1. Literacy October 14, 2013 TURN IN PARENT CONFERENCE LETTER. TURN IN YOUR 1 ST NINE WEEKS GATOR CARD AND THEN RECEIVE A NEW ONE FROM ME. Get all books and materials ready for the day. Use inside voices. Either read, do work from other classes, or sit quietly until literacy begins. www.channelone.com

2. ELA October 14, 2013 Needed Materials: source book, paper, pen, progress report Agenda Note: Adjectives Out of Order Notes & Activity Homework: Read independent reading book. Complete flap book and ad on rhetorical techniques. Due tomorrow Oct. 15. Warm-up—Write 5-8 sentences on the following prompt. Support it with specific examples, facts, etc. and end with an effective closing. Immune: not affected or influenced by something (adj) How would the world change if all people suddenly became immune to diseases? How would your life be different?

3. Turn in…. & Remember…. Signed progress report Flap book and ad are due tomorrow.

4. Essential Questions & Standard How do I write an effective paragraph? How do I enhance my writing? How do I vary my sentences? LA.8.ELACC8L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

5. Opening When you add paint to a canvas, what happens?

6. Opening continued How is an artist like a writer? Different? We are going to be like a painter and use “brush strokes” in our writing. Let us show you how.

7. Opening continued Writing with Brush Strokes One way is by using five simple grammatical structures called the writer’s brush strokes: 1. the participle 2. the absolute 3. the appositive 4. adjectives shifted out of order 5. action verbs.

8. Brush Strokes To examine each of these five brush strokes, we’ll follow four simple steps. STEP 1. First we will look at a simple definition of the brush stroke. STEP 2. Next, we will begin with a short, simple sentence that describes an image. STEP 3. We will use an imaginary zoom lens that will help us to either see or imagine a close-up detail. STEP 4. Finally, we will add a brush stroke that captures that close-up detail.

9. Work Session Take fact fragment notes on adjectives out of order brush stroke. Practice activity. Questions about flap book and ad? Work on flap book and ad.

10. Step 1 Definition of Adjectives Out of Order When amateur writers want to use adjectives, they jam a long list into a sentence, like this: The tall, white, muscular, fearless horse galloped across the dusty field. A professional author who wants to use a number of adjectives selects a maximum of three adjectives, then places one before the noun it modifies and two after. Our sample sentence about the horse would read like the example on the following slide. ©2011 by Harry Noden from Image Grammar: Teaching Grammar as Part of the Writing Process, Second Edition. Portsmouth, NH: Heinemann Brush Strokes 10

11. The white horse, muscular and fearless, galloped across the dusty field. Placing two of the adjectives after the noun horse creates a spotlight, giving the adjectives a more profound quality. ©2011 by Harry Noden from Image Grammar: Teaching Grammar as Part of the Writing Process, Second Edition. Portsmouth, NH: Heinemann Brush Strokes 11

12. Here are a few more examples to review before you create your own. The Pavilion was a simple city, long and rectangular. —Caleb Carr, in The Alienist I could smell Mama, crisp and starched, plumping my pillow. —Robert Newton Peck, in A Day No Pigs Would Die The woman, old and wrinkled, smiled upon her newborn great­grandson with pride. — Student Stephanie Schwallie The boxer, twisted and tormented, felt no compassion for his contender. —Student Chris Hloros ©2011 by Harry Noden from Image Grammar: Teaching Grammar as Part of the Writing Process, Second Edition. Portsmouth, NH: Heinemann Brush Strokes 12

13. Now you practice. There are pictures on your table. You must create 2 sentences per picture; that means you will write a total of 16 sentences.

14. Closing Medium Sized Circle We will call on at least 4 people. All 4 students will share ONE thing he/she learned from work session. The 1 st student will share. Then 2 nd person will REPEAT what 1 st person shared and then share his/her “learned” statement. Next, 3 rd person will REPEAT what 1 st and 2 nd persons shared and then share his/her “learned” statement. Finally, 4 th person will REPEAT what 1 st, 2 nd, and 3 rd persons shared and then share his/her “learned” statement. Audience will listen attentively to all students to be reminded of work session.

15. Literacy October 15, 2013 TURN IN PARENT CONFERENCE LETTER. Get all books and materials ready for the day. Use inside voices. Either read, do work from other classes, or sit quietly until literacy begins. www.channelone.com

16. ELA October 15, 2013 Needed Materials: source book, paper, pen, progress report Agenda Note: Adjectives Out of Order Notes & Activity Homework: Read independent reading book. Warm-up: Make sure that you have your flap book and ad for rhetorical techniques ready to turn in.

17. Essential Questions & Standard How do I write an effective paragraph? How do I enhance my writing? How do I vary my sentences? LA.8.ELACC8L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

18. Opening Think-Pair-Share: Think What new concept did you learn yesterday? Pair Find a partner at another table. Share Tell your partner what new concept you learned yesterday.

19. Opening continued…Remember Writing with Brush Strokes One way is by using five simple grammatical structures called the writer’s brush strokes: 1. the participle 2. the absolute 3. the appositive 4. adjectives shifted out of order 5. action verbs.

20. Brush Strokes…Remember To examine each of these five brush strokes, we’ll follow four simple steps. STEP 1. First we will look at a simple definition of the brush stroke. STEP 2. Next, we will begin with a short, simple sentence that describes an image. STEP 3. We will use an imaginary zoom lens that will help us to either see or imagine a close-up detail. STEP 4. Finally, we will add a brush stroke that captures that close-up detail.

21. Adjectives Out of Order A professional author who wants to use a number of adjectives selects a maximum of three adjectives, then places one before the noun it modifies and two after. Let’s use the following picture to practice writing sentences with adjectives out of order. 1.Read definition. 2.Write a simple sentence. 3.Use imaginary zoom lens. 4.Add brush stroke. Example simple sentence: The girl loved the boy.

22. Now you practice. There are pictures on your table. You must create 2 sentences per picture; that means you will write a total of 16 sentences. Remember to use your notes to help you follow the steps and paint the adjectives out of order brush stroke.

23. Closing Medium Sized Circle We will call on at least 4 people. All 4 students will share ONE thing he/she learned from work session. The 1 st student will share. Then 2 nd person will REPEAT what 1 st person shared and then share his/her “learned” statement. Next, 3 rd person will REPEAT what 1 st and 2 nd persons shared and then share his/her “learned” statement. Finally, 4 th person will REPEAT what 1 st, 2 nd, and 3 rd persons shared and then share his/her “learned” statement. Audience will listen attentively to all students to be reminded of work session.

24. Literacy October 16, 2013 TURN IN PARENT CONFERENCE LETTER. Get all books and materials ready for the day. Use inside voices until announcements are made. Literacy Lesson: Need paper and pen

25. ELA October 16, 2013 Needed Materials: source book, paper, pen, notes on brush strokes & AOO Agenda Note: Finish Adjectives Out of Order Notes & Activity Write an effective paragraph Homework: Read independent reading book. Warm-up: Use the following picture to write a sentence with adjectives out of order.

26. Essential Questions & Standard How do I write an effective paragraph? How do I enhance my writing? How do I vary my sentences? LA.8.ELACC8L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

27. Opening Boggle— Materials Needed: brush strokes and adjectives out of order notes, paper, & pen 1.Review your notes on brush strokes and adjectives out of order. Close notes when time expires. (2 minutes) 2.Brain dump—Free write everything you can remember from your notes. YOU CANNOT USE YOUR NOTES. (2 minutes) 3.Draw a line underneath your list. 4.Form a team of 4. Take 3 minutes to share what each person recalled from memory. 5.Add new ideas below the line of your paper. (1-2 minutes) 6.Pair with someone from another group and share your list. (2 minutes)

28. Opening continued…. Brush Strokes…Remember To examine each of these five brush strokes, we’ll follow four simple steps. STEP 1. First we will look at a simple definition of the brush stroke. STEP 2. Next, we will begin with a short, simple sentence that describes an image. STEP 3. We will use an imaginary zoom lens that will help us to either see or imagine a close-up detail. STEP 4. Finally, we will add a brush stroke that captures that close-up detail.

29. Work Session: Practice Time Use your notes on brush strokes and adjectives out of order. Begin with step one! There are pictures on your table. You must create 2 sentences per picture; that means you will write a total of 16 sentences. Remember to use your notes to help you follow the steps and paint the adjectives out of order brush stroke.

30. Work Session continued… Mini-lesson: Writing an Effective Paragraph & Elaboration 1. Make sure every paragraph has a topic sentence. 2. Relate each sentence to the topic sentence of the paragraph. 3. Arrange ideas in a clearly understandable order. 4. Link sentences by using pronouns, and by relating words, phrases, or ideas. 5. Support ideas with examples. 6. Describe to make a point. 7. Compare and contrast to develop an idea. 8. End paragraph by restating topic sentence in different words.

31. Topic Sentence Topic Sentence is….: Main idea of the paragraph Point the writer wants to make about the subject Appears usually at the first sentence General enough to express overall subject but… Specific enough that the reader can understand the subject

32. Supporting Details (Elaboration) Sentences other than topic sentence Develop or explain topic sentence Types of Elaboration Pathos—appeal to audience’s emotions Ethos—make yourself (or someone else) seem trustworthy and believable Logos—using logic, numbers, facts, and data to support your argument

33. Argumentative Topic Writing Situation: Youth curfews are widely used in the USA to keep children off the street at night; a state of curfew makes it illegal to be out of doors between certain publicized times. In the USA over 300 individual towns have passed local curfew laws that vary in detail, but are all aimed at reducing juvenile crime and gang activity. In Britain a 1998 law allowed local councils to impose curfews for all children under ten, although none has yet chosen to do so. In defining the motion the proposition should think about the age groups at which the curfew is aimed, the hours it would operate, the penalties for offenders and any possible exceptions, for example, is it permitted to be out in the company of an adult? Writing Topic: Should children and teenagers be subject to curfew laws?

34. Closing Medium Sized Circle We will call on at least 4 people. All 4 students will share ONE thing he/she learned from work session. The 1 st student will share. Then 2 nd person will REPEAT what 1 st person shared and then share his/her “learned” statement. Next, 3 rd person will REPEAT what 1 st and 2 nd persons shared and then share his/her “learned” statement. Finally, 4 th person will REPEAT what 1 st, 2 nd, and 3 rd persons shared and then share his/her “learned” statement. Audience will listen attentively to all students to be reminded of work session.