Sentence Expansion Exercise with "Bread" Analysis

1. 14 August 2019 Bell Work • Green dot person, go pick up your group’s folders in the back and pass them out. Take out the paper from yesterday. • Take out one of your 3x5 flashcards and write the root word on the blank side and the meaning and examples on the lined side. On the blank side: Aud- On the lined side: Aud- means… listen, hear Examples: Audible – able to be heard Auditorium – place to hear speeches & performances Auditory – relating to the sense of hearing X

2. Homework tonight: Go to Quill.org and do the “Since or Because” practice.

3. Sentence Expansion kernel=a simple sentence (subject + verb) The kernel will expand as you analyze each paragraph of “Bread” Let’s try paragraph 1 together…

4. Paragraph 1 Kernel: It loses value. What? The bread Where? In the kitchen Why? Because there is an excess of it.

5. We will now expand the kernel sentence into a complex sentence using the info from previous slide… Complex sentence: In the kitchen, the bread loses value because there is an excess of it. Supporting quote: “...and a heel of the rye you got last week, round as a full stomach then, now going mouldy.” Next, you will work with your shoulder partner to repeat the sentence expansion exercise for paragraphs 2-7.

6. Paragraphs 2-3 Kernel: It gains value What: When: Why: Complex sentence: Supporting quote:

7. Paragraphs 4 Kernel: It gains value What: Where: Why: Complex sentence: Supporting quote:

8. Paragraphs 5-6 Kernel: It gains value What: Where: Why: Complex sentence: Supporting quote:

9. Paragraphs 7 Kernel: It gains value What: Where: Why: Complex sentence: Supporting quote:

10. Add the answers to this to the end of your Complex Sentences Why does Atwood use the verb conjure instead of make or bake? What if Atwood had chosen another food (such as ice cream or pizza) instead of bread as her subject? Why do you think she chose bread? Write your response using the following stem: Atwood selected “Bread” as her title and subject because it represents___________.

11. Unit 1 Lesson 1.3-1.4

12. First Day Edward P. Jones

13. 15 August 2019 Bell Work • Red dot person, go pick up your group’s folders in the back and pass them out. Take out the paper from yesterday. • Yellow dot person is in charge of materials basket. • Take out one of your 3x5 flashcards and write the root word on the blank side and the meaning and examples on the lined side. On the blank side: Bene- On the lined side: Bene- means good, wellExamples: Benefactor: a person who gives money or other good help to a person or cause. Benefit: a good advantage or profit gained from something. Benevolent: well meaning and kindly. X

14. Homework • Quill.org “although, though” • Bring Outside Reading Book to class tomorrow X

15. First Day by Edward P. Jones • Read the first paragraph of “The First Day,” on Handout 1.3A you picked up at the door and respond to the following question: • Based on the details and language in the first paragraph, how do you know that this is not just another ordinary day in the narrator’s life?

16. First Day by Edward P. Jones • Listen and follow along as I read the rest of “The First Day,” and respond to the following question: • What telling details stood out to you on your first read? Highlight telling details, star things that seem important, underline main ideas, write notes, write question marks for parts you don’t understand…in other words, annotate while I read it to you.

17. First Day by Edward P. Jones • Second Pass. • Circle or highlight all the things the narrator’s mother does.

18. First Day by Edward P. Jones After Reading: • Think for yourself, why do you think the story ends: “…I can still hear my mother’s footsteps above it all” instead of “.. my mother’s footsteps faded into the distance.”

19. First Day by Edward P. Jones • Revisit the story to answer the following: • Identify and highlight or circle all of the “this is my mother” moments, those specific instances when the narrator announces definitive moments that capture the essence of her mom.

20. First Day by Edward P. Jones • Time out to talk about character traits: • Character traits are aspects of personality. • Examples: • Demanding • Strict • Thoughtful • Proud • Happy • Determined • Disagreeable • Persistent • Fancy • Plain • Excited • Studious • Inventive • Creative • Thrilling • Intelligent • Daring • Bright • Serious • Funny • Humorous • Sad • Lazy • Dreamer • Helpful • Simple-minded • Friendly • Adventurous • Timid • Shy • Pitiful • Cooperative • Lovable • Ambitious • Quiet • Curious • Reserved • Pleasing • Bossy • Witty • Energetic • Cheerful • Smart • Impulsive • Humorous • Sad • Lazy • Dreamer • Helpful

21. First Day by Edward P. Jones • Third Pass. • Look back through the things the mother does (things you circled). • What kind of person does those things? Give a characteristic word for each thing the mother does (you may repeat words). • Stuck? Possible characteristic words: brave, strict, loving, careful, proud, cautious, determined, creative, serious, reckless, stubborn, honest, humble, doubtful, aggressive, pushy, ignorant, rude.

22. First Day by Edward P. Jones • Revisit the story to answer the following: • Next, write four of those quotations on Handout 1.3B. Determine character traits that those details reveal about the mother using the sentence kernels given to you on the handout: • The narrator’s mother is ______.

23. First Day by Edward P. Jones • Now use the frame on the handout to complete a complex sentence that includes the four adjectives you listed: • Based on the narrator’s comments, she views her mother as _____, _____, _____, and _____.

24. First Day by Edward P. Jones • Is there another side to the narrator’s mother that these quotes and adjectives don’t capture? • Underline lines or phrases that reveal another side of the narrator’s mother – time when she would probably not be described as strict, proud, etc.

25. First Day by Edward P. Jones • Beginning sentences with certain subordinating conjunctions (e.g., although, even though, while) will signal to readers that ere will be contrasting or contradictory information coming up later in the sentence (after the comma). • Example: “Even though the narrator is young, she is wise beyond her years.”

26. First Day by Edward P. Jones • On the blank page after the story, use this sentence frame to capture the contradictory traits of the mother: • “While the narrator’s mother appears to be …(negative characteristic) when she …(what she does), she is revealed to be … (positive characteristic) when she ... (what she does).

27. First Day by Edward P. Jones Distinguishing between Independent and Dependent Clauses: • Which of these sentence parts are independent and which are dependent? • Independent (they can be complete sentences by themselves) • Dependent (need more sentence parts to be a sentence). • down New Jersey Avenue • she takes my hand • to begin my very first day of school • long before I learned to be ashamed of my mother • and we set off • on an otherwise unremarkable September morning

28. First Day by Edward P. Jones The Independent Clauses: • She takes my hand • We set off Both have a someone doing something. We are going to call these “Who does what?” sentence parts.

29. First Day by Edward P. Jones The Dependent Phrases • on an otherwise unremarkable September morning • long before I learned to be ashamed of my mother • down New Jersey Avenue • to begin my very first day of school • These parts give more information and answer the following three questions. • Why? • Where? • When? • Going one at a time, which question does each of the sentence parts answer?

30. First Day by Edward P. Jones The Dependent Phrases • on an otherwise unremarkable September morning (when?) • long before I learned to be ashamed of my mother (when?) • down New Jersey Avenue (where?) • to begin my very first day of school (why?)

31. First Day by Edward P. Jones Write the sentence parts into an order that makes the most sense, thereby writing a complex sentence. Perhaps you want to begin by answering “when”? • down New Jersey Avenue • she takes my hand • to begin my very first day of school • long before I learned to be ashamed of my mother • and we set off • on an otherwise unremarkable September morning

32. First Day by Edward P. Jones Think of a time you were embarrassed by a family member. Answer these questions on page 7. • When? • Who did what? • Where? • Why?

33. First Day by Edward P. Jones The first sentence of “The First Day” follows this sequence: WHEN WHO DOES WHAT WHERE WHY Write an original complex sentence following that same pattern and label each clause and phrase accordingly.