State’s Quiz: Get out your western region map and study for a few minutes!!

Bathroom Break

Paste-Ins – Glue FAST!!!

Zoom in Zoom in so you tell the most important parts of the story. Think about the following: Why do they sometimes show scenes in slow motion on television or in the movies? What purpose does slow motion serve?” Life goes by pretty fast, even for sixth graders. Slow motion is an effect that allows a movie director to slow down a moment so that the audience can take in a few more details. The idea behind the visual effect also works when writing narratives. deo_id= be.com/viewVideo.ph p?video_id=272750

Think about the following scenario: You’re a student and you’re really hungry and it’s lunchtime. You have your cold lunch sack with you in the lunchroom at your table, but you haven’t opened it yet. You have a sneaky suspicion that your mother accidentally gave you your brother’s tuna fish sandwich when she packed the lunches this morning, and you hate tuna fish. You know your heart will sink if you discover your peanut butter sandwich is not in the sack. If you, as student, open the sack and examine the sandwich, how long would that take in real time?

A good writer can take ten or fifteen seconds of everyday action and slow it down…turn it into a slow-motion writing moment, if you will. The lunch bag sat in front of me, and my stomach growled. I wondered, If Mom accidentally gave me the tuna fish sandwich, what will I do for food? I don’t have money for a hot lunch. I looked to my left. Stephen had his usual peanut butter sandwich. His mother hadn’t messed up. I looked to my right. Jack had his usual bologna sandwich, because Jack doesn’t like peanut butter. What was in my bag? I unfolded the brown paper once, then twice, and I leaned forward, squinting into the open sack. Beneath the napkin I could see the tin foil that my sandwich was wrapped in. I smelled inside the sack, but it smelled like a bag, not like peanut butter or fish. There was only one way to know for sure. I reached in, and the paper crinkled. I could feel the sweat forming on my brow as I unwrapped that foil. And there it was, the tell-tale smudge of peanut butter on an edge of the crust. I was safe. I would not go hungry today.

A good writer can take ten or fifteen seconds of everyday action and slow it down…turn it into a slow-motion writing moment, if you will. The lunch bag sat in front of me, and my stomach growled. I wondered, If Mom accidentally gave me the tuna fish sandwich, what will I do for food? I don’t have money for a hot lunch. I looked to my left. Stephen had his usual peanut butter sandwich. His mother hadn’t messed up. I looked to my right. Jack had his usual bologna sandwich, because Jack doesn’t like peanut butter. What was in my bag? I unfolded the brown paper once, then twice, and I leaned forward, squinting into the open sack. Beneath the napkin I could see the tin foil that my sandwich was wrapped in. I smelled inside the sack, but it smelled like a bag, not like peanut butter or fish. There was only one way to know for sure. I reached in, and the paper crinkled. I could feel the sweat forming on my brow as I unwrapped that foil. And there it was, the tell-tale smudge of peanut butter on an edge of the crust. I was safe. I would not go hungry today. Now, it’s your turn to analyze this text…Highlight every word or phrase that shows sensory language…

Notice the sensory language… The lunch bag sat in front of me, and my stomach growled. I wondered, If Mom accidentally gave me the tuna fish sandwich, what will I do for food? I don’t have money for a hot lunch. I looked to my left. Stephen had his usual peanut butter sandwich. His mother hadn’t messed up. I looked to my right. Jack had his usual bologna sandwich, because Jack doesn’t like peanut butter. What was in my bag? I unfolded the brown paper once, then twice, and I leaned forward, squinting into the open sack. Beneath the napkin I could see the tin foil that my sandwich was wrapped in. I smelled inside the sack, but it smelled like a bag, not like peanut butter or fish. There was only one way to know for sure. I reached in, and the paper crinkled. I could feel the sweat forming on my brow as I unwrapped that foil. And there it was, the tell-tale smudge of peanut butter on an edge of the crust. I was safe. I would not go hungry today.

A good writer can take ten or fifteen seconds of everyday action and slow it down…turn it into a slow-motion writing moment, if you will. The lunch bag sat in front of me, and my stomach growled. I wondered, If Mom accidentally gave me the tuna fish sandwich, what will I do for food? I don’t have money for a hot lunch. I looked to my left. Stephen had his usual peanut butter sandwich. His mother hadn’t messed up. I looked to my right. Jack had his usual bologna sandwich, because Jack doesn’t like peanut butter. What was in my bag? I unfolded the brown paper once, then twice, and I leaned forward, squinting into the open sack. Beneath the napkin I could see the tin foil that my sandwich was wrapped in. I smelled inside the sack, but it smelled like a bag, not like peanut butter or fish. There was only one way to know for sure. I reached in, and the paper crinkled. I could feel the sweat forming on my brow as I unwrapped that foil. And there it was, the tell-tale smudge of peanut butter on an edge of the crust. I was safe. I would not go hungry today. Now, it’s your turn to analyze this text…Highlight everything that shows time slowing down…

Notice the time slowing down… Can you see the imagery? The lunch bag sat in front of me, and my stomach growled. I wondered, If Mom accidentally gave me the tuna fish sandwich, what will I do for food? I don’t have money for a hot lunch. I looked to my left. Stephen had his usual peanut butter sandwich. His mother hadn’t messed up. I looked to my right. Jack had his usual bologna sandwich, because Jack doesn’t like peanut butter. What was in my bag? I unfolded the brown paper once, then twice, and I leaned forward, squinting into the open sack. Beneath the napkin I could see the tin foil that my sandwich was wrapped in. I smelled inside the sack, but it smelled like a bag, not like peanut butter or fish. There was only one way to know for sure. I reached in, and the paper crinkled. I could feel the sweat forming on my brow as I unwrapped that foil. And there it was, the tell-tale smudge of peanut butter on an edge of the crust. I was safe. I would not go hungry today.

Can you act it out?

Work on slow motion writing with a partner…

 What is the base word?  It is the author’s use of VIVID description that appeals to the author’s five senses in order to help the reader imagine exactly what is being described.  Sight  Smell  Touch  Taste  Hear

-noun  1. a physical likeness or representation of a person, animal, or thing, photographed, painted, sculptured, or otherwise made visible.  2. an optical counterpart or appearance of an object, as is produced by reflection from a mirror, refraction by a lens, or the passage of luminous rays through a small aperture and their reception on a surface. AND THE BEST DEFINITION FOR WRITERS:  3. a mental representation; idea; conception.

 “My love is like a red, red rose.”--- What type of figurative language is this?  What about a rose appeals to the senses? (sight, smell, touch, taste, hear)

 First Read: Sit quietly with your eyes shut listening as this poem is read aloud to you. Purpose: What sticks out with you about this poem?

“Oranges” By: Gary Soto The first time I walked With a girl, I was twelve, Cold, and weighted down With two oranges in my jacket. December. Frost cracking Beneath my steps, my breath Before me, then gone, As I walked toward Her house, the one whose Porch light burned yellow Night and day, in any weather. A dog barked at me, until She came out pulling At her gloves, face bright With rouge. I smiled, Touched her shoulder, and led Her down the street, across A used car lot and a line Of newly planted trees, Until we were breathing Before a drugstore. We Entered, the tiny bell Bringing a saleslady Down a narrow aisle of goods. I turned to the candies Tiered like bleachers, And asked what she wanted - Light in her eyes, a smile Starting at the corners Of her mouth. I fingered A nickel in my pocket, And when she lifted a chocolate That cost a dime, I didn’t say anything. I took the nickel from My pocket, then an orange, And set them quietly on The counter. When I looked up, The lady’s eyes met mine, And held them, knowing Very well what it was all About. Outside, A few cars hissing past, Fog hanging like old Coats between the trees. I took my girl’s hand In mine for two blocks, Then released it to let Her unwrap the chocolate. I peeled my orange That was so bright against The gray of December That, from some distance, Someone might have thought I was making a fire in my hands.

 Draw the mental image that sticks out in your mind out to the side after the reading of each section.

 BLUE: appeals to the sight  GREEN: appeals to sound  PINK: appeals to touch touch

 You have 5 minutes to take the information and transfer it to the chart. We will use a chart like this several times this 9 weeks, so let’s practice!  Let’s share!  Place it behind the poem in your folder.

YOU AND SHOULDER PARTNER…  How does Soto use imagery to strengthen the impact of his poem?  What other figurative language or sound devices other than imagery can you identify in the poem? Identify them by underlining the line and writing out to the side what it is.  What is the purpose of the poem?  What does the woman behind the counter understand?

The Lego version…