8 th Grade Informative Writing Week 2

1. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. • W.8.2e Establish and maintain a formal style. • W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. 8th Grade Informative Writing Week 2 Week of January 13-17, 2014

2. Monday, January 13, 2014Day 6 Practice Prior Skills Learning Objectives • Diagram and label the following sentence: • As I left the sad movie, I wiped away the tears. • Word of the Week: judicious (adj) good sense, wise, or prudent. Be judicious when choosing a college so that you will not regret your choice. • To Review supporting detail sentences, and summaries. • Informative Essay Lesson 4: To analyze a prompt • To annotate sources • Assess Recognition of clear and concise thesis statements.

3. Access Prior Knowledge • Line up to show me your 3 detailed sentences and summary for a practice grade. • What are the different methods you can use to annotate sources? • What is a prompt?

4. Assignment –Download or Print Document and write a purpose statement. • Pull up pages 40-48 under the Informative Writing Lessons link on mrscaple.com. • The prompt is a set of directions for the assignment. Read the prompt on page 40 and follow the directions to underline key words in prompt and write a purpose statement on lines provided.

5. Closing • Which organizational tool did you choose to organize your notes? • What are the qualities of an effective thesis statement?

6. Tuesday, January 14, 2014Day 7 Practice Prior Skills Learning Goals • Label each part of the following sentence: • The taekwondo instructor won the World Championship because he was disciplined and practiced profusely. • Review purpose statements • To organize notes • To write a thesis statement • To Assess the recognition of adverb clauses and subordinating conjunction. • Exercise recognizing clear and concise thesis statements.

7. Assignment Continued – Annotate Sources and choose method to organize notes. • Go to App Store and look for Inspiration Maps lite for iPad. This app will take mind map and convert to outline. If you prefer, you can use Simple Mind App for free, but it does not give an outline. • If no Apps appeal to you, then use one of the graphic organizers on page 41 to organize annotations for essay. • Graphic organizers are also available on mrscaple.com under writing.

8. Access Prior Knowledge • Which method did you choose for organizing notes? • What qualities should a thesis statement contain? • Where will it be located in your essay?

9. Assignment • Evaluate thesis statements on junoed.com. • Write a thesis statement on page 41. • Organize your notes using your app or graphic organizer.

10. Assessment • Take the Adverb Clause Quiz 2 on Junoed.com.

11. Closing • Was it easier to write a thesis statement before or after you organized your notes? Why?

12. Wednesday, January 15, 2013 Practice Prior Skills Learning Goals • Diagram and label the following sentence: Fracking is the process of drilling down into the earth, but scientists are concerned that the process will hurt the environment. • Review Adverb Clause 2 quiz and thesis statement exercise • Review Thesis Statement and organized notes.

13. Access Prior Knowledge • Which method did you choose to organize your notes, mindmap or graphic organizer? • Did you find it helpful for you in organizing the information and creating a thesis statement?

14. Thursday, January 16, 2013 Practice Prior Skills Learning Goal • Write a sentence that uses a dependent clause. • Create an Outline for Fracking Informative Essay. • Create and Analyze an Outline • Review Words of theWeek.

15. Assignment – Create an outline for Fracking and then compare to one on page 43. • Create an outline for a one page essay containing the following elements: • Introduction: It will introduce the topic by defining it and stating its effects. In another words, why are you writing about fracking. Please include your thesis statement in your outline. • Body: This will include the detail explanation of your main point in your thesis statement. • Conclusion: This will start out with your thesis statement and include why it is an important subject.

16. Closing • Was your graphic organizer or mindmap helpful creating an outline? • How does yours compare to the model in the book?

17. Friday, January 17, 2014 Practice Prior Skills Learning Goals • Diagram and label the following sentence: • Scientists have some concerns about fracking because the process can contaminate the groundwater or cause earthquakes. • Review Outlines • Analyze a draft.

18. Assignment Part 1 – Analyze a draft with your Cooperative Learning Group. • Read the student draft on pages 44-45. • Then get in your new cooperative learning groups of (4). Each person is assigned one of the following roles besides contributing to your answers. • Facilitator – make sure each person contributes one answer. • Time Keeper – make sure group is finished in 10 minutes • Recorder – Record the groups responses • Presenter – This person will present answers to the class.

19. Assignment Part 2 – Answer the following questions to present in class. • What is the overall tone of the text model essay? Formal or Informal? Provide an example of the tone from the essay. • What is the thesis statement of this essay? Is it located in the correct place? Is it clear and concise? • Which sentence in each of the body paragraphs states the main idea of the paragraph? • Place an * next sentences that are specific evidence cited from a source.

20. Assignment Part 3 - If you were the teacher what grade would you give the text model essay for each of the following areas? • Development – thoroughly address prompt and contains a concise thesis statement with strong supporting details • Organization – well developed introduction, body, and conclusion with appropriate transitions • Textual Evidence – Specific facts or quotes from sources that support main idea • Language Style – Clear and Precise word choice and uses formal tone.

21. Closing • What was the most important skill you learned today?

22. Monday, January 20, 2014 Practice Prior Skills Learning Goals • Diagram and label the following sentence: • Although the goal is to find environmentally-friendly natural gas, the process of fracking may damage the environment. • Review Adverb Clauses • Assess Application of diagramming adverb clauses and punctuation for adverb clauses.

23. 5 Types of Adverb Clauses • Place – wherever, anywhere, everywhere, where
Example: Everywhere she goes, she brings a camera. • Time – since, while, as soon as, before, after, until, when, anytime
Example: While we were waiting for the pizza guy to arrive, we played poker at the kitchen table. • Reason – because, since, as, for, so that
Example: Because it was exceptionally cold, I wore my winter jacket.

24. 5 Types of Adverb Clauses continued • Condition – if, when, unless, even if, even though
Example: Even if they lose by five goals, people will still love them. • Contrast – though, although, despite, in spite of, whereas
Example: Despite the poor service provided by the wait staff, we still enjoyed the food and the atmosphere of the restaurant

25. Punctuation with Adverb Clauses • The subordinate clause and independent clause can be reversed in a sentence. • However, if the subordinate clause comes first, there must be a comma between it and the independent clause.
Example: Anytime I want to go outside, it always seems to rain.

26. Punctuation with Adverb Clauses continued • This sentence can also be flipped, so that the independent clause comes first. • However, if the independent clause comes first, a comma is not necessary.
Example: It always seems to rain anytime I want to go outside.

27. Assessment – Diagram the following: • Unless it stops snowing, we will not have school tomorrow. • We are leaving town as soon as school dismisses.