sullivg/ • Non-negotiable Rules/Practices • Bell work (next slide)

3. Class Norms Discuss with your partner: • Two-three different “practices” that should be in place in our classroom to make it a positive learning environment. • Choose best to share/write on board.

4. HONORS • Partner in groups of 3-4 with students who shared your viewpoint about Holden Caulfield. • Discuss REASONS for your decision and textual evidence to SUPPORT your argument. • Come to CONSENSUS with your group and RECORD the three most COMPELLING pieces of textual evidence. • Be prepared to SHARE/DEFEND your stance with a whole class share out 

5. GOALS • Put your partner names on top of brainstorming web. • Discuss TYPES of goals and add to chart. • Identify various goals within each type to expand the web. • Be ready to SHARE aloud.

6. Re-visit Norms/TPS goals 1. REVIEW final list of NORMS (POSTER) 2. TPS-Review web/use as a guide to complete your OWN web for YOUR goals

7. HONORS-Create Book CardBib./MLA citation on TOP of card.Summary fills up the rest. Author’s last name, first. Title of Book. Publisher: city, year, number of pages. Summary: Write a short summary, including the genre. Do NOT give away the ending or a major plot twist. Include some details about the plot that would ENTICE the reader to choose this book. Fill up the front side ONLY! * Your name on bottom

8. Pre-Writing/Drafting/RevisingToday, we will be completing our rough draft of the Sophomore Foot Narrative. The final copy is due Friday. I will collect the final copy at the beginning of the hour tomorrow, and you will create your foot with your rough draft. Bring art supplies. A clear, organized narrative includes: • Topic sentence(s) • Transitions (first, next, my most important, etc.) • Support for each goal (the WHY and HOW) • Concluding sentence(s) to wrap it up! RUBRIC Topic sentence (2) ______ 4 goals/why important (4)_____ Explanation of how to reach goals (8) _____ Concluding sentence(s) (2) _____ Grammar/Transitions/Spelling (5)_____ Manuscript rules (ink/typed/neat (4) ______ TOTAL: /25

9. DRAFTING SAMPLE(Teacher) Creating goals helps people to achieve great things. The most important goals that I intend to achieve have to do with health, education, family time, and financial responsibility. My first goal, having more energy and health, will improve my teaching because helping different kids with different skills takes so much stamina, and I have to be really focused. I will achieve my goal through a healthy diet of fruit, veggies, yogurt, and other proteins. I am really going to try and not eat after dinner as well because overeating will deplete my energy. My second goal…

10. TEXTBOOK SLIP • FULL NAME, STUDENT #,GRADE,HR. • LITERATURE-PLATINUM, SULLIVAN • BOOK #, LA3, CONDITION: • $65.00 * Mark good, fair, or poor. If fair or poor, you MUST write current visible damage.

11. Sophomore Foot • Pick a color (or two) for your foot design. • Trace your foot, shoe on or off. Cut it out. • Write your FULL NAME on the back with your Y.O.G. (year of graduation) so we can find you in two years. • Design your foot according to your taste, including things that may symbolically relate to your goals. Be creative! • You may write your narrative on top of your design, or write first and design around it. Make sure you can still read the words. Use pen or marker—NO PENCIL! • If you don’t finish the foot, you may take it home to complete over the week-end to complete. • CLEAN UP after yourself: recycle scraps, cap markers/glue and return borrowed items to the correct box.

12. Parts of Speech • Noun • Pronoun • Adjective • Verb • Adverb • Preposition • Conjunction • Interjection

13. Noun • Names a person, place, animal, thing, or idea • Proper—specific Can you give an example for each type? • Common-non-specific Can you give an example for each type?

14. Pronoun • A word that takes the place of a noun Types • Personal • Reflexive • Possessive • Indefinite Can you give an example for each type?

15. Adjective • A word that modifies (describes) a noun. Answers the following: • What kind? • Which one? • How many? Can you give an example for each question?

16. Verb • Shows action-what is being done by the subject OR • Shows a state of being Common Verbs of Be: is, am, are, was, were Others: like, love, seems, feel, believe, etc.

17. Adverb • A word that modifies (describes) a verb. Answers the following: • Where? • When? • How? • How much? (To what extent?) Can you give an example for each question?

18. Preposition • A word that begins a phrase that further describes a noun or verb. • May answer the same questions as adj/adv., but does so in a PHRASE. • Each phrase ends in a noun/pronoun that is called the object of the preposition. EX: The man in the red vest is my father. (which one?)

19. Common Prepositions in out on at of by to off up under above below down for beside around inside outside between through with from along over through next to

20. Conjunction • A word that connects a word or phrase to another • Coordinating—connects two words, two phrase, or two clauses • and, but, or, nor, yet, so

21. Conjunction cont. Correlating conjunctions—work in pairs • Either, or • Neither, nor • Not only, but also • Both, and Subordinating-link clause by making one into a subordinate clause (more on this during comma rules unit)

22. Interjection A word that conveys emotion or responds to a question • May be at the beginning, middle, or end of a clause • Use a comma or exclamation point depending upon strength or emotion Can you provide some examples?

23. D.L.P. FormatCount out about 10 pgs for DLPs. • Neatly write the DLP# and date. • Provide a shortened version of directions. (for example, P.O.S. for label parts of speech) • Copy sentences exactly as they appear on board into your notebook; skip a line in between each. • Make corrections, label, re-write, etc. in the space around the sentence.

24. Sample D.L.P. DLP #1 Label p.o.s. of underlined words. • All students will write in blueor black ink in Language Arts class. No, you may not turn in work that is in pencil. • Students should carefully copy each sentence and write legibly in their English notebooks.

25. D.L.P. sample answersCheck your answers! adj. v. adj. c. • All students will write in blueor black ink in. pn. in Language Arts class. No, you may not v. turn in work that is in pencil.

26. n. adj. 2. Students should carefully copy each adv. adj. sentence and write legibly in their adj. English notebooks. * Note that both their and English modify the noun notebooks so they are functioning as adjectives.

27. D.L.P. #1 9-5-14Label parts of speech of underlined words • I hope you remembered to bring the signed parent letter with you today. 2. Students who added themselves or their parents as a subscriberto the blog will receive bonus points.

28. D.L.P. #2 9-8-14Label p.o.s. of underlined words • Everyone should now have a writing notebook in the appropriate class box on the counter. 2. This notebook must stay in the classroom at all times or its contents will NOT be scored!

29. DLP # 2Label p.o.s. of underlined words 1. Neither Odysseus nor Sundiata could fathom his fate, but each was destined to be a hero. 2. He was taciturnand used to spend the whole day in the house silently sitting.

30. DLP #3Label P.O.S. of underlined words • 1. Sundiata’s infirmity made him an outcast, and he and his mother were estranged from the King. • 2. The diabolical Queen made harsh affronts to his mother and often sly innuendos in front of the rest of the community.

31. DLP # 3 Label P.O.S. of underlined words • 1. They were sent to live in a decrepit hut at the back of the King’s property which was a huge contrast to the sublime home they were used to. • 2. The secular practices of the village werequitedifferent from their religious beliefs.

32. No DLP today! Homecoming Ballot Slips! Circle up to 5 names

33. 1. emseassg megassse samegess gemasses messgaes 2. THE WEATHER FEELING SIGN. . . . . . . . . . DLP # 4 Brain TeasersSolve the puzzles!

34. Answers • Mixed messages • Feeling under the weather • Sign on the dotted line

35. DLP #5Underline all the adjectives. • In the African culture, a griot is a sacred person who learns all of the tribe’s history so that it may be taught to the younger children. • These myths explain their beliefs, values, and religious practices and may contain many magical elements as symbols for larger ideas or concepts.

36. DLP #6Underline all the Adjectives. • The diabolical Queen hates Sogolon Djata because she is a jealous woman who wants her own son to be the future king. 2. Sogolon is miserable because of Sassouma’s cruel taunts, and she feels ashamed of her crippled son.

37. DLP #7 Find all the adverbs • It is very important to follow directions carefully on the A.O.W. assignment so that you can effectively demonstrate your reading comprehension. • When you leave parts of the assignment undone, your overall score drops too low and you usually receive a D or E which does not accurately reflect your understanding of the text.

38. DLP #8 Underline the adjectives and circle the adverbs. • A topic sentence is a “hook” to capture the reader’s interest and clearly identifies the subject matter of the paragraph. 2. For example, the following sentence could work quite well to introduce a paragraph for “Orphan Boy”: Myths are old stories that contain supernatural elements that may be very hard to believe, but those details are used to explain how things came into existence.

39. DLP #9Underline the adjectives and circle the adverbs. • Prose is what people usually call fiction, but it also can be any type of writing that is not poetry, song, or drama, so this definitely includes all nonfiction. • A legend is a story that is passed frequently by word of mouth, and it typically includes some historic truth although these details may be very exaggerated.

40. DLP #10 Solve the puzzles. 1. 2. g e s g S UI T 3. K T EE G E S G S UI T K T EE

41. ANSWERS • Scrambled eggs • Three piece suit • Katy Perry

42. DLP # Find all the adjectives • Sogolon was lamenting over the bad treatment she was receiving from the evil Queen who seemed to relish her discomfort. • She tried to stifle her angry tears, but the mournful sound of her sobbing emanated from the hut until it reached Djata’s ears.

43. DLP #11 Circle adverbs and underline prepositional phrases. • In Rama, the king reluctantly allows his son Rama to go with the sage, but he clearly does not relish the idea too much. • He bravely stifles his fears about the journey and calls his sons forth, but is very dismayed that they must leave immediately for the trip.

44. DLP #12 (#1-15 due Mon.)Circle all the adverbs and underline prep phrases. 1. Rama soon rendered Thataka powerless with his arrow as it forcefully pierced her in the throat and she was finally destroyed. 2. Viswamithra happily forfeited his wealth to live peacefully like a sage, and he wisely counseled Rama not to become too pessimistic or distracted from his quest.

45. DLP #13 Circle all the adverbs and underline prep phrases. • The huge pile of refuse near the dumpster was very smelly and the neighbors angrily demanded that it be removed immediately because it was attracting too many rodents. • One man loudly complained about the dangers of the discarded trash, arguing that it could easily attract rats to the area which would significantly decrease their homes’ values.

46. DLP # 14 Solve the Puzzles 1. 2. VA DERS eCONOMY 3. TRY STAND 2

47. Answers • Space invaders • Rising economy • Try two understand

48. DLP #14 (#1-15 due Monday!) Circle theadverbs and underline prep. phrases. • There was a great schism between the council and the King because the elders would not readily approve a crippled child to become the next great ruler of Mali. • Long Arrow had to stifle his fear of drowning to bravely follow the Spirit boy down to the bottom of the lake.

49. DLP #15 (1-15 due!)Circle all the adverbs and underline prep phrases. • Although the squire was very tiny, he still was able to help the knight mount his horse quickly as the trumpet urgently blared a call. • The knight responded promptly to the call and reached the outer wall in minutes where a dragon was breathing fire dangerously close to the castle,too close for comfort.