Strategic Writer Unit D Block GT
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Transcript of Strategic Writer Unit D Block GT
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Strategic Writer UnitD Block GT
Mrs. Demos 2011-2012
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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.
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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
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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?
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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.
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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.
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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)
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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.
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Phrase Practice
• Write a sentence with a participial phrase for this picture.
Ravens 35Steelers 7
Seven turnovers
See you in November.
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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)
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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.
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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.
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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.
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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.
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• The Hungry Lion by Henry Rousseau.
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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.
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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.)
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Point of View
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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.