Writing Strategy Recap Tuesday, January 8th, 2013

SPONGE In your Grammar for Writing workbook, complete the Kinds of Sentences practice on page 19, #1-6.

EQ: Is it ever okay to cheat? Standards: ELACC8RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Guided Book Reviews DUE TODAY!!! Take your Guided Book Review out and put it in one pile at your table. Were there any questions about this assignment? You will have to complete another one starting next week.

ACTIVATOR Name that Strategy: The students will compete to see who can identify which writing strategy has been used.

Which strategy is it? Uses color to identify sentence types… GO GREEN Sounds like curtains… DRAPES This strategy is also a sound… TAPP

WORK PERIOD The students will participate in a differentiated activity (based on ability) where they will have to employ the use of each writing strategy in a variety of activities to a variety of prompts. This will serve enhance their comfort with utilizing these strategies to improve their writing.

TAPP-F Stands for… Format (letter, essay, speech?) Topic What should you be writing about? Audience Who is supposed to read what you wrote? Purpose Why are you writing? Pattern (organizational style) How should you organize your ideas? Format (letter, essay, speech?)

TAPP example

TAPP-F Example T= Less kids are buying school lunch. How can the school get more of them to buy lunch? A= the principal P= to explain P= logical order F= a letter

DRAPES D= Dialogue R= Rhetorical Questions A= Analogies “The way to someone’s heart is through their stomach.” R= Rhetorical Questions Wouldn’t you like to have your favorite foods at school? A= Analogies Good food is to teenagers as gas is to a gas-guzzling car. P= Personal Experience I remember my favorite days in the lunch room with turkey and cranberry sauce being served before Thanksgiving. E= Examples (or Facts) Many schools, such as those in New York state, are making healthy, tasty food a priority. S= Statistics Over 95% of students at Lindley Middle School receive a school lunch.

Go Green BLUE= PINK/RED= GREEN= Main ideas/Topic Sentences (general) Supporting Detail GREEN= (specific) Facts and Examples

Your turn… Step 1: TAPP-F Step 2: Brainstorm Step 3: Organize Guess what? You already did it! Step 2: Brainstorm Create a mind map or bullet point list with ideas based on the topic Step 3: Organize Decide which ideas will go in what order. What supporting details will go beneath each? Step 4: Write Jot out a paragraph. Don’t aim for perfection. You can enhance it later.

CLOSING A reading from the extended text The Project by Brian Falkner.

HOMEWORK Read for 30 minutes and continue work your second guided book review.   Choose a topic and brainstorm on it. Then, write an introduction.