1. Bell-ringer First, nuclear weapons were fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory. F. NO CHANGE G. different than fundamentally H. different from fundamentally I. fundamentally different from # 2

2. Bell-ringer First, nuclear weapons ware fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory. F. NO CHANGE G. different than fundamentally H. different from fundamentally I. fundamentally different from # 2

3. DIFFER FROM

4. start with the verb She differs from him in many ways. – She’s different from him in many ways. The songs’ beats differ from each other. – The songs’ beats are different from each other. His hair differs from his brother’s. – His hair is different from his brother’s.

5. Bell-ringer First, nuclear weapons ware fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory. A.NO CHANGE B.(and they could also do a great deal of harm) C.(owing to the fact that that could do a lot of harm) D.OMIT # 3

6. Bell-ringer First, nuclear weapons ware fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory. A.NO CHANGE B.(and they could also do a great deal of harm) C.(owing to the fact that that could do a lot of harm D.OMIT # 3

7. $8.49 book $4.98 shipping _____________ $13.50 Bring by FRIDAY 8/23/13

8. Sustained Writing “THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL 1. We are here to help you. 2. You will have time to get to your class before the bell rings. 3. The dress code will be enforced. 4. No smoking is allowed on school grounds. 5. Our football team will win the championship this year. 6. We expect more of you here. 7. Guidance counselors are always available to listen. 8. Your schedule was created with you in mind. 9. Your locker combination is private. 10. These will be the years you look back on fondly. TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus during lunch. 4. The new text books will arrive any day now. 5. Colleges care more about you than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.” ― Laurie Halse Anderson, SpeakLaurie Halse AndersonSpeak What is your “top ten lies” list? Don’t feel like you have to make it about high school --- what are the top ten lies given to you about life in general?

9. Unscramble the Sentence with every to I the in from Michael yard day back four seven.

10. Unscramble the Sentence I ____ in the back yard with Michael every day from four to seven.

11. VERBS

12. VERBS “the root of the sentence without which one can’t be made” -Hollaback, 2007

13. I speak in the back yard with Michael every day from four to seven. Normal Verbs

14. I walk in the back yard with Michael every day from four to seven. Normal Verbs

15. I sit in the back yard with Michael every day from four to seven. Normal Verbs

16. I think in the back yard with Michael every day from four to seven. Abstract Verbs

17. I exist in the back yard with Michael every day from four to seven. Abstract Verbs

18. I commune in the back yard with Michael every day from four to seven. Abstract Verbs

19. He is in the back yard with Michael every day from four to seven. Linking verbs

20. We are in the back yard with Michael every day from four to seven. Linking verbs

21. They were in the back yard with Michael every day from four to seven. Linking verbs

22. I was dancing in the back yard with Michael every day from four to seven. Complex Verbs

23. I could eat in the back yard with Michael every day from four to seven. Complex Verbs

24. I should stay in the back yard with Michael every day from four to seven. Complex Verbs

25. will, shall, may, might, can, could, must, have, do, did, ought to, should, would, used to, need, Helping Verbs

26. Time Test Taking dangerous risks seems to frighten most hardworking people.

27. Time Test Taking dangerous risks seemed to frighten most hardworking people.

28. Time Test Taking dangerous risks will seem to frighten most hardworking people.

29. Time Test Taking dangerous risks might seem to frighten most hardworking people.

30. Time Test She dances with Tommy on the rotunda.

31. Time Test She dances with Tommy on the rotunda.

32. Time Test Talking about rumors leads to hurt feelings.

33. Time Test Talking about rumors leads to hurt feelings.

34. Time Test I am hunting, looking for a come-up.

35. Time Test I am hunting, looking for a come-up.

36. Time Test Talking about verbs made me hungry.

37. Time Test Talking about verbs made me hungry.

38. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

39. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

40. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

41. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

42. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

43. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

44. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

45. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

46. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

47. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

48. Time Test: Find the Verbs 1. We hear a lot of talk about the American melting pot. 2. Here, in our current neighborhood, it exists. 3. But in other neighborhoods, people raised their children to reject their cultures. 4. The articles are full of stories about hatred and violence. 5. The old immigrants have suspicions about the new immigrants. 6. The new immigrants think that the old ones are bigots. 7. In our first neighborhood, I lived near a lot of old Italians. 8. They talked about the other groups living in the area. 9. They never blamed me for anything. 10. They liked me. So I was not one of "the others."

49. annotation

50. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions A-1

51. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.

52. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.

53. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.

54. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.

55. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.

56. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.

57. Need To Know: New characters When Where Vocabulary Important Information Margins: Summarize Predict Opinions Connections ASK QUESTIONS Analyze the craft Reflections / Reactions Some students complain about annotating. By asking probing questions and having students reflect on their growth as readers through the use of annotations, we are able to see the source of their complaints and either offer them solutions or talk to them about the difference between reading for enjoyment and reading to learn information.