Strategic Writer Unit D Block GT

1. Strategic Writer UnitD Block GT Mrs. Demos 2011-2012

2. Drill 4 9/6 • Take out binder, paper, dividers • Homework: Parts of Speech Review • Objective: TSWBAT organize binders in order to find materials as needed for assignments, class activities, and review. • Drill: Category Yellow (talk about the assignment). Answer in complete sentences. • Based on the opening week lesson, what does it mean to be accountable for your learning? • Include examples of being accountable.

3. Setting up your binder As long as you are working, Category Green • Make sure your first and last name and block can be seen. • Label dividers: Drills, Literature, Grammar, Vocabulary, Writer’s Workshop • Put dividers in notebook. • Put paper in each section. • Grade Sheet • Partner Clock

4. Letter to yourself Category Red—Independent Work For the rest of class you will think about your goal and where you are. You will write a letter to yourself about 8th grade. • What do you see as happening? • What do you like to do? • Who are your friends? • What will you accomplish this year?

5. Drill 5 9/7 • Take your parts of speech review out. • Homework: Find an example of good word choice in a song, poem, or book that you are familiar with. Remember to cite your source. Be prepared to explain your choice. • Objective: TSWBAT explain the 6+1 Writer’s Traits through a review activity in order to effectively use the writer’s traits when composing and presenting information. • Drill: Category Yellow • With your team identify as many of the 6+1 Writer’s Traits as you can. Define them if possible.

6. Drill 6 9/8 • Take out word choice homework • Homework: Read for 30 minutes • Objective: TSWBAT explain the 6+1 Writer’s Traits through a review activity in order to effectively use the writer’s traits when composing and presenting information. • Drill: Category Yellow Focus on Word Choice • With your team create a list of words that are boring and general. Words that you should try to avoid in your writing.

7. Drill 7 9/12 • Homework: Continue research on phrases. Presentations 9/14. Quiz 9/16 • Objective: TSWBAT recognize phrases in order to compose more detailed sentences. • Drill:Category Yellow Identify the underlined phrase and write a sentence that imitates the sentence. • Rainsford, reclining in a steamer chair, indolently puffed on his favorite brier. • (Richard Connell, The Most Dangerous Game)

8. Answer Drill 7 • Rainsford, reclining in a steamer chair, indolently puffed on his favorite brier. • (Richard Connell, The Most Dangerous Game) • A participial phrase is a group of words consisting of a participle (verb ending in –ing or –ed) and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the participle. • Often set off with commas.

9. Phrase Practice • Write a sentence with a participial phrase for this picture. Ravens 35 Steelers 7 Seven turnovers See you in November.

10. Drill 8 9/13 • Homework: Complete Phrase Review Research. Presentations on 9/14. Quiz 9/16 • Objective: TSWBAT recognize phrases in order to compose more detailed sentences. • Drill: Identify the participial phrase. Add an appositive phrase. • Inspirited by this wind of promise, my day dreams become more fervent and vivid. • (Mary Shelley, Frankenstein)

11. Drill 9 9/14 • Homework: Collect and bring in a favorite quote, interesting picture, headline, or list of ideas. (Be prepared to glue this into your journal.) Phrase quiz 9/16. • Objective: TSWBAT apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes in order to construct meaning. • Drill: Take out your materials and make any final adjustments to your phrase and grammar lessons. Be ready to present.

12. Drill 10 9/16 • Homework: Review phrases and parts of speech notes. Quiz on 9/19. • Objective: TSWBAT use writing-to-learn strategies such as dialectic journals, quickwrites, and mindmaps to make connections between learning and prior knowledge in order to develop strategies for writing. • Drill: Take out your homework and write about why you choose the item you did for your journal.

13. Drill 11 9/19 • Homework: Absolute Phrase Handout Objective: TSWBAT use writing-to-learn strategies to make connections between learning and prior knowledge in order to develop strategies for writing. Drill: Category Yellow Take out phrase and parts of speech notes and prepare for the quiz. You may test each other.

14. Drill 12 9/20 • Take out absolute phrase handout • Homework: Hunter/Hunted BCR Quiz 9/26 • Objective: TSWBAT annotate a text in order to create meaning and understanding when reading. • Drill: : Category Yellow • View the painting “The Hungry Lion” by Henry Rousseau. • Describe the emotions of the hunter and of the hunted. • Write in complete sentences.

15. The Hungry Lion by Henry Rousseau.

16. Drill 13 9/22 Take out Hunter/Hunted BCR Homework: MDG Vocabulary • Objective: TSWBAT analyze the events of the plot: exposition, rising action, climax, and resolution in order to understand and interpret the text. • Drill: Mood is the emotional response of the audience to a piece of art. View the picture on the next slide, identify the mood you feel and explain why the image conveys this mood.

18. Drill 14 9/23 • Take out MDG vocabulary homework • Homework: Study for Point of View Quiz 9/26 • Objective: TSWBAT identify point of view in order to further understand the text. • Drill: What one word would you use to describe Sanger Rainsford? Explain your answer. (Refer to the book if you need to.)

19. Point of View

20. Point of View • Point of View • First Person: The speaker is I. Told from the point of view of one person in the story. • Second Person: The speaker is you. • Third Person: The speaker or narrator tells the point of view of one character. • Third Person Omniscient: Speaker knows what all characters are thinking and feeling. • What is the point of view of the Most Dangerous Game--Support your answer with information from the text.

21. Foil Character and Foreshadowing • Foil Character: provides a strong contrast to another character. A foil may emphasize another character’s distinctive traits or make a character look better by comparison. • Foreshadowing: An author’s use of clues that hint at events that will occur later in the plot. Foreshadowing often helps to build suspense as well as prepare readers for what is to come.

22. Exit Ticket • What point of view is “The Most Dangerous Game” told from? • Support your answer with evidence from the text.

23. Drill 15 9/26 • Homework: Irony Handout • Characterization/grammar quiz 10/3 • Objective: TSWBAT analyze character traits based on what the character says, does, and thinks and what others say about the character in order to understand the text. • Drill: (Write down this definition)Ironyis the contrast between what is said and what is meant or the contrast between what appears to be and what actually is. • With your team find an example of irony from “The Most Dangerous Game.” • Prepare for quiz #1

24. Irony

25. Drill 16 9/28 • Take out Irony Handout. • Homework: Complete draft of MDG paper 10/3 • Characterization Quiz 10/3 • Objective: TSWBAT analyze literary elements in order to determine how literary elements support the theme. • Drill: (Copy the definition) A theme is a universal truth. The author’s message about a topic within a text. With your team, determine a theme of the “Most Dangerous Game”? Support your answer with information from the text.

26. Drill 17 9/30 Homework: MDG draft due 10/3 • Objective: TSWBAT revise and combine sentences for clarity in order to improve sentence fluency when writing. • Drill: Combine the following sentences to create a compound sentence. Use your notes if needed. • Rainsford’s first impression was that the man was singularly handsome. • Rainsford’s second impression was that there was an original, almost bizarre quality about the general’s face.

27. Drill 17 answer • Rainsford’s first impression was that the man was singularly handsome. • Rainsford’s second impression was that there was an original, almost bizarre quality about the general’s face. • Answer: • Rainsford’s first impression was that the man was singularly handsome; his second was there was an original, almost bizarre quality about the man’s face.

28. Drill 18 10/3 • Take out completed draft • Homework: Final draft of paper due 10/11 • Objective: TSWBAT use the 6+1 writer’s traits in order to revise written presentations for final presentation. • Drill: Combine the following sentences to form a cause and effect relationship between the two ideas. (Complex Sentence) • General Zaroff becomes tired of hunting. • General Zaroff creates a new sensation. • Because General Zaroff becomes tired of hunting, he creates a new sensation.

29. Drill 19 10/5 • Homework: MDG Project Due 10/7-13 MDG paper due 10/11 • Objective: TSWBAT read critically in order to analyze plot, mood, and characters and how they are connected to theme. • Drill: Combine the following sentences to form a cause and effect relationship. (Complex Sentence) • The irony of the hunter becoming the hunted leads to the theme of the value of life in the short story “ The Most Dangerous Game”. • Rainsford and Zaroff both experience the terror of becoming the hunted.

30. Drill 20 10/6 • Homework: MDG paper due 10/11 • MDG Project due 10/13 • Objective: TSWBAT read critically in order to analyze plot, mood, and characters and how they are connected to theme. • Drill: Select the correct verb form for the following sentences. Use your notes. • The volleyball players (is, are) having fun. • The volleyball team (is, are) practicing hard. • The volleyball players and the coach (is, are) excited about the season.

31. Drill 21 10/7 • Homework: MDG paper due 10/11 • MDG Project due 10/13 • Objective: TSWBAT collect and generate ideas in order to compose written presentations that express personal ideas. • Drill: Consider the theme of “The Most Dangerous Game” by Richard Connell. How does the theme of the value of life connect to your life? Category Yellow Leaders will answer.

32. Drill 22 10/11 • Homework: MDG Project Due 10/13 • Figurative Language quiz 10/13 • Objective: TSWBAT reflect on personal prewriting, drafting, revising, and editing strategies in order to engage in metacognitive exercises throughout all stages of the writing process. • Drill: Category A • Complete question 1 of the reflection sheet and attach it to the back of your paper. • Hand in order: Rubric, Final, Draft, Outline, Reflection

33. Drill 23 10/12 • Homework: MDG Project Due 10/13 • Quiz 3 Figurative Language 10/13 • Objective: TSWBAT use figurative language in order to improve writing content and meaning. • Drill: Category Yellow • Define the following words. Give an example for each. • Metaphor, Simile, Alliteration, Onomatopoeia, Personification, Hyperbole

34. Drill 24 10/13 • Homework: Scarlet Ibis vocabulary flipbook • Objective: TSWBAT develop prior knowledge in order to understand the literature. • Drill: Category Red • Have you ever been embarrassed by the actions or looks of a family member? Explain the situation, what you felt and what you did about the situation.

35. Drill 25 10/17 • Take out flip books and figurative language comics (if you did not turn in on Friday) • Homework: Notebook Quiz 10/24 • Objective: TSWBAT analyze characterization in order to determine the character’s personal growth and development. • Drill: Write down these definitions: • Dynamic Character: Develops and changes in the course of a literary work. This change may result from conflict or from newfound understanding of him or herself or others. • Static Character: Remains the same from the beginning to the end. • With team decide if Rainsford is Dynamic or Static and explain why.

36. Drill 26 10/18 • Homework: Review on-line grades with your parents. See me about missing work. Late and missing work due no later than 10/28. • Finish Reading “Ibis” Complete Simile Handout • Objective: TSWBAT analyze characterization in order to determine the character’s personal growth and development. • Drill: Based on your reading so far, is Brother a good brother to Doodle? Explain your answer.

37. Drill 27 10/24 • Homework: Theme BCR • Late and missing work due 10/28. • Written portion of assessment 10/26/28 • Objective: TSWBAT connect the literary text to experiences, emotions, and issues in order to analyze universal themes. • Drill: With your team, determine the theme of “The Scarlet Ibis.” Support your answer with examples from the text.

38. Theme BCR • Often an author has a message that he or she is trying to convey. There are clues throughout the story “The Scarlet Ibis” by James Hurst to help determine the author’s message or theme. Identify the theme of “The Scarlet Ibis.” Use examples from the text to support your answer.

39. Notebook Quiz 30 points • Put a proper heading on a piece of paper. 2. What was the objective for Drill 12 on 9/20? 3. What is the definition of Irony? 4. What is an absolute phrase? Give an example. 5. What was the answer to Drill 17 on 9/30? 6. Define dynamic and static character.

40. Drill 28 10/25 • Homework: Ibis Vocabulary Quiz 10/28 • Late and missing work due 10/28 • Written portion of assessment 10/26/28 • Objective: TSWBAT connect the literary text to experiences, emotions, and issues in order to analyze universal themes. • Drill: Combine the following simple sentences to form a complex sentence. • Doodle is physically and mentally challenged. • Brother’s pride leads him to teach Doodle to walk.

41. Drill 29 10/26 • Take out the Theme BCR. • Homework: Sentence Handout (p. 70-71) • Ibis Vocabulary Quiz 10/28 • Late and missing work due 10/28 • Objective: TSWBAT demonstrate proficiency on the county quarterly assessment. • Drill: Clear off your desks of everything except two pieces of paper and two pencils.

42. Drill 30 10/28 • Take out sentence handout page 70-71 • Homework: Review Packet for the English Assessment 11/2 • Objective: TSWBAT demonstrate proficiency on the county quarterly assessment. • Drill: Clear off your desks of everything except two pencils.

43. Drill 31 10/31 • Take out Review Packet • Homework: Review for the assessment 11/2 • Objective: SWBAT answer questions about grammar, usage, and literature in order to prepare for the county assessment. • Drill: Combine the following word groups to form a complex sentence. • Halloween is on Monday. Many students will come to school with candy on Tuesday.

44. Drill 31 Answer • Halloween is on Monday. Many students will come to school with candy on Tuesday. • Because Halloween is on Monday, many students will come to school with candy on Tuesday. • Add an appositive phrase. • Because Halloween, a children’s holiday,is on Monday, many students will come to school, OMMS,with candy, a sugary treat,on Tuesday. • Add a participial phrase • Because Halloween, a children’s holiday, is on Monday, many students, spinning our of control,will come to school, OMMS, with candy, a sugary treat, on Tuesday.

45. Drill 32 11/1 • Take out your review sheet • Homework: Review for the assessment 11/2 • Objective: SWBAT answer questions about grammar, usage, and literature in order to prepare for the county assessment. • Drill: Which of the following sentences revises for correct and polite pronoun choice? • Toby and me went for a walk. • Me and Toby went for a walk. • Toby and I went for a walk. • I and Toby went for a walk.

46. Drill 33 11/3 • Take out review packet. Make sure name is on it. Distribution Person collect and turn in. • Homework: Comma packet review pg 189-192 • Objective: SWBAT identify and replace common and imprecise language in order to improve word choice. • Drill: Complete the Word Choice Activity Drill.

47. Drill 33 • Directions: Read the following paragraph. • The big bear stood by the water. He looked at his shadow in the big lake. He thought that he looked nice. He went to take a drink of water. A fish went by. The bear wanted to eat the big fish. He ate up the fish and went away. • Directions: Revise the story adding precise, colorful words.  Share your new more interesting story.  Notice how an author's voice and choice of words makes a story unique.