1. February 23, 2016

2. 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

3. Deconstruct the Prompt

4. 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.

5. 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

6. 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

7. 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

8. February 24, 2016

9. 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

10. Please get out your Unpacking the Prompt Worksheet from yesterday.

11. 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.

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

13. 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

14. 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

15. 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

16. 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