Monday and Tuesday:
1. Students will be introduced to Robert Frost: Introduction in text. (PG. 182-3; Students will read two poems by frost
"After the Apple Picking" and "Mowing"
Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance
2.Introduction:
Let's talk about the phrase:
YOU REAP WHAT YOU SOW.
A. What does this mean?
Literal meaning:
Figurative Meaning:
B. Discuss apple facts:
The US is one of the world's leading apple-producing countries. Although Washington produces more apples than any other state, New England is home to many apple orchards as well. This area is well suited to growing apples because of its cold winters. While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year. The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall
3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems. Pg 187
Friday:
Quiz: Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Teacher and students will discuss the quiz
After Apple Picking Questions:
1. What pictures flash through the speaker's mind as he drifts off to sleep?
2. What sensations does he feel?
3. What does he hear?
4. 2 hyperbole
5. 2. metaphor
6. 2 similes
7. 2 personifications
8. 2 alliterations
9. Symbolism:
-Winter
-Apple picking
-Sleep
-Ladder pointing toward heaven
10. Allegory of the entire play
Mowing:
1. What is one sound the speaker hears?
2. What does the speaker of "Mowing" say the "sweetest dream that labor knows'?
3. Why is the setting of ""Mowing" important?
4. What is the speaker doing?
5. What is the rhyme scheme?
6. 1 example of personification
7. 1 ex. of assonance
8. 1 ex of consonance
9. What is the tone of the poem?
10 How are both poems similar?
Wednesday: Study Island Exercises
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
Sunday, November 24, 2013
Monday, November 18, 2013
Intro to Poetry
Robert Frost
Introduction to POETRY
Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
(Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)
Bell Ringers:
Identify the following terms by using context clues:
Tuesday:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Wednesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Thursday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Friday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Tuesday and Wednesday:
1. Students will be introduced to poetry terms
A. Students will copy terms
Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
(Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)
Bell Ringers:
Identify the following terms by using context clues:
Tuesday:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Wednesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Thursday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Friday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful B.Tree branch C. Something that is plainly revealed D. A shallow V-shaped container from which farm animals drink or eat
Tuesday and Wednesday:
1. Students will be introduced to poetry terms
A. Students will copy terms
Click on link:: Poetry Terms
B. Teacher and Students will discuss terminology
C. Students will apply terms in future readings
Wednesday/ Thursday:
2. Students will be introduced to Robert Frost: Introduction in text.
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost
Students will read two poems by frost
"After the Apple Picking" and "Mowing"
Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance
2.Introduction:
Let's talk about the phrase:
YOU REAP WHAT YOU SOW.
A. What does this mean?
Literal meaning:
Figurative Meaning:
B. Discuss apple facts:
The US is one of the world's leading apple-producing countries. Although Washington produces more apples than any other state, New England is home to many apple orchards as well. This area is well suited to growing apples because of its cold winters. While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year. The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall
3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz: Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Quiz: Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Monday: Poetry Terms Test
Teacher and students will discuss the exam
Teacher and students will discuss the exam
CC.1.3.11-12.G: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
Friday, November 15, 2013
Finalize Essay
Monday, 11/18 -
Students will finish essay
1. Finalize www.grammarly.com
2. Finalize peer editing
- You must read your essay aloud to another student
-Another student must read your essay aloud to you...sign your paper
-2 students must complete peer editing
(4 reads total)
Goals:
Review: Problem/ Solution 5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution
**Tuesday, Vocab unit 4 will be due
15 original sentences will be turned in with your test on Friday.
10 words from the unit
Bell Ringer words:
WHAT IS A PROBLEM / SOLUTION ESSAY?
15 original sentences will be turned in with your test on Friday.
10 words from the unit
Bell Ringer words:
WHAT IS A PROBLEM / SOLUTION ESSAY?
A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Remember to Add Details.....Be specific
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
ASSIGNMENT:
1. Overview of paper
2. Possible Topics
3. Essay Outline Overview
4. Student Outline/ Planning Sheet
5. Rubric
6. Transitions - 10 different required
7. MLA Format
Deadlines:
Monday - Final day for writing. All papers are due
Papers must be turned in to www.turnitin.com
Tuesday - Vocab 4 With 10 original sentences
Closure: We will reflect/ comment on one element of our paper/ writing each day.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.
Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place
BODY
The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.
CONCLUSION
The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Remember to Add Details.....Be specific
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
ASSIGNMENT:
1. Overview of paper
2. Possible Topics
3. Essay Outline Overview
4. Student Outline/ Planning Sheet
5. Rubric
6. Transitions - 10 different required
7. MLA Format
Deadlines:
Monday - Final day for writing. All papers are due
Papers must be turned in to www.turnitin.com
Tuesday - Vocab 4 With 10 original sentences
Closure: We will reflect/ comment on one element of our paper/ writing each day.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
R11.B.1: Understand components within and between texts.
**You will be required to give your name to enroll in the updates
Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.
DO NOT GIVE YOUR ENTIRE LAST NAME
**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES
**You will be required to give your name to enroll in the updates
Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.
DO NOT GIVE YOUR ENTIRE LAST NAME
**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES
Sunday, November 10, 2013
Essay
Bell Ringer:
Students will discuss one aspect of their paper with their neighbor.
Goals:
Review: Problem/ Solution 5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution
Students will discuss one aspect of their paper with their neighbor.
Goals:
Review: Problem/ Solution 5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will continue writing their 5 paragraph essay- Problem/ Solution
**Tuesday, Vocab unit 3 will be due with 15 original sentences.
10 words from the unit
Bell Ringer words:
August
Doughty
Credulity
Prosaic
Avaricious
WHAT IS A PROBLEM / SOLUTION ESSAY?
10 words from the unit
Bell Ringer words:
August
Doughty
Credulity
Prosaic
Avaricious
WHAT IS A PROBLEM / SOLUTION ESSAY?
A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Remember to Add Details.....Be specific
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
ASSIGNMENT:
1. Overview of paper
2. Possible Topics
3. Essay Outline Overview
4. Student Outline/ Planning Sheet
5. Rubric
6. Transitions - 10 different required
7. MLA Format
Deadlines:
Monday/ Tuesday: Rough Draft
Wednesday- Check papers on www.grammarly
Thursday- Fix errors/ peer edit (all papers must be read aloud to one student and one student must read your paper to you. Two people must proof your paper)
Friday - Vocab 3 Test - Continue paper after test
Monday - Final day for writing. All papers are due
Closure: We will reflect/ comment on one element of our paper/ writing each day.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.
Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place
BODY
The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.
CONCLUSION
The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Remember to Add Details.....Be specific
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
ASSIGNMENT:
1. Overview of paper
2. Possible Topics
3. Essay Outline Overview
4. Student Outline/ Planning Sheet
5. Rubric
6. Transitions - 10 different required
7. MLA Format
Deadlines:
Monday/ Tuesday: Rough Draft
Wednesday- Check papers on www.grammarly
Thursday- Fix errors/ peer edit (all papers must be read aloud to one student and one student must read your paper to you. Two people must proof your paper)
Friday - Vocab 3 Test - Continue paper after test
Monday - Final day for writing. All papers are due
Closure: We will reflect/ comment on one element of our paper/ writing each day.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
R11.B.1: Understand components within and between texts.
**You will be required to give your name to enroll in the updates
Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.
DO NOT GIVE YOUR ENTIRE LAST NAME
**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES
**You will be required to give your name to enroll in the updates
Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.
DO NOT GIVE YOUR ENTIRE LAST NAME
**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES
Monday, November 4, 2013
Problem/ Solution Essay
Monday and Tuesday Bell Ringer:
Bell Ringers: Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
Monday and Tuesday:
Goal: Students will review parallel structure
Students will be able to identify and correct sentences using proper parallel structure
Students will be able to write original sentences using parallel structure:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES
Parallel Structure
Links:
https://owl.english.purdue.edu/owl/resource/623/1/
After the review, students will take a quiz on parallel structure
Quiz:
http://bhscomp1.blogspot.com/2013/11/parallel-structure.html
After quiz, students will explore writing complete sentences by avoiding fragments and run-ons
Students will review commas, semicolons and colon rules
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES
Fragments, Run-ons, and Sentences....OH MY!
More resources:
Extra Help: There are several practice exercises below that will help students review sentence structure:
http://www.chompchomp.com/exercises.htm http://wps.prenhall.com/hss_harris_phrefguide_1/56/14508/3714243.cw/content/index.html
Tuesday/ Friday:
Goals:
Introduction: Problem/ Solution 5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will begin their 5 paragraph essay- Problem/ Solution
WHAT IS A PROBLEM / SOLUTION ESSAY?
Bell Ringers: Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
Monday and Tuesday:
Goal: Students will review parallel structure
Students will be able to identify and correct sentences using proper parallel structure
Students will be able to write original sentences using parallel structure:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES
Parallel Structure
Links:
https://owl.english.purdue.edu/owl/resource/623/1/
After the review, students will take a quiz on parallel structure
Quiz:
http://bhscomp1.blogspot.com/2013/11/parallel-structure.html
After quiz, students will explore writing complete sentences by avoiding fragments and run-ons
Students will review commas, semicolons and colon rules
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
STUDENTS WILL TAKE NOTES AND REVIEW RULES
Fragments, Run-ons, and Sentences....OH MY!
More resources:
Extra Help: There are several practice exercises below that will help students review sentence structure:
Online Practice
Fragments, Run-ons, and Sentences....OH MY!
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragmentsFragments, Run-ons, and Sentences....OH MY!
http://www.chompchomp.com/exercises.htm http://wps.prenhall.com/hss_harris_phrefguide_1/56/14508/3714243.cw/content/index.html
Wednesday- Friday Bell Ringer:
3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant B. Tendency to believe too readily C.Ordinary D. Greedy for riches E. Imposing and magnificent
Tuesday/ Friday:
Goals:
Introduction: Problem/ Solution 5 Paragraph Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will begin their 5 paragraph essay- Problem/ Solution
WHAT IS A PROBLEM / SOLUTION ESSAY?
A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem, or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Remember to Add Details.....Be specific
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
ASSIGNMENT:
1. Overview of paper
2. Possible Topics
3. Essay Outline Overview
4. Student Outline/ Planning Sheet
5. Rubric
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.
Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place
BODY
The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.
CONCLUSION
The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Remember to Add Details.....Be specific
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Closure activity: Write a descriptive sentence describing yourself
ASSIGNMENT:
1. Overview of paper
2. Possible Topics
3. Essay Outline Overview
4. Student Outline/ Planning Sheet
5. Rubric
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
R11.B.1: Understand components within and between texts.
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Get Homework Updates via Text or email
Text: 4845772249
@57ec2b
Email:
57ec2b@mail.remind101.com
**You will be required to give your name to enroll in the updates
Please give your FIRST NAME and FIRST TWO LETTERS OF YOUR LAST NAME.
DO NOT GIVE YOUR ENTIRE LAST NAME
**YOUR PARENTS CAN ALSO SIGN UP FOR TEXT UPDATES
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