1. Repetition/Central Idea (Thursday, 9/7)
Today’s task (left side)
Read the paragraph. Use the context to write definitions for the underlined words. Explain what in the context gave you that definition.
Effective repetition, or the repeating, of key words or phrases can create different effects.  The denotative, literal effect reinforces the overall message the writer wants to give the reader. It can help create an emphasis on the central idea and also produce resonance that can echo the ideas in the reader’s mind.
Repetition/Central Idea (Thursday, 9/7)
6 minutes

2. Repetition/Central Idea (Thursday, 9/7)
Today’s notes (right side, Cornell style)
Label the top of the notes with today’s topic (Repetition/Central Idea) and date (9/7)
Write the EQ on the line under the topic.
Draw a line to separate notes into a small left section and a large right section.
Today’s EQ: How could repetition in writing help a reader figure out the central idea?
Repetition/Central Idea (Thursday, 9/7)

3. Repetition/Central Idea (Thursday, 9/7)
Today’s notes (right side, Cornell style)
Repetition:
Good: the choice an author makes to repeat words or phrases to make them important
Bad: the accidental repeating of words or phrases because of inattention or lack of vocabulary
Repetition/Central Idea (Thursday, 9/7)

4. Repetition/Central Idea (Thursday, 9/7)
Today’s notes (right side, Cornell style)
Examples (don’t copy examples):
Good:
“Someday maybe we can do better.”
We all knew that he was referring to education. Someday when Dawb and I became educated… and my mother and father no longer had to work so hard just to get enough food… That is the someday my father is waiting for. It was the someday we were all waiting for.
Repetition/Central Idea (Thursday, 9/7)

5. Repetition/Central Idea (Thursday, 9/7)
Today’s notes (right side, Cornell style)
Examples (don’t copy examples):
Bad:
“I want to go home,” Tina said.
“I can’t take you home right now,” Mark said.
Tina sighed and walked away. Tina was pretty mad at Mark. Mark just didn’t understand. Mark wasn’t a great person. Tina wanted to go home.
“I’m walking home,” Tina said.
“No, you’re not walking home,” Mark said.
Repetition/Central Idea (Thursday, 9/7)

6. Repetition/Central Idea (Thursday, 9/7)
Today’s notes (right side, Cornell style)
Central idea:
the main idea of the author
usually stated early
Supporting details:
facts, statistics, anecdotes, evidence to support the central idea
all need to be strong support
Repetition/Central Idea (Thursday, 9/7)

7. Repetition/Central Idea (Thursday, 9/7)
Today’s Identify/Correct (left side)
Share your definitions with another student.
Correct any you find that might be wrong.
When I give the correct definitions, write down any you didn’t get correct.
Repetition/Central Idea (Thursday, 9/7)
5 minutes

8. Finish YESTERDAY’S notes
In the left column, write a question for each new piece of information or section.
Match the question with where the information starts in the right column.
Write a summary: answer the EQ; explain something(s) that will stick in your memory; ask a question about the information.
Repetition/Central Idea (Thursday, 9/7)
3 minutes