DAY 19- FOUNDATIONS/ ENGLISH I Research paper thesis, Comma splices, Vocab 6a test, Nonfiction

Objectives 1. Demonstrate an understanding of informational text elements present in nonfiction via annotation. 2. Identify and understand the main idea present in a nonfiction text. Homework: Vocabulary 6B flashcards Run on/fused/spliced- quiz

Warm up Copy the sentences and label as correct- run on- fused Write a partner sentence that fixes the issue. 1. Please give these tickets to anyone you would like, we will be unable to use them. 2. None of the picnic food spoiled in the heat, however, the drinks got a little warm

Run on, Fused, and Spliced Get a worksheet. Work with your partner to complete the worksheet.

EXAMPLE: In the country the air was clean, it was a beautiful day. CS 1.In order to complete my assignment, I had to spend all weekend in the library. 2.Few people realize how many hours artists work for perfection, I know that I don’t. 3.Ralph decided to be a mathematician but changed his mind after taking Calculus Every day we toured the city consequently, our money was getting low. 5.I finished reading Gone with the Wind and went to bed. 6.We always go to the mountains in the fall they are at their prettiest then. 7.At the airport we had time to do some reading, therefore, we did not mind waiting for the delayed flight. 8.The security guard stopped the women and asked whether they needed help. 9.The post office was closed, consequently, I could not mail my bill. 10.The road from Nephi to Delta doesn’t have much traffic; it is especially deserted early in the morning.

Vocabulary 6A Get a computer No talking Eyes on your own computer When you are finished the quiz begin 6B flashcards.

Main idea IS IT STATED OR IMPLIED?

Teaching Chess and Life On your Own: Read and Annotate for: Chunk and Gist for main idea Meaning of title Add a sentence to the bottom explaining what picture would have been helpful With your partner: Compare your annotations. Give your partner two annotations to add to their reading. Answer the questions at the bottom of the text.

Teaching Chess and Life from an essay adapted by The New York Times, September 3, 2000 Carlos Capellan If you were to walk down West 160th Street in Washington Heights, you would see drug dealers whistling to people in cars and handing off small packages to passersby. As you walk further down the block, you would see residents who are too scared to sit and talk to their neighbors on the front steps. These families stay inside most of the time. You would see parents pick up their children from P.S. 4 and hurry off the block before trouble can start. This is my block and this is my neighborhood. Many kids my age in Washington Heights wind up in gangs, as drug dealers, in jail, or dead. I decided long ago that I would not end up in one of those situations because of the consequences I saw others suffer. I have stuck by this decision with help from several important people. One of the most influential people in my life is my former chess coach and current boss, Jeremy Chiappetta, who has taught me a lot about chess and more about life.

As an eighth-grader at a gang-infested junior high school, I joined the chess team as a way to stay out of trouble. I already knew the coach, Mr. Chiappetta, because he was my social studies teacher. As a ninth- and tenth-grader, I volunteered to help Chia with his chess team at Intermediate School 90 on West 168th Street. During these years, I matured. I learned how to present myself in a positive way: taking off my hat inside buildings, judging when it was appropriate to make jokes (I had to learn this lesson a few times), and knowing how to speak in certain situations. At one tournament I learned an important lesson from Chia. It was the last round of the U.S. Amateur Team East. I was playing for a top prize and was nervous. In the middle of the game I found a winning combination and I began to slam the pieces out of happiness. Then a big hand stopped the game clock and pulled me away. It was Chia. I could tell that he was angry, but I did not realize what I had done wrong. We talked about the meaning of sportsmanship. I apologized for my rudeness to my opponent and forfeited the game. I didn’t win a prize.

With Chia’s mentorship, I learned from my mistake. As a coach at I.S. 90, I’ve had to teach the same lesson to others. It makes me feel good about myself because I like helping the younger kids learn the game Chia taught me to love. Chia left I.S. 90 the year I became an eleventh-grader. He recommended me as an assistant chess coach, for which I am paid. This is my second year at I.S. 90 as an assistant coach. My responsibilities include teaching chess strategies and tactics three days a week. I also chaperone the team at tournaments almost every weekend. All of this would not have been possible if not for Mr. Chiappetta. He turned me to chess and kept me involved. He gave me the opportunity to earn money doing something I love. Chess has kept me off the streets. It has challenged me and taught me to think in new ways. Because of chess, I was recently honored by the Daily News as one of the “21 New Yorkers to Watch in the 21st Century.” Chess has made me a mentor to younger students, giving me the chance to become their Chia.

Teaching Chess and Life

Closure List three things you learned about nonfiction today. Describe two of the steps needed to understand nonfiction. Compose one question you still have regarding nonfiction.