1. English I
September 12th

2. Announcements
Your Subtopics Go Here

3. Lab:
Learning Targets
Your Subtopics Go Here
Learners will use Google Drive to create and share a folder of their work samples with the teacher
Learners will be able to identify a topic sentence and a main idea in a paragraph.

4. Google Drive Share folders with mrs.miles@mobiletechacademy.org
Label it last name, first name, English I
All shared documents MUST go into this folder
If you need help on how to create a shared folder, see the video in Module 1

5. Quick Review

6. Topic Sentence
When trying to find the topic sentence in a paragraph, you need to look for the ONE sentence that ALL of the other sentences relate back to.
Every other sentence should further explain the topic sentence.
Topic sentences are not always the very first sentence in a paragraph, sometimes you really have to look for them.
Learning Target: Students will be able to identify a topic sentence and a main idea in a paragraph.

7. Central Idea To find the central idea of a passage:
Locate the topic sentence
the sentence is NOT the main idea, although the main idea may be in here
Find what the topic is
Then try to find what the writer is saying about the topic.
This is your central idea

8. Remember Topic is not equal to Central Idea
The topic is only part of the central idea
You have to find the topic to find the central idea
To do so, look for the repeated words in a paragraph

9. Think about this paragraph
Croak, croak, kerplop! What’s that at the water’s edge? It might be a green frog, a creature that’s well-suited for life at the pond’s edge. Green frogs like to live where the land meets the water. This keeps them safe from predators that live on the land. When a predator like a snake comes near, the green frog can quickly leap into the water and get away. Green frogs can eat animals from both places, including crayfish, spiders, fish, and even birds.

10. Is the central idea in the first sentence?
Croak, croak, kerplop! What’s that at the water’s edge? It might be a green frog, a creature that’s well-suited for life at the pond’s edge. Green frogs like to live where the land meets the water. This keeps them safe from predators that live on the land. When a predator like a snake comes near, the green frog can quickly leap into the water and get away. Green frogs can eat animals from both places, including crayfish, spiders, fish, and even birds.

11. That doesn’t make sense!
Croak, croak, kerplop! can’t be the main idea of the paragraph
This sentence does not express a topic or a main point about the topic

12. Let’s find the topic first
Croak, croak, kerplop! What’s that at the water’s edge? It might be a green frog, a creature that’s well-suited for life at the pond’s edge. Green frogs like to live where the land meets the water. This keeps them safe from predators that live on the land. When a predator like a snake comes near, the green frog can quickly leap into the water and get away. Green frogs can eat animals from both places, including crayfish, spiders, fish, and even birds.

13. Let’s find the topic first
Croak, croak, kerplop! What’s that at the water’s edge? It might be a green frog, a creature that’s well-suited for life at the pond’s edge. Green frogs like to live where the land meets the water. This keeps them safe from predators that live on the land. When a predator like a snake comes near, the green frog can quickly leap into the water and get away. Green frogs can eat animals from both places, including crayfish, spiders, fish, and even birds.

14. Let’s look at the second sentence
Croak, croak, kerplop! What’s that at the water’s edge? It might be a green frog, a creature that’s well-suited for life at the pond’s edge. Green frogs like to live where the land meets the water. This keeps them safe from predators that live on the land. When a predator like a snake comes near, the green frog can quickly leap into the water and get away. Green frogs can eat animals from both places, including crayfish, spiders, fish, and even birds.

15. Is it the central idea?
Do you think that the second sentence, What’s that at the water’s edge? is the centeal idea?
This doesn’t make sense either. The paragraph is not mostly about the water’s edge.

16. What about the third sentence?
Croak, croak, kerplop! What’s that at the water’s edge? It might be a green frog, a creature that’s well-suited for life at the pond’s edge. Green frogs like to live where the land meets the water. This keeps them safe from predators that live on the land. When a predator like a snake comes near, the green frog can quickly leap into the water and get away. Green frogs can eat animals from both places, including crayfish, spiders, fish, and even birds.

17. Is it the central idea?
Is the third sentence, It might be a green frog, a creature that’s well-suited for life at the pond’s edge the main idea?
This sentence includes the TOPIC (green frog) and an idea about the topic (it’s well-suited for life at the pond’s edge)

18. Hooray! The main idea!
As you can see, the first sentence is not always the main idea
To find the central idea, you need to think about the topic of the paragraph
Look at each sentence until you find the best main idea sentence
Then think about what the writer is trying to say about the topic and put it in your own words.

19. Brain Break!

20. Learning Target:
Learners will use commas to create sentences that follow standard grammar conventions.

21. Grammar Girl’s Podcast

22. Save a life, use a comma
We are going to practice using commas to correct sentences to follow the standard grammar conventions.
Learners will use commas to create sentences that follow standard grammar conventions.

23. Use a comma, don’t be a psycho
Learners will use commas to create sentences that follow standard grammar conventions.

24. Learners will use commas to create sentences that follow standard grammar conventions.

25. Commas, not comas!

26. Learners will use commas to create sentences that follow standard grammar conventions.

27. Well done, steak.
Learners will use commas to create sentences that follow standard grammar conventions.

28. Learners will use commas to create sentences that follow standard grammar conventions.

29. Learners will use commas to create sentences that follow standard grammar conventions.

30. Learners will use commas to create sentences that follow standard grammar conventions.

31. Using too many commas?
Learners will use commas to create sentences that follow standard grammar conventions.

32. Using too many commas, or not enough?
Learners will use commas to create sentences that follow standard grammar conventions.

33. Remember, even on Facebook, commas count!
Learners will use commas to create sentences that follow standard grammar conventions.

34. Brain Break!

35. How do I write a friendly letter?
Presentation by Barbara Cloninger-June, 2004
Quiz by Vanda Sue Bell-September, 2005

36. We write friendly letters to people we know well
We write friendly letters to people we know well. We might write a friendly letter to our parents, grandparents, or our friends.

37. 311 East Duke Street
Stanley, N.C
August 15, 2004
Dear Phil,
How has your summer been? Not too hot I hope. Did you get to visit your grandparents? Did you go on your trip to Toronto as you had hoped? They say Toronto is a beautiful city.
This is my second season at Camp Bellaire. I just passed my swimming test. Now I can swim out to the raft and also use the boats. To pass I had to jump into the water with my clothes on (as if I had just fallen out of a boat). Then I had to take them off down to my trunks, even my shoes and socks, and finally swim back to shore. It was tough, but I did it!
I’m looking forward to seeing you soon. There is lots of news to catch up on!
Your friend,
Mike

39. 311 East Duke Street
Stanley, N.C
August 15, 2004
heading
The first part of a friendly letter is called the heading. The heading includes the writer’s address and the date. The heading is written in the upper right-hand corner of the page.

40. 311 East Duke Street
Stanley, N.C
August 15, 2004
heading
Dear Phil,
greeting
The second part of the friendly letter is the greeting. It is written under the heading at the left margin. It begins with a capital letter and ends with a comma.

41. What do you want to say to the person you are writing to
What do you want to say to the person you are writing to? We put what we want to say in the body of the letter. The body of the letter is in paragraph form. The first line of each paragraph is indented.
How has your summer been? Not too hot I hope. Did you get to visit your grandparents? Did you go on your trip to Toronto as you had hoped? They say Toronto is a beautiful city.

42. 311 East Duke Street
Stanley, N.C
August 15, 2004
heading
Dear Phil,
greeting
body
How has your summer been? Not too hot I hope. Did you get to visit your grandparents? Did you go on your trip to Toronto as you had hoped? They say Toronto is a beautiful city?
This is my second season at Camp Bellaire. I just passed my swimming test. Now I can swim out to the raft and also use the boats. To pass I had to jump into the water with my clothes on (as if I had just fallen out of a boat). Then I had to take them off down to my trunks, even my shoes and socks, and finally swim back to shore. It was tough, but I did it!
I’m looking forward to seeing you soon. There is lots of news to catch up on!

43. The closing and signature are the last parts on the friendly letter
The closing and signature are the last parts on the friendly letter. Your closing might be:
Your friend,
Yours truly,
Sincerely,
Your son,
The closing is lined up directly under heading. It begins with a capital letter and ends with a comma.
The signature is your name written directly under the closing.

44. Your friend, Mike heading body greeting
311 East Duke Street
Stanley, N.C
August 15, 2004
Dear Phil,
body
greeting
How has your summer been? Not too hot I hope. Did you get to visit your grandparents? Did you go on your trip to Toronto as you had hoped? They say Toronto is a beautiful city?
This is my second season at Camp Bellaire. I just passed my swimming test. Now I can swim out to the raft and also use the boats. To pass I had to jump into the water with my clothes on (as if I had just fallen out of a boat). Then I had to take them off down to my trunks, even my shoes and socks, and finally swim back to shore. It was tough, but I did it!
I’m looking forward to seeing you soon. There is lots of news to catch up on!
closing
signature
Your friend,
Mike

45. Formal vs Informal
Or, why your mom lied to you

46. S—Situation P—Purpose A—Audience M—Method
SPAM
S—Situation
P—Purpose
A—Audience
M—Method

47. Audience—First Impressions
In Writing, your tone (the attitude toward your subject or your audience that you show) will set a first impression for your audience
People who tell you looks don’t matter—LIE

48. Quick Exercise…
Who would you listen to if they gave you advice on how to spend your lottery winnings?

49. Formal vs Informal Tone
When you write the most important decision you can make is whether or not to take a Formal or Informal Tone.

50. Formal writing is used:
Writing Essays
Writing for your Job s
Resumes & Thank you notes
Writing to people who you are not on a first name basis with
Writing to my Grandma—Because she expects it.

51. What is the difference? Formal Informal You are, Can not, It is.
Third Person Point of view
Vocabulary is robust (you use words that make you sound smart)
You’re, Can’t, It’s
First Person Point of view (I, Me, We)
Vocabulary is common (You use slang or conversational words)

52. Questions?

53. Go to the link your teacher gives you in the text chat (www. pollev
Go to the link your teacher gives you in the text chat ( Answer the question below by typing in the answer box the poll code and then your answer