MONDAY, OCTOBER 8- NO SCHOOL

1. MONDAY, OCTOBER 8- NO SCHOOL

2. TUESDAY, OCTOBER 9

3. Tues., Oct. 8, 2012 Simple and Complex Sentences “How can changing the structure of a sentence affect my writing?” • TODAY: • “Miss Independent” by Kelly Clarkson • Independent Clauses • Complete Sentences • Compound Sentences • Editing for sentence structure • What you need: • Pen/pencil • Scissor and glue • Notebook • Personal Narrative Rough Draft • YOUR BRAIN! • REMINDERS: • Vocabulary quiz 5 on Thursday • Animoto video will be due on Monday, Oct. 15 • Personal Narrative final draft due… (Write your responses here for the DO NOW.) DO NOW 1: Paste the comic strip into your notebook the way that you see it above. Answer the following two questions in your notebook. What do you notice about this cartoon? How would you rewrite this to show it as dialogue in a story?

4. Dialogue: The prisoner on the bed rambled on,“…and I also enjoy lawn care and yard work but my indoor hobbies are collecting things like baseball cards, hockey cars, wacky packages, as well as stamps and coins but not paper money because, well I don’t really know why but I do know that I also…”. “When will this guy’s sentence be over?”thought the prisoner sitting across from him.

5. Let’s take a look at: INDEPENDENT CLAUSES

6. INDEPENDENT CLAUSES a.k.a. • COMPLETE SENTENCES : • Contain at least one subject AND one verb • Express a complete thought with finality (that’s why it is independent) • Can be combined with other independent clauses to make other types of sentences • PRACTICE: • Using only the words in the dialogue for the guy on the left, write: • 2 examples of independent clauses • 2 non-examples of independent clauses

7. EXAMPLES OF INDEPENDENT CLAUSES: • I also enjoy lawn care and yard work. • My indoor hobbies are collecting things like baseball cards, hockey cards, wacky packages, as well as stamps and coins but not paper money. • I don’t really know why. NON- EXAMPLES OF INDEPENDENT CLAUSES (a.k.a. SENTENCE FRAGMENTS): I also enjoy. My indoor hobbies. As well as stamps and coins. But not paper money. I do know that I also.

8. So….I already know how to write a sentence. How does this help me with my narrative?

9. LET’S ASK JUSTIN BEIBER! http://youtu.be/6pDSjOcFM3U

10. Let’s take a look at: COMPOUND SENTENCES

11. So…. • If your story contains lots of independent clauses and some of them have a lot of details in common… • …you can combine those sentences into one… • …like a marriage… • …between • Miss Independent Clause 1 • & • Mr. Independent Clause 2. Miss Independent Clause 1 Mr. Independent Clause 2 • This could help to make your story: • More clear • More concise or specific (which could help to make it shorter!) • Free of lots of repetition

12. 2 COMBINED INDEPENDENT CLAUSES a.k.a. • COMPOUND SENTENCE : • Contains two independent clauses • The two clauses are joined with a comma and a conjunction OR a semicolon • Conjunctions are “FANBOYS” of compound sentences. They are: • FOR • AND • NOR • BUT • OR • YET • SO

13. COMPOUND SENTENCES WITH CONJUNCTIONS • PRACTICE: • Using the comic strip, write down 2 examples of compound sentences. For each example, write: • The 2 independent clauses that make it up • The conjunction that follows the comma between the two independent clauses

14. COMPOUND SENTENCE EXAMPLE #1: • SENTENCE: Sometimes I listen to my baby sister crying at night, and it tears my heart out. • INDEPENDENT CLAUSES: • (1) Sometimes I listen to my baby sister crying at night. (2) It tears my heart out. • CONNECTING CONJUNCTION: • and • COMPOUND SENTENCE EXAMPLE #2: • SENTENCE: The world is filled with trouble, and she’s so innocent. • INDEPENDENT CLAUSES: • (1) The world is filled with trouble. (2) She’s so innocent. • CONNECTING CONJUNCTION: • and

15. COMPOUND SENTENCES WITH SEMICOLONS • A semicolon is used to replace both the comma and the conjunction in a compound sentence

16. COMPOUND SENTENCES WITH SEMICOLONS • PRACTICE: • Use 2 examples of compound sentences from the comic strip, and rewrite it using a colon to replace the comma and conjunction.

17. COMPOUND SENTENCE w/ SEMICOLON EXAMPLE #1: • SENTENCE: Sometimes I listen to my baby sister crying at night, and it tears my heart out. • REWRITTEN W/SEMICOLON: • Sometimes I listen to my baby sister crying at night; it tears my heart out. • COMPOUND SENTENCE w/ SEMICOLON EXAMPLE #2: • SENTENCE: The world is filled with trouble, and she’s so innocent. • REWRITTEN W/SEMICOLON: • The world is filled with trouble; she’s so innocent.

18. WEDNESDAY, OCTOBER 10

19. Wed., Oct. 10, 2012 Sentence Combining “How can changing the structure of a sentence affect my writing?” • TODAY: • Sentence Combining Practice • NFL Combine Competition • Revising/Editing Narratives for sentence structures • What you need: • Pen/pencil • Notebook • Personal Narrative Rough Draft • YOUR BRAIN! • REMINDERS: • Vocabulary quiz 5 on Thursday • Animoto video will be due on Monday, Oct. 15 • Personal Narrative final draft due… DO NOW: “The NFL Combine” Q: C: R: DO NOW 1: “The NFL Combine” Read the passage about the NFL Combine. Write down 1 QCR (question, connection, reflection) related to the passage.

20. The National Football League (NFL) entry draft is the primary path for college players wishing to enter the professional game. The NFL Combine, held every spring in Indianapolis, Indiana, is a showplace for college players looking to solidify or improve their draft prospects. While NFL teams study the on-field performance of players throughout their careers, the NFL Combine provides a venue for players to be studied individually and in great detail. Held over a period of three days, the NFL Combine is physically challenging. In addition to precise, standardized physical measurements, players undergo a battery of tests to gauge their physical capabilities. Sprints ranging from 10 yards to 40 yards measure quickness and speed. Vertical and broad jumps measure lower body explosiveness. Shuttle- and cone-based drills measure speed, body control, and endurance. The bench press, with multiple repetitions at 225 pounds, tests upper body strength and stamina. The NFL Combine also has a battery of tests designed for specific positions. In addition to physical tests, the NFL Combine looks at the football-related mental capabilities of players. Position coaches work with players one-on-one to gauge their coachability. For positions requiring a great deal of mental agility, such as quarterback, head coaches and offensive or defensive coordinators may study game video with players to estimate the depth of their understanding of the game. Sports psychologists conduct interviews to get a sense of player personality and mental toughness.

21. Let’s take a look at: COMBINING SENTENCES

22. Wed., Oct. 10, 2012 Sentence Combining “How can changing the structure of a sentence affect my writing?” DO NOW: “The NFL Combine” Q: C: R: • COMBINING SENTENCES… • Can lead to compound or complex sentences • Adds style to your writing Sentence Combining: • Can lead to compound or complex sentences • Adds style to your writing Sentence Combining Practice!

23. Wed., Oct. 10, 2012 Sentence Combining “How can changing the structure of a sentence affect my writing?” DO NOW: “The NFL Combine” Q: C: R: COMBINING THE FOLLOWING SENTENCES INTO ONE SENTENCE: Sentence Combining: It was my birthday. I asked for a bike. • Can lead to compound or complex sentences • Adds style to your writing I like to ride my bike everywhere. I like to ride on smooth pavement best. Sentence Combining Practice! It was my birthday, and I asked for a bike. I like to ride my bike everywhere, but I like to ride on smooth pavement best.

24. (BACK SIDE) CAN YOU COMBINE THE FOLLOWING SENTENCES INTO ONE SENTENCE??? Sentence Combining Practice! It was a dark and stormy night. The wind was high. The trees waved and crashed against the barn. I looked around me and saw that I wasn’t alone. A man stood behind me. He was tall. He was mean. He had a knife. It was shining in the moonlight. It was long and slender. He reached back. He stabbed with it. I jumped out of the way. I ran away.

25. So….how do I do this?

26. (BACK SIDE) Sentence Combining Practice! CAN YOU COMBINE THE FOLLOWING SENTENCES INTO ONE SENTENCE??? It was a dark and stormy night, and, with a high wind, the trees waved and crashed against the barn, and, as I looked around and saw that I wasn’t alone, a tall, mean man with a long and slender knife shining in the moonlight, stood behind me, reached back, and stabbed with it while I jumped out of the way and ran. It was a dark and stormy night. The wind was high. The trees waved and crashed against the barn. I looked around me and saw that I wasn’t alone. A manstood behind me. He was tall. He was mean. He had a knife. It was shining in the moonlight. It was long and slender. He reached back. He stabbed with it. I jumped out of the way. I ran away. Details of the setting Character actions Character description Object description Character actions Character actions **the words in black were added by me

27. (BACK SIDE) Sentence Combining Practice! CAN YOU COMBINE THE FOLLOWING SENTENCES INTO ONE SENTENCE??? It was a dark and stormy night, and, with a high wind, the trees waved and crashed against the barn, and, as I looked around and saw that I wasn’t alone, a tall, mean man with a long and slender knife shining in the moonlight, stood behind me, reached back, and stabbed with it while I jumped out of the way and ran. It was a dark and stormy night. The wind was high. The trees waved and crashed against the barn. I looked around me and saw that I wasn’t alone. A man stood behind me. He was tall. He was mean. He had a knife. It was shining in the moonlight. It was long and slender. He reached back. He stabbed with it. I jumped out of the way. I ran away.

28. COMPETITION

29. RULES: • In your teams, take the sentence envelope/bag assigned for each quarter and try to create ONE cohesive and fluid sentence using the sentence strips. • Your team will have 7 minutes for each quarter. • One person should be designated as the _____ and record the final sentence that your team comes up with on the white paper. Only use the white paper for your final sentence. • After your team has come up with a sentence and has written it down on the white paper, one person needs to take it and show it to Mrs. Channette. She will check it and award you your appropriate yardage, if it is earned. • SCORING: • If your team creates a clear, cohesive, and complete sentence with proper capitalization and punctuation, then your team will gain 15 yards. • If your team comes up with the sentence that matches the original one exactly, you will gain 20 yards. • If your team does not create a clear, cohesive, and complete sentence in the time limit, you will get a 5 yard penalty.

30. The children pressed to each other. They were like so many roses. They were like so many weeds. They were intermixed. They were peering out for a look. They wanted to see the hidden sun. The children pressed to each other like so many roses, so many weeds, intermixed, peering out for a look at the hidden sun.

31. There was talk about her father and mother. Her father and mother were taking her back to Earth. They were taking her back to Earth next year; It seemed vital to her that they do so. Taking her back would mean the loss of money. It would be a loss of thousands of dollars. The loss of money would be to her family. There was talk that her father and mother were taking her back to Earth next year; it seemed vital to her that they do so, though it would mean the loss of thousands of dollars to her family.

32. Sometimes she heard them stir. She heard them stir at night. They stirred in remembrance. She knew they were dreaming. She knew they were remembering. They were remembering gold. Or, they were remembering a yellow crayon. Or, they were remembering a large coin. The coin was large enough to buy the world. Sometimes, at night, she heard them stir, in remembrance, and she knew they were dreaming and remembering gold or a yellow crayon or a coin large enough to buy the world with.

33. They surged about her. They caught her up. They bore her. She was protesting. Then she was pleading. Then she was crying. They bore her back into a tunnel. They bore her back into a room. They bore her back into a closet. They slammed the door. They locked the door. They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door.

34. It was as if, in the midst of a film, concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor. It was as if, in the midst of a film, concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor.

35. THURSDAY, OCTOBER 11

36. TODAY: • Vocabulary Quiz #5 • What you need: • Pen/pencil • Notebook • Personal Narrative Rough Draft (2nd half) • YOUR BRAIN! • REMINDERS: • Cumulative Vocabulary TEST on Thursday, Oct. 18 • Animoto video will be due on Monday, Oct. 15 • Personal Narrative final draft due… • Unit TEST over everything will be next week • Blog comments must be posted by Saturday DO NOW : REVIEW YOUR VOCABULARY TERMS.

37. Let’s take a look at: REVISING/EDITING NARRATIVES FOR SENTENCE STRUCTURE

38. WHAT TO DO: • Read through your personal narrative. • Find at least two sentences that have similar information. • Combine the two sentences and rewrite the new one. • Share with your team and get feedback. • Continue looking through your narrative to find other areas where you may cut down on short sentences by combining them with others.

39. FRIDAY, OCTOBER 12

40. Fri., Oct. 12, 2012 Personal Narrative Reflection “How do I conclude my personal narrative so that it contains a reflection?” • TODAY: • Personal Narrative Reflection • Personal Narrative Final Draft • What you need: • Pen/pencil • Notebook • Personal Narrative Rough Draft & Prompt • YOUR BRAIN! • REMINDERS: • Cumulative Vocabulary TEST on Thursday, Oct. 18 • Animoto video will be due on Monday, Oct. 15 • Personal Narrative final draft due… • Unit TEST over everything will be next week • Blog comments must be posted by Saturday DO NOW: “My Conclusion” DO NOW : “My Conclusion” Look at the conclusion for your personal narrative. Copy it down in your notes.

41. Let’s take a look at: REVISING/EDITING NARRATIVES WITH A REFLECTION

42. Fri., Oct. 12, 2012 Personal Narrative Reflection “How do I conclude my personal narrative so that it contains a reflection?” • A NARRATIVE REFLECTION: • Helps the reader to understand the life lesson that you gained from your experience • Helps to connect your experience to a “bigger picture” • Gives more meaning to your experience • Can express a theme related to your experience DO NOW: “My Conclusion” NOTES: Narrative Reflection

43. You know, it is bad to feel that you disappointed your mom because you disobeyed her rules. It is horrible to feel like an outcast with your friends. And lastly, it is excruciatingly painful to fall on your face and then have it slide across pavement. I realized that if I had listened to my mom in the first place, I would not have had to go through any of those feelings. Yes, the concrete was hard, but it also taught me a hard lesson. • TEXT 2 TALK: • 1. Read the following paragraph. • 2. With your neighbor, discuss your response to the following question: • How is this an example of a narrative reflection?

44. Fri., Oct. 12, 2012 Personal Narrative Reflection “How do I conclude my personal narrative so that it contains a reflection?” DO NOW: “My Conclusion” • PRACTICE: • Take your original conclusion and practice writing it with a reflection. • If you feel as though you have already done this, review your paragraph for areas where you can make revisions or edits. NOTES: Narrative Reflection

45. READ • In most of the narrative pieces that you have read this grading period, the characters you have encountered have… • … had to overcome some sort of obstacle or issue • OR • … had an experience that changed the character’s life. • THINK • Reflect on the moments that you have had in life and that have contributed to the person who you are now. • WRITE • Through a well-organized, multi-paragraph narrative… • …explain how you overcame an obstacle • OR • …explain how an experience that you have had has changed your life. • BE SURE TO • As you write your narrative, be sure to – • stay focused on your central idea – an obstacle that you overcame or and experience that changed your life • include a reflection at the end of your narrative that explains what you learned from your experience • organize your ideas to help the reader understand your essay • develop your ideas using at least two connections to any of the texts that we have read in class • proofread your writing for correct spelling, capitalization, punctuation, grammar, and sentences • avoid merely listing events

46. WHAT TO DO: • Take out you’re your prompt and rough draft . • When given the signal, begin to write your final draft. • Use the lined paper that was given to you. • YOU MUST USE A BLUE OR BLACK PEN. • If you make a mistake, dra a lin throw it draw a line through it, and start over. • Don’t forget to indent your paragraphs! • Turn in your prompt and your final draft upon completion. • When you are finished, you are to read quietly.