Strategic Writer UnitD Block GT

Mrs. Demos 2011-2012

Drill 4 9/6

• Take out binder, paper, dividers• Homework: Parts of Speech Review• Objective: TSWBAT organize binders in order to find

materials as needed for assignments, class activities, and review.

• Drill: Category Yellow (talk about the assignment). Answer in complete sentences.

• Based on the opening week lesson, what does it mean to be accountable for your learning?

• Include examples of being accountable.

Setting up your binder

As long as you are working, Category Green1. Make sure your first and last name and block

can be seen. 2. Label dividers: Drills, Literature, Grammar,

Vocabulary, Writer’s Workshop3. Put dividers in notebook.4. Put paper in each section.5. Grade Sheet6. Partner Clock

Letter to yourself

Category Red—Independent WorkFor the rest of class you will think about your

goal and where you are. You will write a letter to yourself about 8th grade. – What do you see as happening?– What do you like to do?– Who are your friends?– What will you accomplish this year?

Drill 5 9/7

• Take your parts of speech review out.• Homework: Find an example of good word choice in a

song, poem, or book that you are familiar with. Remember to cite your source. Be prepared to explain your choice.

• Objective: TSWBAT explain the 6+1 Writer’s Traits through a review activity in order to effectively use the writer’s traits when composing and presenting information.

• Drill: Category Yellow• With your team identify as many of the 6+1 Writer’s

Traits as you can. Define them if possible.

Drill 6 9/8

• Take out word choice homework• Homework: Read for 30 minutes• Objective: TSWBAT explain the 6+1 Writer’s Traits

through a review activity in order to effectively use the writer’s traits when composing and presenting information.

• Drill: Category Yellow Focus on Word Choice• With your team create a list of words that are boring

and general. Words that you should try to avoid in your writing.

Drill 7 9/12

• Homework: Continue research on phrases. Presentations 9/14. Quiz 9/16

• Objective: TSWBAT recognize phrases in order to compose more detailed sentences.

• Drill: Category Yellow Identify the underlined phrase and write a sentence that imitates the sentence.

• Rainsford, reclining in a steamer chair, indolently puffed on his favorite brier.

• (Richard Connell, The Most Dangerous Game)

Answer Drill 7

• Rainsford, reclining in a steamer chair, indolently puffed on his favorite brier.

• (Richard Connell, The Most Dangerous Game)

• A participial phrase is a group of words consisting of a participle (verb ending in –ing or –ed) and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the participle.

• Often set off with commas.

Phrase Practice

• Write a sentence with a participial phrase for this picture.

Ravens 35Steelers 7

Seven turnovers

See you in November.

Drill 8 9/13

• Homework: Complete Phrase Review Research. Presentations on 9/14. Quiz 9/16

• Objective: TSWBAT recognize phrases in order to compose more detailed sentences.

• Drill: Identify the participial phrase. Add an appositive phrase.

• Inspirited by this wind of promise, my day dreams become more fervent and vivid.

• (Mary Shelley, Frankenstein)

Drill 9 9/14

• Homework: Collect and bring in a favorite quote, interesting picture, headline, or list of ideas. (Be prepared to glue this into your journal.) Phrase quiz 9/16.

• Objective: TSWBAT apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes in order to construct meaning.

• Drill: Take out your materials and make any final adjustments to your phrase and grammar lessons. Be ready to present.

Drill 10 9/16

• Homework: Review phrases and parts of speech notes. Quiz on 9/19.

• Objective: TSWBAT use writing-to-learn strategies such as dialectic journals, quickwrites, and mindmaps to make connections between learning and prior knowledge in order to develop strategies for writing.

• Drill: Take out your homework and write about why you choose the item you did for your journal.

Drill 11 9/19

• Homework: Absolute Phrase Handout

Objective: TSWBAT use writing-to-learn strategies to make connections between learning and prior knowledge in order to develop strategies for writing.Drill: Category YellowTake out phrase and parts of speech notes and prepare for the quiz. You may test each other.

Drill 12 9/20

• Take out absolute phrase handout• Homework: Hunter/Hunted BCR Quiz 9/26• Objective: TSWBAT annotate a text in order to create

meaning and understanding when reading.• Drill: : Category Yellow• View the painting “The Hungry Lion” by Henry

Rousseau.• Describe the emotions of the hunter and of the

hunted.• Write in complete sentences.

• The Hungry Lion by Henry Rousseau.

Drill 13 9/22

Take out Hunter/Hunted BCRHomework: MDG Vocabulary• Objective: TSWBAT analyze the events of the plot:

exposition, rising action, climax, and resolution in order to understand and interpret the text.

• Drill: Mood is the emotional response of the audience to a piece of art. View the picture on the next slide, identify the mood you feel and explain why the image conveys this mood.

Drill 14 9/23

• Take out MDG vocabulary homework• Homework: Study for Point of View Quiz 9/26• Objective: TSWBAT identify point of view in

order to further understand the text.• Drill: What one word would you use to

describe Sanger Rainsford? Explain your answer. (Refer to the book if you need to.)

Point of View

Point of View

• Point of View• First Person: The speaker is I. Told from the point of

view of one person in the story.• Second Person: The speaker is you.• Third Person: The speaker or narrator tells the point of

view of one character.• Third Person Omniscient: Speaker knows what all

characters are thinking and feeling.• What is the point of view of the Most Dangerous

Game--Support your answer with information from the text.