Beef up your ideas

1. Beef up your ideas Wednesday, October 14th, 2012

2. SPONGE • In your Grammar for Writingworkbook, complete page 154, Exercise A, #1-5. • You have 5 minutes to complete this task.

3. EQ: How can I add more flavor to my writing? • Standards: • ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence. • ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation. • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. • ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) • ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.) • ELACC8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

4. ACTIVaTOR • Let’s read from The Project. • What do you think will happen today? • What would you do if you were Tommy or Luke?

5. WORK PERIOD • Emeril Live • Do you watch cooking shows for fun? • What’s the chef’s catchphrase? • How do you feel about cooking shows now? • BAM Tribute: http://www.youtube.com/watch?v=XvazQUYG1kE • Letterman: http://www.youtube.com/watch?v=28kAQfxcZp0&feature=related • Emeril Live: (4ish minutes in) • http://www.youtube.com/watch?v=frJ4Pko2BpY • http://www.youtube.com/watch?v=Nzf44naNbD8&feature=related

6. Kick your ideas up a notch!! • DRAPES Technique • Copy this into the left-hand column of your Graphic Organizer • D = Dialogue (when someone or something uses quotation marks to speak) • R = Rhetorical Question • A =Analogy • P = Personal Example • E = Example or Fact • S = Statistics • On the right-hand side of your graphic organizer, fill in the info from the ppt. with DRAPES

7. DRAPES in action • Look at the example writings you have been provided. • Find the examples of DRAPES with the steps below: • Step 1: DIALOGUE (circle) • EX: “Do or do not. There is no try.” • Step 2: RHETORICAL QUESTIONS (underline) • EX: Would you want to live in filth? • Step 3: ANALOGIES (wavy line) • For kids, going to school is like adults going to work. • Step 4: PERSONAL STORIES (rectangle) • When I was younger, I experienced bullying like many kids do today. • Step 5: EXAMPLES and FACTS (put brackets []) • [Nearly half of all students believe in changing school lunch options.] • Step 6: STATISTICS (double pointy brackets a.k.a. chevrons) • <<It is a fact that the United States ins $16 trillion in debt.>> • http://www.slideshare.net/mrstrantow/drapes-powerpoint

8. Presentation Time! • What examples of DRAPES did you find? • Let’s use the ELMO to share with the rest of the class.

9. CLOSING • A continuation of each research group’s presentations.

10. HOMEWORK • Choice Board: The students will choose the assignment to illustrate their understanding of DRAPES based on their interests. The students will choose from creating an illustration of DRAPES, writing a rap/song/poem, creating a how-to manual for struggling learners, create a DRAPES game, or design a task (with teacher approval). This, as with all homework is due Friday.