Strategic WriterAFGH

Demos/Stein2011-2012

Take out binder, paper, dividers Homework: Read for at least ten minutes. 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.

Drill 3 9/6(AFH) 9/7 (G)

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

Setting up your English binder

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?

Letter to yourself

Homework: Identify the parts of speech in the homework sentence.

Objective: TSWBAT identify parts of speech in sentences in order to understand how words function in sentences.

Drill: Category Yellow Identify the part of speech for each word in the following sentence.

Sometimes I think evil is a tangible thing--with wave lengths, just as sound and light have. (Richard Connell, The Most Dangerous Game)

Drill 4 9/7 (AH) 9/8(FG)

Sometimes (adverb) I (pronoun) think (verb) evil (noun) is (verb) a (article) tangible (adjective) thing (noun)—with (preposition) wave (adjective) lengths (noun), just (adjective) as (adverb) sound (noun) and (conjunction) light (noun) have (verb).

(Richard Connell, The Most Dangerous Game)

Drill 4 Answer

Take out homework sentence. Homework: Write five sentences. Each sentence

will have one of the five phrases we reviewed. Underline and label the phrase.

Objective: TSWBAT recognize a phrase in order to support their writing and knowledge of parts of a sentence

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)

Drill 5 9/8 (H) 9/9 (AFG)

Take out sentences with phrases Homework: Review for quiz on parts of speech

and phrases (H 9/13) (FG 9/14)(A 9/15) Objective: TSWBAT recognize a phrase in

order to support their writing and knowledge of parts of a sentence.

Drill: Category Yellow View the picture on the next slide. Write a

sentence with an appositive phrase. Write a sentence with a participial phrase.

Drill 6 9/12 (AFH) 9/13 G

Drill 6 Picture

Ravens 35—Steelers 7

Seven Turnovers

See you in November.

Homework: Preposition Handout Objective: TSWBAT demonstrate their ability

to identify the function of words and phrases in sentences.

Drill: Category Yellow Take out your parts of speech flip book and

phrases notes. Study for the quiz with your team.

Write “Study for quiz” on your drill sheet.

Drill 7 (9/13 H) (9/14 FG)

Homework: Preposition Handout Quiz 9/15 Objective:TSWBAT recognize a phrase in order

to support their writing and knowledge of parts of a sentence.

Drill: Category Yellow Write the sentence. Identify the subject and

predicate. Add a participial phrase to the sentence. Rewrite the revised sentence.

Students do well in school.

Drill 7 A 9/13

Homework: Hunter and Hunted BCR 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.

Drill 8 (9/14 H) (9/15 FG)

Homework: Hunter and Hunted BCR Objective: TSWBAT demonstrate their ability

to identify the function of words and phrases in sentences.

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.

Drill 8 (9/15 A)

Homework: Absolute Phrase Practice 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 Hunter/Hunted paragraph. Proof read it for conventions and organization. Did you follow ACECE? Ask a team mate to proof read your paragraph.

Drill 9 (9/16 AFH) (9/19 G)

Homework: Absolute Phrase Practice Objective: TSWBAT analyze the events of the

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

Drill: Take out your Hunter/Hunted paragraph. Proof read it for conventions and organization. Did you follow ACECE? Ask a team mate to proof read your paragraph.

Drill 9 (9/19 G)

Take out absolute phrase homework Homework: Crossword puzzle Quiz corrections due Friday 9/23 Objective: TSWBAT analyze the events of the

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

Drill: Category Yellow Based on prior knowledge define the following

terms: Setting, Rising Action, Climax, Falling Action, Resolution

Drill 10 (9/19 AH) (9/20 FG)

Setting: Time and place that a story occurs. Creates mood. Includes characters

Rising Action: Part of the plot that adds complications to the conflict.

Climax: Point of greatest emotional intensity or suspense. Turning point

Falling Action: Follows the climax Results Resolution: Reveals or suggests the

outcome of the conflict.

Plot:

Take out crossword puzzle Homework: MDG Vocabulary Quiz corrections due 9/23 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.

Category Yellow

Drill 11(9/20 H)(9/21 AFG)

Take out MDG Vocabulary Homework: Study for quiz (H 9/26) (AFG 9/27) Quiz corrections due 9/23 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.)

Please turn in drills 9-12.

Drill 12 (9/22 AFH) (9/23 G)

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.

Point of View

What point of view is “The Most Dangerous Game” told from?

Support your answer with evidence from the text.

Exit Ticket

Homework: Study for Quiz H (9/26) (AFG 9/27) Objective: TSWBAT identify the main idea in

a text in order to understand the text. Drill: Copy down this information. Sentence

fragments are groups of words that do not have both a subject and predicate or do not form a complete thought. Revise the following sentence fragments to make complete sentences.

Drill 13 (9/23 AH) (9/26 FG)

1. A tough game. 2. Maryland playing well in the second half. 3. Because West Virginia is a fierce team.

Drill 13 Sentence Fragments

Foil Character: provides a strong contrast to another character. A foil may emphasize another character’s distinctive traits or make a character look better by comparison.

Foreshadowing: An author’s use of clues that hint at events that will occur later in the plot. Foreshadowing often helps to build suspense as well as prepare readers for what is to come.

Foil Character and Foreshadowing

Homework: Irony Handout Objective: TSWBAT analyze character traits

based on what the character says, does, thinks and what other characters or the narrator says in order to understand the text.

Drill: (Write down this definition) Irony is the contrast between what is said and what is meant or the contrast between what appears to be and what actually is.

With your team find an example of irony from “The Most Dangerous Game.”

Drill 14 (9/26 H) (9/27 AFG)

Irony

Take out Irony Homework Homework: Parts of Speech Practice Review for MDG Test Objective: TSWBAT analyze universal themes in

order to make connections between the literature and their lives.

Drill: (Copy the definition) A theme is a universal truth. The author’s message about a topic within a text. With your team, determine a theme of the “Most Dangerous Game”? Support your answer with information from the text.

Drill 15 (9/28 AFH) (9/30 G)

Homework: Complete Review Sheet and study

MDG Test 10/3 H 10/4 AFG Objective: TSWBAT analyze setting in order

to evaluate how setting affects mood.

Drill: How does the setting of “The Most Dangerous Game” affect the mood of the story? (What is the mood and why?)

Drill 16 (9/30 AH) (10/3 FG)

Take out MDG Review Sheet Homework: Review for the MDG Test Objective: TSWBAT use RAFTS to read a

prompt in order to express personal ideas. Drill: Look at the following image and create

a list of adjectives that you would use to describe the scene to a person who is deaf and dumb like Ivan, but also blind.

Consider all the sense that you need to stimulate.

Drill 17 (10/4 G)

Take out MDG Review Sheet Homework: Complete draft copy of Letter

Writing Assignment Objective: TSWBAT use RAFTS to read a prompt

in order to express personal ideas. Drill: Look at the following image and create a

list of adjectives that you would use to describe the scene to a person who is deaf and dumb like Ivan, but also blind.

Consider all the sense that you need to stimulate.

Drill 17 (10/3 H) (10/4 AF)

Drill 17

Imagery:

Homework: Review for Characterization Quiz (10/6 AH) ((10/7 FG)

Objective: :TSWBAT analyze character traits based on what the character says, does, and thinks and what others say about the character in order to understand the text.

Drill: Pick a character trait for Rainsford or Zaroff and explain why the character has that trait. You may use your notes.

G Block Category Red

Drill 18 (10/5 AFH) (10/6 G)

Homework: MDG Projects due (10/11 AFH) (10/14 G) MDG papers(10/10 G) (10/13 H) (10/14 AF)

Objective: TSWBAT read critically in order to analyze plot, mood, and characters and how they are connected to theme.

Drill: Category Red View the image on the next slide and create a

list of modifiers (adjectives) that you would use to describe the scene to a blind person.

Drill 19 (10/6 AH) (10/7 FG)

Create a list of modifiers (adjectives) that you would use to describe this scene to a blind person.

Homework: MDG Projects due (10/14 FG) (10/12 AH) MDG papers(10/12 G) (10/13 H) (10/14 AF)

Objective: TSWBAT read critically in order to analyze plot, mood, and characters and how they are connected to theme

Drill: Revise the following sentence fragments to form three complete sentences.1. Rainsford feeling intense fear.2. Stabbed with a knife by Rainsford.3. A most comfortable bed.

Drill 20 (10/7 H) (10/10 AFG)

Homework: MDG Projects due (10/14 FG) (10/12 AH) MDG papers(10/12 G) (10/13 H) (10/14 AF)

Quiz 3 Figurative Language (H10/13) (AFG 10/14) Objective: TSWBAT use RAFTS and prewriting

strategies in order to express personal ideas. Drill: Category Yellow Define the following terms and give an example

of each. Characterization Imagery

Drill 21 (10/11 FH) (10/12 AG)

Rubric Outline Final Draft

Underline the simile once Underline the five modifiers twice Circle the participial phrases

Rainsford Letter

Characterization: The techniques the author uses to develop a character. Readers learn about characters by what the character thinks, says, does and what others think and say about them.

Imagery: Words and phrases that appeal to the senses. Descriptive words—modifiers, adjectives and adverbs

definitions

Homework Participial Phrase Objective: TSWBAT read critically in order to

understand plot, theme and mood. Drill: Category Yellow Define the following words. Give an

example for each. Metaphor, Simile, Alliteration,

Onomatopoeia, Personification, Hyperbole

Drill 22 (10/12 H) (10/13 FG) (10/14 A)

Homework: Final Draft Due next class Objective: TSWBAT use revising strategies

in order to prepare a final written presentation.

Drill: Category Red On your drill sheet make a proper heading

for a paper.

Drill 23 (10/13H)(10/14 FG)

Name Date

Block English

Title Typed or blue or black ink If typed 12 point font/Times New Roman Double space

Proper heading

Homework: Rainsford Dynamic/Static BCR Objective: TSWBAT analyze characterization in

order to determine the character’s personal growth and development.

Drill: Use context clues to define the underlined word in the following sentence.

The angry sharks churn the water around the helpless swimmers.

Answer: churn: to shake or agitate with violence or continued motion:

Use the word in a sentence.

Drill 24 (10/17 FH) (10/18 AG)

Take out Dynamic/Static BCR Homework: Check the on-line grade book

with your parents. All late and missing work is due 10/28.

Objective: TSWBAT compose and combine sentences in order to improve sentence fluency.

Drill: Category Red Add the correct phrase to each sentence.

Write the new sentence.

Drill 25 (10/18 H) (10/24AF)(10/25 G)

1. Rainsford, (appositive phrase), says the jaguar feels no pain.

2. Rainsford, (participial phrase), says the jaguar feels no pain.

3. (Absolute phrase), Rainsford says the jaguar feels no pain.

(You can use your notes to help you)

Add phrases where indicated. Write the new sentence.