1. Day 10 – Main Idea, Feeding Frenzy, Intro to Verbs, and “Earthquake Damage”

2. Objectives:
Identify and understand the main idea present in a nonfiction text.
Chunk and Gist a nonfiction text
Homework:
Close reading Week 2 due Friday
Grammar quiz Wednesday (Prep)
All classwork not completed in class will be checked Friday.

3. Agenda Warm Up Intro to Verbs Feeding Frenzy “Earthquake Damage”
Pair Practice
Feeding Frenzy
“Earthquake Damage”
Closure

4. Warm Up: Identify the prepositional phrases in the following sentences.
1. After I ran in the street, the police officer scolded me for my behavior.
2. This town isn’t big enough for the both of us!
3. When the teacher used the term “lit,” the students laughed for ages.

5. Verbs

6. Verbs
A verb is a word that expresses action or a state of being and is necessary to make a statement.
Ex: I am free. (Am is the verb as it is a state of being.)
“Real” Verbs are separated into:
Action
Linking
There is also a verb-like type called helping verbs.

7. Action Verbs
Action verbs tell what a person or thing does. They can express mental or physical action.
Ex: The dog barked all day. (physical action)
Ex: He thought about the dog all day. (mental action)

8. Linking Verbs
A linking verb joins the subject of a sentence with a word or expression that identifies or describes the subject.
Expresses a state of being.
All forms of the verb to be are linking verbs.
Ex: The teacher is cranky. (Is links cranky to teacher.)

9. Handy Tip for Linking Verbs
Linking verbs are like the equal signs of language. (=)
Any verb that can be replaced with is, am, are, be, become, or becomes to create a sentence with nearly the same meaning is a linking verb.

10. We celebrated the Chinese New Year.
Action or Linking Verb?
action
We celebrated the Chinese New Year.
The holiday is usually in February.
linking
#1 Identify the verb.
#2 Action or state of being?
#3 Action=action verb & state of being = linking verb

11. John looked through the binoculars.
Action or Linking Verb?
linking
John looked tired.
John looked through the binoculars.
action
#1 Identify the verb.
#2 Action or state of being?
#3 Action=action verb & state of being = linking verb

12. Remain in your seats until the end of class. Remain calm.
Action or Linking Verb?
action
Remain in your seats until the end of class.
Remain calm.
linking
#1 Identify the verb.
#2 Action or state of being?
#3 Action=action verb & state of being = linking verb

13. Action or Linking Verb? Your Turn!
Any verb that can be replaced with is, am, are, be, become, or becomes to create a sentence with nearly the same meaning is a linking verb.
The sky looks blue.
I walked home.
Our teacher seemed crazy.

14. Group Exercise – Identify and label verbs
Amy and I go outside and begin our chores.
The red ants fought the black ants.
Salmon actually swim upstream.
Fiona is Irish.
One well-known Irish American was President John F. Kennedy.
This is a story about an iceman.
His ideas were new and exciting.

15. Pair Exercise – Verb Worksheet
Download your verb worksheet and complete as a pair. Each person needs to complete sections A-D. You will have 15 minutes to complete. Whatever you do not finish is homework.

16. Let’s utilize what we learned yesterday!

20. Teaching Chess and Life
On your Own:
Read and Annotate for:
Chunk and Gist for main idea
Meaning of title
Add a sentence to the bottom explaining what picture would have been helpful

21. With your partner:
Compare your annotations. Give your partner two annotations to add to their reading.
Answer the questions at the bottom of the text in Red.

22. Teaching Chess and Life
from an essay adapted by The New York Times, September 3, 2000
Carlos Capellan
If you were to walk down West 160th Street in Washington Heights, you would see drug dealers whistling to people in cars and handing off small packages to passersby. As you walk further down the block, you would see residents who are too scared to sit and talk to their neighbors on the front steps. These families stay inside most of the time. You would see parents pick up their children from P.S. 4 and hurry off the block before trouble can start. This is my block and this is my neighborhood.
Many kids my age in Washington Heights wind up in gangs, as drug dealers, in jail, or dead. I decided long ago that I would not end up in one of those situations because of the consequences I saw others suffer. I have stuck by this decision with help from several important people. One of the most influential people in my life is my former chess coach and current boss, Jeremy Chiappetta, who has taught me a lot about chess and more about life.

23. As an eighth-grader at a gang-infested junior high school, I joined the chess team as a way to stay out of trouble. I already knew the coach, Mr. Chiappetta, because he was my social studies teacher.
As a ninth- and tenth-grader, I volunteered to help Chia with his chess team at Intermediate School 90 on West 168th Street. During these years, I matured. I learned how to present myself in a positive way: taking off my hat inside buildings, judging when it was appropriate to make jokes (I had to learn this lesson a few times), and knowing how to speak in certain situations.
At one tournament I learned an important lesson from Chia. It was the last round of the U.S. Amateur Team East. I was playing for a top prize and was nervous. In the middle of the game I found a winning combination and I began to slam the pieces out of happiness. Then a big hand stopped the game clock and pulled me away. It was Chia. I could tell that he was angry, but I did not realize what I had done wrong. We talked about the meaning of sportsmanship. I apologized for my rudeness to my opponent and forfeited the game. I didn’t win a prize.

24. With Chia’s mentorship, I learned from my mistake. As a coach at I. S
With Chia’s mentorship, I learned from my mistake. As a coach at I.S. 90, I’ve had to teach the same lesson to others. It makes me feel good about myself because I like helping the younger kids learn the game Chia taught me to love.
Chia left I.S. 90 the year I became an eleventh-grader. He recommended me as an assistant chess coach, for which I am paid. This is my second year at I.S. 90 as an assistant coach. My responsibilities include teaching chess strategies and tactics three days a week. I also chaperone the team at tournaments almost every weekend.
All of this would not have been possible if not for Mr. Chiappetta. He turned me to chess and kept me involved. He gave me the opportunity to earn money doing something I love. Chess has kept me off the streets. It has challenged me and taught me to think in new ways. Because of chess, I was recently honored by the Daily News as one of the “21 New Yorkers to Watch in the 21st Century.” Chess has made me a mentor to younger students, giving me the chance to become their Chia.

25. Close Reading:
“Earthquake Damage”

26. Turn to “Earthquake Damage” in your close reading passage packet
You will have 15 minutes to read, annotate, and answer the questions for this selection.
Work on your own for this assignment.
When you are finished record your answers and rationales on the Answer sheet.
If you need to look at the annotation requirements, you can download them from my website.

27. Closure: 3, 2, 1
Write 3 examples of linking verbs used in everyday conversation. Compose two main idea statements for “Feeding Frenzy.” What is one question you still have regarding the finding of the main idea of a work?