1 / 12

Comm Arts-DAY 1

Comm Arts-DAY 1. Bell Ringer: To make sure we understand parts of speech without your notes please copy the below sentence into your bell ringer and label each part of speech by writing what it is above it. (3 minutes)

hume
Download Presentation

Comm Arts-DAY 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Comm Arts-DAY 1 Bell Ringer: To make sure we understand parts of speech without your notes please copy the below sentence into your bell ringer and label each part of speech by writing what it is above it. (3 minutes) Look, Barbie gently put her pink purse under Ken’s feet and he’s looking in it.

  2. Learning Goal and Essential Question • Learning Goal: Students will be able to identify and apply formal writing skills. More specifically, Use punctuation (commas) appropriately in a sentence and proper poem form. • Essential Question: What does punctuation and form add to my writing?

  3. Just so you know…Clauses… • A clause is a group of related words containing a subject and a verb • A clause can be usefully distinguished from a phrase, which is a group of related words that does not contain a subject-verb relationship, such as "in the morning" or "running down the street" or "having grown used to this harassment." • An independent clause, "She is older than her brother" (which could be its own sentence),

  4. Group Discussion • In the sentence from your bell ringer It started out with Look and was followed by a comma. What is the importance of the comma? Two minutes.

  5. Commas—Save Lives! • http://www.youtube.com/watch?NR=1&v=rlBfnqgnhzw • Reflect: • Why was the comma so important?

  6. Where do we use commas (10 minutes) • For pauses – Let’s eat, Grampa! (or clarification!) • To include information, which are called nonrestrictive/parenthetical elements. – I love my dog, his name is Harry, even when he barks at 3am. • In lists - My hero is brave, kind, caring, and strong. OR Mix the eggs, then the sugar, and finally add the butter. • Letters - Dear Mrs. Thompson, • Before or after conjunctions – I love you, but I can’t handle this right now. • To show contrast- Her heart was as cold as ice, not warm like fire. • To introduce information – She ran after the ball, then suddenly stopped mid-field.

  7. Let’s look at the poem! • Where do you see commas? • What are they doing from our list? • (3 minutes)

  8. Your turn! • To help you get started for your poem on Friday practice what we just learned. • Make a list of FOUR adjectives about your hero using commas appropriately. (2 minutes)

  9. What do you notice about the way the poem looks? • Stanzas are the groups of lines in a poem. • How many stanzas are in this poem? • What about how the poem suddenly ends a line?

  10. Line Break • Typically the end of a thought • OR • For dramatic affect. • Pause at the end. • Take two minutes and try reading Birdfoot’sGrampa to your partner pausing at all the commas and line breaks. • 1 volunteer to share.

  11. Exit Ticket • Exit Ticket: How do commas, stanzas, and line breaks help you communicate to your reader? What might happen if you did not put these in your poem? Do in Exit Ticket section of binder. • (3 minutes) • Discuss.

  12. Homework • None, have a great Wednesday!

More Related