February 23, 2016

I will be able to look at a writing prompt and know what type of essay I will be writing. I will be able to look at a writing prompt and know how to begin my answer. Today’s Boot Camp Goal

Deconstruct the Prompt

Unpack the Prompt PROMPT: In the passages, “Imagine” by Alex Porter and Kristin Lewis and “Hope” by Karen Hess, prairie life changes in many ways. What causes the changes? Explain how the prairie landscape and lives of the people change. Use details from BOTH passages to support your answer. Highlight “who”, “what”, “where”, “when”, “why” and “how”. Circle key words (verbs) to identify purpose for writing. Examples: “explain”, “describe”, “compare”, “contrast”, “identify”, “persuade”, “define”, “defend”, “justify”, “predict”, “summarize” *Which words indicate an argumentative prompt? 3. Underline topics or phrases that accompany each writing purpose. 4. Create a checklist of your writing tasks to be included in the essay.

Who, What, When, Where, Why , How Unpack – another way Don’t want to highlight/underline? Having trouble unpacking? Create the chart below and fill in the blanks. PROMPT: In the passages, “Imagine” by Alex Porter and Kristin Lewis and “Hope” by Karen Hess, prairie life changes in many ways. What causes the changes? Explain how the prairie landscape and lives of the people change. Use details from BOTH passages to support your answer. Writer’s Purpose Verb Who, What, When, Where, Why , How Topic What Causes the changes Explain How Nature changes the land Nature changes the lives of people Use Details from the passages

Who, What, When, Where, Why , How Practice It! In your notebook: Unpack the following prompt by either writing the whole prompt and circling/highlighting OR creating a chart to fill in. The story “Departure” describes a character leaving home, and the passage from “Up the Coolly” describes a character returning home. Write an essay that analyzes how the narrators relate the events about the journeys in a manner that builds mystery and/or tension. Be sure to use support from both texts in developing your response. Writer’s Purpose Verb Who, What, When, Where, Why , How Topic analyze How the narrators related events about journeys how the journeys build mystery and/or tension use support from BOTH TEXTS

Who, What, When, Where, Why , How Practice It! In your notebook: Unpack the following prompt by either writing the whole prompt and circling/highlighting OR creating a chart to fill in. Write an essay that compares and contrasts a primary argument in each text that you have read regarding the decision to drop the atomic bomb. Your essay should explain how effectively you think each author supported that claim with reasoning and/or evidence. Be sure to use evidence from the three texts to support your ideas. Writer’s Purpose Verb Who, What, When, Where, Why , How Topic compare 3 arguments about the decision to drop the atomic bomb contrast Explain How Effectively you think the texts are support Use Evidence from all 3 texts

February 24, 2016

Announcements Come to tutoring (the 1st half of lunch) Friday Monday Macbeth Test Macbeth Project DIA #3 Friday Vocab Quiz 1-17 Monday Last day to make-up Vocab Quiz 1-16 Wednesday-Thursday 9th grade FSA Writing Friday 3/4-Monday3/7 10th grade FSA Writing Announcements

Please get out your Unpacking the Prompt Worksheet from yesterday.

Practice It! In your notebook: Unpack the following prompt by either writing the whole prompt and circling/highlighting OR creating a chart to fill in. You have read two passages, one from Jacey Choy’s “Red Cranes” and one from Jun’ichiro Tanizaki’s “The Firefly Hunt.” Though Mie and Sachiko, the main characters in the passages, have certain similarities, the authors develop their characters in very different ways. Write an essay in which you analyze the different approaches the authors take to develop these characters. In your essay, be sure to discuss how each author makes use of such elements as The main characters’ interactions with other characters, The presentation of the main character’s thoughts, and The strong feelings each character experiences at the end of each passage. Use specific evidence from both passages to support your analysis.

Who, What, Where, When, Why, How Writer’s Purpose Verb Who, What, Where, When, Why, How Topic

Who, What, Where, When, Why, How Writer’s Purpose Verb Who, What, Where, When, Why, How Topic Analyze Different approaches the authors take to develop characters

Who, What, Where, When, Why, How Writer’s Purpose Verb Who, What, Where, When, Why, How Topic Analyze Different approaches the author takes to develop characters Discuss (compare/contrast) How Each author uses interactions with other character Each author presents the main character’s thoughts Each author shows the strong feelings at the end of each passage

Who, What, Where, When, Why, How Writer’s Purpose Verb Who, What, Where, When, Why, How Topic Analyze Different approaches the author takes to develop characters Discuss (compare/contrast) How Each author uses interactions with other character Each author presents the main character’s thoughts Each author shows the strong feelings at the end of each passage Use Specific evidence from both passages

Complete the last one on your own Break up long tasks or complicated tasks Make sure that your Writer’s Purpose Verbs come from the section of the prompt focused on your writing task When you’re finished, place them in the tray for your class period. Complete the last one on your own