Hook, Housekeeping & Homework Monday Did you present your Heritage Project to the class? See me if you have not, so you can do so today! Have out your choice reading book and start reading silently! Homework: None!

Past, Present, Future Monday Heritage Project Summative assessment results + choice reading & brief conferencing Unit 2!

Text Types Monday Standard(s) 2 Reading for All Purpose and 3 Writing and Composition Objectives: You will be able to determine the strengths and areas of need for your summative assessment responses. You will be able to identify and explain your choice book characters, setting, rising action, and conflict. Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. Essential Question(s): How do I know what the type and purpose of the text is?

Activities: Obtain & Reflect We Do- You Do Monday Purpose: to determine the strengths and areas of need for your summative assessment responses Tasks: 1.Read one of the peer response ALOUD with a partner 2.Read another peer response SILENTLY (make sure at least one is related to the prompt on which you wrote) 3.As you read both, identify aloud/in your head the following: 1.Introductory paragraph 1.Hook – narrow to topic – thesis – text type, author, theme/main idea, craft tools 2.Body paragraphs 1.Topic sentence related to thesis – examples – explanations of examples – related to theme/main idea 3.Concluding paragraph 1.Thesis ideas – broader topic Outcome: an understanding of what to look for (strengths and areas of need) in your own paper

Activities: Obtain & Reflect We Do- You Do Monday Purpose: to determine the strengths and areas of need for your summative assessment responses Tasks: 1.Identify your scores (upper right corner) 1.10 points (annotation of both texts) 2.10 points (multiple choice) 3.Rubric Score out of 8 = 40 points (content) 4.Rubric Score out of 8 = 10 points (organization) 5.Rubric Score out of 8 = 10 points (style & language) 2.Read through my comments, ask questions, and reflect Outcome: At the end of you paper (on the blank writing lines), write down 1-2 things you did well and 1-2 things you need to work on When you are done, turn it in and read your choice novel silently!

Text Types Monday Standard(s) 2 Reading for All Purpose and 3 Writing and Composition Objectives: You will be able to determine the strengths and areas of need for your summative assessment responses. You will be able to identify and explain your choice book characters, setting, rising action, and conflict. Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. Essential Question(s): How do I know what the type and purpose of the text is?

Hook, Housekeeping & Homework Tuesday Did you present your Heritage Project to the class? See me if you have not, so you can do so today! Have out your choice reading book and start reading silently! Homework: If you do not finish the “Dependent and Independent Clauses Review” in class, you must do so tonight and have it ready and done for tomorrow!

Past, Present, Future Tuesday Summative assessment results + choice reading & brief conferencing Quarter 2 – Organization, Style and Language Dependent & Independent Clauses Unit 2!

Standard Modern English Tuesday Standard 3 Writing and Composition 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process Objectives: Students will examine the value of knowing and using style and language (the conventions of Standard Modern English) rules. Relevance: If you understand how an author uses style and language you will be able to use style and language (conventions) to best achieve your own purpose. Essential Question(s): How does punctuation, capitalization, and spelling effect the meaning of a text/ How do I know when and how to punctuate a text?

Think About Have you ever received a text message or and you couldn’t understand what the person was trying to say? If he she was joking or mad or sarcastic or sad? Have you ever written a text or and been misunderstood?

Instruction: Obtain We Do Tuesday Tasks: Read the letter you are given and identify: 1.To whom is it written? 2.Who wrote it? 3.What is the content of the letter? What is it about? 4.What are the feelings or tones (attitude of the speaker towards the subject) conveyed

Activities: Develop & Apply We Do Tuesday DEAR JOHN LETTERS Dear John: I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we’re apart I can be forever happy will you let me be yours Gloria Dear John: I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy–will you let me be yours? Gloria Dear John: I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we’re apart, I can be forever happy. Will you let me be? Yours, Gloria

Reflect/Connect Standard 3 Writing and Composition 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process Objectives: Students will examine the value of knowing and using style and language (the conventions of Standard Modern English) rules. 1.What do these differences show us about the use of punctuation with content? 2.Why do we have rules (capitalization, end punctuation, spelling) for writing? Why are these rules important? 3.Why are rules important for writing? 4.What does a reader expect and why?

Instruction: Obtain Dependent vs Independent What makes someone dependent? What makes someone independent?

Why is this important to me? If you have ever seen the words “Sentence Fragment” or “Fragment” (Frag.) written on a paper, you might not know the difference between an independent and dependent clause. If you have ever seen the words “Run-on” (R.O.) or “Comma Splice” (C.S.) written on a paper, you might not understand what an independent clause is. If you have ever had trouble knowing when and where to place a comma (seen circles after words, around a comma, or a comma written in), you might not know the difference between an independent and dependent clause and the various types of conjunctions. In all cases, you may be hindering the reader from understanding your meaning (e.g. Dear John Letters)

Standards and Objectives Standard 3: Writing for mechanics Objective: You will be able to distinguish between dependent and independent clauses

Instruction: Obtain What makes a clause independent or dependent? Dependent = can’t be a sentence by itself, a fragment, not a complete thought When she arrives late. Independent = Subject + Predicate + complete thought, a sentence by itself She feels embarrassed. ailpage Rt38iZNr&v=nc1jEsBBOkU&feature=player_detailpage You must know the mechanics of sentences to build good ones!

Instruction: Obtain What does it mean to be subordinate? Verb lower in rank or position treat or regard as of lesser importance than something else.

Subordinating Conjunctions The subordinate conjunction has two jobs. First, it provides a necessary transition between the two ideas in the sentence. This transition will indicate a time, place, or cause and effect relationship. Here are some examples: e.g. Because her teeth were chattering in fear, Lynda clenched her jaw muscle while waiting for her turn to audition. The second job of the subordinate conjunction is to reduce the importance of one clause so that a reader understands which of the two ideas is more important. The more important idea belongs in the main clause, the less important in the clause introduced by the subordinate conjunction. 1.As Samson blew out the birthday candles atop the cake, he burned the tip of his nose on a stubborn flame. Burning his nose > blowing out candles. 2.Ronnie begins to sneeze violently whenever he opens the door to greet a fresh spring day. Sneezing violently > opening the door.

Activities: Develop & Apply You Do Tuesday Purpose: to identify the difference between a dependent and independent clause in order to write complete sentences and use commas correctly Tasks: 1.Read through the first ½ of the “Dependent and Independent Clauses Review” and ANNOTATE the text 2.Complete each section of the “Dependent and Independent Clauses Review” 3.Be prepared to share answers Outcome: What is the difference between a dependent and independent clause? What do you notice about punctuation (commas) when the subordinating conjunction starts the sentence? What do you notice about punctuation (commas) when the subordinating conjunction comes in the middle or end of the sentence?

Standard Modern English Tuesday Standard 3 Writing and Composition 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process Objectives: Students will examine the value of knowing and using style and language (the conventions of Standard Modern English) rules. Relevance: If you understand how an author uses style and language you will be able to use style and language (conventions) to best achieve your own purpose. Essential Question(s): How does punctuation, capitalization, and spelling effect the meaning of a text/ How do I know when and how to punctuate a text? HOMEWORK: IF YOU HAVE NOT ALREADY DONE SO, FINISH THE “Dependent and Independent Clauses Review” FOR TOMORROW!

Hook, Housekeeping & Homework Wednesday Did you complete the “Dependent and Independent Clauses Review” from yesterday?! Have out your choice reading book and start reading silently! Homework: Start memorizing those subordinating conjunctions (A White Bus)! If time allows … make sure you have finished the Runaway Letter started in class today.

Past, Present, Future Wednesday Quarter 2 – Organization, Style and Language Dear John Letters Dependent & Independent Clauses (notes & worksheet) Continue Organization, Style and Language Proofreading for Dependent & Independent Clauses (review & worksheet) Unit 2!

Standard Modern English Wednesday Standard 3 Writing and Composition 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process Objectives: You will review and apply your knowledge of the rules of Standard Modern English, specifically dependent and independent clauses, to a text. Relevance: If you understand how an author uses style and language you will be able to use style and language (conventions) to best achieve your own purpose. Essential Question(s): How does punctuation, capitalization, and spelling effect the meaning of a text/ How do I know when and how to punctuate a text?

Instruction: Obtain We Do Wednesday Purpose: to identify the difference between a dependent and independent clause in order to write complete sentences and use commas correctly Tasks: 1.Read and annotate the Subordinating Conjunctions handout 2.Review and discuss the answers to “Dependent and Independent Clauses Review” Outcome: questions and concerns addressed about dependent and independent clauses and subordinating conjunctions

Review Dependent May have subject + verb but NOT a complete thought When she is late. (not a complete thought) Independent Subject + verb + complete thought = complete sentence! She is embarrassed. Attach dependent clauses to independent to create complete thoughts! Dependent + Independent = When she is late, she is embarrassed. USE A COMMA WHEN THE SUBORDINATING CONJUNCTION (DEPENDENT CLAUSE) IS FIRST! Independent + Dependent = She is embarrassed when she is late. DO NOT USE A COMMA IF THE INDEPENDENT CLAUSE IS FIRST!

Review 1.Which are dependent/independent? 2.How/When do I punctuate? Because I have no hands. I cannot bake a cake. Because I have no hands I cannot bake a cake. I cannot bake a cake because I have no hands.

Instruction: Obtain We Do Wednesday 1.Louis Braille lost his sight in an accident when he was three years old. 2.When he was fourteen, he invented a system of writing for the blind. 3.In the Braille system, letters, number and punctuation are written in units called “cells”. 4.Each cell contains between one and six dots. 5.Because sixty-three unique combinations of dots are possible, Braille is quite flexible. 6.Louis Braille determined that these raised dots can be interpreted much faster than raised lettering. 7.When a single raised dot appears in the number one position, the cell represents the letter a. 8. Special signs are used to precede numbers and capital letters.

Instruction: Obtain We Do Wednesday 9.The fish kept circling slowly 10.When he had seen the fish come out of the water 11.The hands cure quickly 12.The shark was not an accident 13.As the dark cloud of blood had settled and dispersed in the mile deep sea 14.Everything was beautiful about him except his jaws 15.When they are crisped like claws. 16.When the old man saw him coming

Instruction: Obtain We Do Wednesday 17. If I kill the fish, 18.While Santiago is dreaming about the lions, 19.Once the sharks eat the fish, 20.Although Santiago works hard, 21.Even though the fish begins to tire, 22.Whether or not the fisherman manages to save his catch,

Instruction: Obtain We Do Wednesday Write three sentences about yourself that properly combine a dependent and independent clause. Turn to a shoulder partner and share. Volunteers? Outcome: What is the difference between a dependent and independent clause? What do you know about punctuation (commas) when the subordinating conjunction starts the sentence? What do you know about punctuation (commas) when the subordinating conjunction comes in the middle or end of the sentence?

If time allows… Runaway Letter

Activities: Develop & Apply I Do Wednesday Runaway Letter dear helen, it was good of you to write me such a long letter when you are so busy washing your husband should be proud of having such a capable wife who can do so many things to tease the children i often tell them that I am going to take a month off and let them do the washing and ironing and cooking dear old aunt laura says this is exactly what i should do,

Activities: Develop & Apply We Do Wednesday washing and ironing and cooking dear old aunt laura says this is exactly what i should do, but if i quit working i am afraid I’d have a nervous breakdown i was interested in hearing about the new house i hope you will soon get the flu has kept me very busy thank goodness billy is now well and as good as new i met our old neighbor captain smith on the city bus the other day he is still carrying on his construction business at the age of seventy six he’s certainly a grand old fellow with a heart as tender as a child’s baseball

Standard Modern English Wednesday YOU DO Homework: Start memorizing those subordinating conjunctions (A White Bus)! If time allows … make sure you have finished the Runaway Letter started in class today. Can you find and make corrections in your own writing? Standard 3 Writing and Composition 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process Objectives: You will review and apply your knowledge of the rules of Standard Modern English, specifically dependent and independent clauses, to a text. Relevance: If you understand how an author uses style and language you will be able to use style and language (conventions) to best achieve your own purpose. Essential Question(s): How does punctuation, capitalization, and spelling effect the meaning of a text/ How do I know when and how to punctuate a text?