Weeks #1 and #2-- 8/18-8/28

First … (on the front cover) Write your full name (first and last) Write your subject/ period Write teacher’s name/ room number NAME (FIRST LAST) English/ PERIOD Ms. Cluff/ ROOM #B204

Next, add your title page SUBJECT Name (First and Last) Period *Feel free to decorate this page

Next, add in the Table of Contents Table of Contents Date Assignment Page #

Skip a few blank pages (2-4) for your table of contents

How to set up your notebook … 1L 1R Label the left side “1L” and the right side “1R” in the center of bottom margin

How to set up your notebook … 1L 1R Date: Make sure you put the date on each new page Date:

How to set up your notebook … 1L 1R Title Make sure you title your page and underline it in the center top margin Date: Title Date:

Do Now (page 1L) Mallory really wanted to go to the party her mom said no so Mallory thoght of a excuse to get out of the house. “Mom, Jen wants me to come over and study math with her, Mallory said. Is Jens mom or dad going to be there”? Asked Mallorys mom. “Of course,” Mallory respounded. “Its fine with me, but let me give her mom a call, just to be sertain,” Mallories mom said. “Oh never-mind”, said Mallory.

Corrected Paragraph Mallory really wanted to go to the party, but her mom said no. Mallory thought of an excuse to get out of the house. “Mom, Jen wants me to come over and study math with her,” Mallory said. “Is Jen’s mom or dad going to be there?” asked Mallory’s mom. “Of course,” Mallory responded. “It’s fine with me, but let me give her mom a call, just to be certain,” Mallory’s mom said. “Oh never mind,” said Mallory.

Helping Quartet 1.Read over the thinking questions. 2.Take 5-7 minutes to answer the thinking questions on your own. 3.As you are answering the thinking questions, I will walk around and assign you as an A, B, C, or D person. 4.Person A will have 60 seconds to share his or her answers while Persons B, C, and D are taking notes on what Person A is saying. 5.Next, Person B will share and Persons A, C, and D will take notes. 6.Person C will share next. 7.Person D will share last. 8.You will have 60 more seconds to ask any a question about what they said and clarify your notes. 9.Last  Once everyone has shared, you will answer the questions on the back independently. The purpose is to build upon your knowledge and fill in any gaps of knowledge that you may have while also helping your classmates fill in their gaps of knowledge.

Helping Quartet Expectations… When Person A (B, C, or D) is talking, there should not be any other talking from the quartet. Person A (B, C, or D) must talk for the entire 60 seconds. When it is not your turn to share, you will write down notes on what Person A (B, C, or D) is saying, especially if it is something that you did not fully understand. You also want to add notes on ideas that go beyond what you previously thought. The name of this activity is HELPING quartet, so purpose is it help one another and expand your understanding of the research process. Make certain that you are being respectful towards your classmates by not interrupting them and paying attention to them when they are talking.

Do Now (page 1R) Rewrite and correct the following sentences. Each sentence contains 4 spelling and/or grammar errors. 1.Since they were planing to stay late we drive seperetely. 2.I really wanted to go to UCLA, even though I know my grades weren’t not good enuff. 3. They’re dog is always runing around lose over their. 4.I well be back to school, as soon as I feel will agin. 5.Wear where you suppost to go yester day?

Corrected Sentences… 1.Since they were planning to stay late, we drove separately. 2.I really wanted to go to UCLA even though I knew my grades weren’t good enough. 3. Their dog is always running around loose over there. 4.I will be back to school as soon as I feel well again. 5.Where were you supposed to go yesterday?

Quick News PSCS website… Picture Day is this Thursday!! Modified schedule… You should have gotten all of your books. Engrade… No Name… zero until claimed Turn in your syllabus as soon as you can. Get a notebook as soon as you can.

Expository Writing The “How and Why” of Writing

What is Expository Writing? (page 2L) Expository writing is defined as presenting reasons, explanations, or steps in a process Informational writing An expository essay should follow a logical sequence and have three different main points Logic and coherence is the main focus of an expository essay

How is it different ? Expository writing does not tell a story Expository writing does not persuade a reader but only gives facts and reasons Expository writing can also give the steps of a process

Expository Writing Introduction of an expository should include the main idea and what the essay is about The three main reasons supporting this main idea should also be included in the introduction

Expository writing contd. Paragraph two should introduce the first reason and give details to support the first reason Paragraph three should introduce the second reason and give details to support the second reason Paragraph four should introduce the third reason and give details to support the third reason The conclusion should re-state all the reasons

Re-Cap: Expository writing needs: One topic Reasons supporting that topic Details supporting the reasons A conclusion re-stating the reasons Transition sentences Clear, concise, logical and informative language

Outline for Expository Title__________________________________________ I. Introduction: A. Hook______________________________________________________ B. Background information______________________________________ C. Background information on topic_______________________________ D. Background information on topic_______________________________ E. Statistic or personal anecdote-optional___________________________ F. THESIS STATEMENT________________________________________ II. First Reason__________________________________________________ A. Fact/ or example_________________________________________ B. Detail__________________________________________________ C. Fact/ example___________________________________________ D. Detail_________________________________________________ E. Fact/example____________________________________________ F. Detail__________________________________________________ G. Sum- up statement and transition____________________________ III. Second Reason_______________________________________________ A. Fact/or example_________________________________________ B. Detail__________________________________________________ C. Fact/example____________________________________________ D. Detail__________________________________________________ E. Fact/example____________________________________________ F. Detail___________________________________________________ G. Sum- up statement and transition_____________________________ IV. Third Reason_________________________________________________ A. Fact/example___________________________________________ B. Detail__________________________________________________ C. Fact/example___________________________________________ D. Detail___________________________________________________ E. Fact/example___________________________________________ F. Detail and transition to conclusion V. Conclusion: Re- state all reasons in conclusion Clincher sentence- gives a summation of the above and a “feeling” about the whole essay. Use transition words, plan reasons in a logical order, make sure you re-state reasons in your conclusion.

Expository Unit’s Academic Language (page 2R) Thesis Statement: The main idea of the whole essay Transition words: Words such as first, second, as a result, which make transitions easy in the essay. Transition Sentence: Connects the paragraphs and allows them to flow smoothly. Signals to the reader that this paragraph is ending and gives a glimpse of what the next paragraph’s topic will be. Main Ideas: Each paragraph should have a main point or idea Supporting Details: Details support the main ideas

Fiction--imagination, fairytales, not real, myths, personification, hyperbole, princesses/castles, dragons, not based on a true story Fiction = Fake = False Nonfiction--Real, based on a true story, (auto) biographies, Based on real people, real life events, Factual, can be proven Non Fiction = Not Fake = Not False POV (Point of View) -1 st person--I, me, us, we (the narrator is one of the characters and is in the story) 1 looks like an i -2 nd person--you, your (narrator is not in the story) -3 rd person—He, she, him, them, etc. (narrator is not in the story)

The first major SUMMATIVE assessment of this six-weeks will be an expository essay that your write about...yourself! The prompt for this essay is in the box below. Write an essay explaining one of your values, beliefs, or priorities.

Do Now (page 3L) Rewrite and revise the following sentences. Each sentence contains 4 errors. 1.Bob and Sue tryed to clean there house, before every one came over. 2.Jenny though she didn’t need to study for the cahsee; She got a bad score and wishing that she had studied. 3.The dog new he had done something wrong when Billys homework was riped up. 4.Please rase you’re hand if you did not recieve the asinment. 5.Student’s must advocate for themselfs when it comes to geting a fare and equal education.

Do Now (page 3L) Corrected Sentences 1.Bob and Sue tried to clean their house before everyone came over. 2.Jenny thought she didn’t need to study for the CAHSEE; she got a bad score and wished that she had studied. 3.The dog knew it had done something wrong when Billy’s homework was ripped up. 4.Please raise your hand if you did not receive the assignment. 5.Students must advocate for themselves when it comes to getting a fair and equal education.

Expository Video Notes (3R) We are going to watch 2 video clips and a quick (and silly) song about expository texts. On page 3R, take at least 10 notes from the clips. dpTs dpTs 9aXVCJ-g 9aXVCJ-g RuL8 RuL8

Helping Quartet—Expository Text

(page 4L) Vocabulary List #1 WordPhoneticallySyllablesPOSDefinition throughoutThroo-outThrough-outPrepositio n Everywhere in hinderHin-der verbto prevent from doing, acting, or happening attachmentuh-tach- muhnt At-tach-mentnounthe act of connecting monologuemon-uh-lawgMon-o-loguenounTalk or speech by a single person. themetheemthemenounThe unifying idea transitiontran-zish-uhnTran-si-tionnounMovement form one position to another genrezhahn-ruhGen-renounClass or category successfulsuhk-ses-fuhlSuc-cess-fuladjectiveAchieving success persecutedpur-si-kyoot- ed Per-se-cut-edverbTo pursue with harassing treatment indecisivein-di-sahy-sivIn-de-cis-iveadjectiveundecided

Vocabulary List #1 Practice (4R) Follow the directions below. 1.Write each word 4 times. 2.Work with your group to come up with a sentence for each word. 3.Work with your group to come up with a synonym for each word. *You have 15 minutes to work on this. If you do not finish it in class, you will need to complete it at home by yourself.