1. K EY U NDERSTANDINGS Literary techniques are used to heighten interest, appeal to an audience, and effectively communicate a message. Authors use conventions of written language to communicate clearly and effectively.

2. B ELL R INGER Across 1.erupt 2.nymph 3.horse 4.soaks 5.twist Down 1.risky 2.heath 3.spoon 4.strum 5.swept

3. W ELCOME TO E NGLISH Week 5 Wednesday (15) E1.13C E1.14A

4. R EVIEW M ONDAY AND T UESDAY Nonrestrictive clause Restrictive clause Four Sentences Simple Sentence Simple Sentence Compound sentence Compound sentence Complex sentence Complex sentence Compound-Complex sentence Compound-Complex sentenceDraft Antecedent Reciprocal pronoun Revise

5. I S IT A R ESTRICTIVE N ONRESTRICTIVE CLAUSE C OME UP TO THE BOARD AND TRY IT. 1. Simon Baxter, who is a deep-sea fisherman, is training to be a lion tamer. 2. I went to London with the man who lives next door. 3. The window which you cracked is over 300 years old. 4. The window that you cracked is over 300 years old. 5. Sonia, the request which you wrote yesterday was rejected. 1. (The bold text is a non- restrictive clause. It describes Simon Baxter, but it does not identify him. It's just additional information about him. You could have put brackets around this text or even deleted it.) 2. (The clause identifies the man.) 3. (The clause identifies the window.) 4. (With a restrictive clause, you can use that to replace which. Which, that, and who are called relative pronouns.relative pronouns 5. With a restrictive clause, you can often remove the relative pronoun entirely.)

6. S IMPLE SENTENCE, COMPOUND, COMPLEX, COMPOUND - COMPLEX 1. simple simple 2. compound compound 3. complex complex 4. Compound-complex Compound-complex

7. Identify the types of sentences: I made an airplane out of stone. ("Stone Airplane") I put a piece of cantaloupe underneath the microscope. ("Nope") Oaties stay oaty, and Wheat Chex stay floaty, and nothing can take the puff out of Puffed Rice. ("Cereal") While fishing in the blue lagoon, I caught a lovely silver fish. ("The Silver Fish")

8. Identify the types of sentences: 1. They say if you step on a crack, you will break your mother's back. ("Side walking") 2. They just had a contest for scariest mask, and I was the wild and daring one who won the contest for scariest mask--and (sob) I'm not even wearing one. ("Best Mask?") 3. My voice was raspy, rough, and cracked. ("Little Hoarse") 4. I opened my eyes and looked up at the rain, and it dripped in my head and flowed into my brain. ("Rain") 5. They say that once in Zanzibar a boy stuck out his tongue so far that it reached the heavens and touched a star, which burned him rather badly. ("The Tongue Sticker-Outer")

9. Identify the types of sentences: Keep working until you understand the different types of sentences. 1. I'm going to Camp Wonderful beside Lake Paradise across from Blissful Mountain in the Valley of the Nice. ("Camp Wonderful") 2. I joke with the bats and have intimate chats with the cooties who crawl through my hair. ("The Dirtiest Man in the World") 3. The animals snarled and screeched and growled and whinnied and whimpered and hooted and howled and gobbled up the whole ice cream stand. ("Ice Cream Stop") 4. The antlers of a standing moose, as everybody knows, are just the perfect place to hang your wet and drippy clothes. ("A Use for a Moose") 5. We'll walk with a walk that is measured and slow, and we'll go where the chalk-white arrows go. ("Where the Sidewalk Ends")

10. Identify the types of sentences: Keep working until you understand the different types of sentences. If I had a brontosaurus, I would name him Horace or Morris. ("If I Had a Brontosaurus") I am writing these poems from inside a lion, and it's rather dark in here. ("It's Dark in Here") A piece of sky broke off and fell through the crack in the ceiling right into my soup. ("Sky Seasoning")

11. W RITING AN E NGAGING STORY Use the writing process and conventions of language to write an engaging story using a range of literary strategies and devices to enhance the plot.

13. Brainstorm Halloween Story.

14. Group Words and Phrases That are Alike mm mm

16. W EDNESDAY ’ S G UIDING Q UESTIONS How do grammar skills enhance written communication? What does it mean to be an effective writer?

17. V OCABULARY Revise Voice Quotation Marks

18. O BJECTIVE : S TUDENTS REVISE DRAFTS FOR IMPROVED VOICE, LITERARY TECHNIQUES, AND SENTENCE VARIETY. Today you will continue to improve your engaging stories by making sure you have a strong voice in your writing. What is voice? How can it affect writing? Do you always have to write in your own voice? Share examples.

19. S TUDENTS REVISE DRAFTS FOR IMPROVED VOICE, LITERARY TECHNIQUES, AND SENTENCE VARIETY. Explain that one of the more difficult aspects of voice is assessing it fairly. Handout: Voice Rubric.. Display the selected piece of writing. Think Aloud with students while using Handout: Voice Rubric to assess voice in the piece.

20. You don’t know about me, without you have read a book by the name of “The Adventures of Tom Sawyer,” but that ain’t no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth. That is nothing. I never seen anybody but lied, one time or another, without it was Aunty Polly— Tom’s Aunt Polly, she is—and Mary, and the Widow Douglas, is all told about in that book—which is mostly a true book, with some stretchers, as I said before. Breaking rules left and right here. Note the atrocious grammar and the way he interrupts and repeats himself. Mr. Twain puts us right in the room with Huck Finn. Simply the way it is worded helps us to both hear the accent and see the boy—before ever being told what he sounds or looks like.Mr. Twain

21. Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it showMatching voice to purpose 531 The author’s fingerprints are on this piece of writing. Voice is expressive and lively. Voice is used inconsistently, with strong and weak examples throughout the piece. There is not much voice or energy in this piece. The author cares deeply about the topic and it shows in nearly every line. The author likes the topic and the voice is adequate. The author is indifferent and voice is not apparent. The author is fully aware of the audience and uses voice to capture readers and keep them interested. The author is aware of the audience. The voice is acceptable and functional. The author is unaware of the audience. The voice is boring and dull. The voice enhances the purpose of this piece and is a perfect fit. Sometimes the voice matches the purpose of the piece, but at other times it is not appropriate. The voice in this piece is not at all appropriate for the purpose. The voice captures the mood and tone of this piece and makes readers want to read it aloud to others. The voice supports the mood and tone of this piece, but stronger words would make it more evident. The voice doesn’t help readers recognize the mood or tone of the piece. Readers are glad when they finally finish reading the piece.

22. Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #1 There is not much voice or energy in this piece. The author is indifferent and voice is not apparent. The author is unaware of the audience. The voice is boring and dull. The voice in this piece is not at all appropriate for the purpose. The voice doesn’t help readers recognize the mood or tone of the piece. Readers are glad when they finally finish reading the piece.

23. Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #3 Voice is used inconsistently, with strong and weak examples throughout the piece. The author likes the topic and the voice is adequate. The author is aware of the audience. The voice is acceptable and functional. Sometimes the voice matches the purpose of the piece, but at other times it is not appropriate. The voice supports the mood and tone of this piece, but stronger words would make it more evident.

24. Voice Rubric What is Voice? Putting yourself into your writing Thinking of your audience Liking your topic, and letting it show Matching voice to purpose #5 The author’s fingerprints are on this piece of writing. Voice is expressive and lively. The author cares deeply about the topic and it shows in nearly every line. The author is fully aware of the audience and uses voice to capture readers and keep them interested. The voice enhances the purpose of this piece and is a perfect fit. The voice captures the mood and tone of this piece and makes readers want to read it aloud to others.

25. Select a piece of writing with either a strong or weak voice to assess with students using Handout: Voice Rubric. Background Information This Instructional Routine partially assesses Performance Indicator: “Use the writing process and conventions of language to write an engaging story using a range of literary strategies and devices to enhance the plot.” Teacher Notes: MISCONCEPTION: Some students believe that the voice of a paper must always be the authentic voice of the writer. However, the author does not have to write in his/her authentic voice, but must make us believe that it is his/her authentic voice throughout the writing. Voice is something that is not nearly as tangible as grammar or focus. It is necessary for a teacher to truly understand voice in order to ensure that it becomes concrete to students. Consider preparing a practice activity to further support students. An example could be for students to write a short note of apology from different perspectives for breaking a neighbor’s window: a sweet little girl, a rough teenager, and one from themselves. Assign these one at a time and stop to read a few as the students finish them. This will demonstrate what voice looks like in a more concrete manner

26. Students revise drafts for improved voice, literary techniques, and sentence variety. Explain that using a variety of sentence types and lengths when writing adds rhythm and voice. Model revising selected sentences to increase variety. Literary techniques also contribute to voice.

27. S TUDENTS REVISE DRAFTS FOR IMPROVED VOICE, LITERARY TECHNIQUES, AND SENTENCE VARIETY. L EARNING A PPLICATIONS 1.Handout: Voice Rubric. Assess the use of voice in your engaging stories. 2. Continue revising your engaging story drafts, focusing on using a variety of sentence types and lengths and other literary techniques that contribute to voice. 3. Meet with me at least once this week so that I may provide targeted, individualized instruction.

28. Q UOTATION M ARKS USE quotation marks to enclose a direct quote: Example: “My work will be completed on time,” the student promised. DO NOT USE quotation marks with an indirect quote. Example: The teacher said she wanted all of the students to pass her class. Explain why they aren’t needed in the second example: ____________________________________________________ ____________________________________________________

29. Q UOTATION M ARKS. Use quotation marks when words are used in a special sense, such as to indicate sarcasm or irony. Example: Her comment of “yeah, right” indicated her attitude toward my suggestion.

30. Q UOTATION M ARKS 2. Use single marks to enclose a quotation within a quotation. Example: The parent explained to the teacher, “My child told me, ‘Mother I don’t have any homework tonight.’”

31. Q UOTATION M ARKS 3. Place closing quotation marks outside a period or comma. Example: My mom said, “I love you.”

32. Q UOTATION M ARKS 4. Place quotation marks OUTSIDE if a question or exclamation point is part of the quotation. 5. Place exclamation points or question marks that are NOT part of the quotation OUTSIDE the quotation marks. Example: What do you think of the saying, “Do your own thing”?

33. Q UOTATION M ARKS 6. Use quotation marks with titles of articles, chapters, poems, short stories, or art works. UNDERLINE books, magazines, newspapers, aircrafts, ships, and trains. Example: The article “Money Management” is in the last issue of Newsweek magazine.

34. S TUDENTS REVISE DRAFTS FOR IMPROVED VOICE, LITERARY TECHNIQUES, AND SENTENCE VARIETY. C LOSURE 30 S ECOND W RITE Which strategies did you use to create voice in your writing? Discuss responses. Share your revisions with the class