World Literature December 8, 2014. Do Now After completing the handout, define and provide an...

World LiteratureDecember 8, 2014

Do Now

After completing the handout, define and provide an example of the following sentence types.

• Simple

• Compound

• Complex

• Compound-Complex.

Objectives

• SWBAT define and create each type of sentence.

• SWBAT identify and punctuate sentences correctly.

• SWBAT use a variety of sentence types.

Turn and Talk

• Why do we need to use different types of sentences?

Simple Sentence

• An IC that consists of a subject and a verb.

She changed the light bulb.

Compound Sentence

• Joining two simple sentences with a comma and FANBOY.

She changed the light bulb.(now add)

Complex Sentences

A dependent clause comma and an independent clause.

A dependent clause always consist of an subordinating conjunction.

She was a great teacher. She could not change the light bulb. (Make these two sentences one complex sentence)

Compound-Complex Sentence

• Two independent clauses and one dependent clause.

Although she was a great English teacher, she could not change the light bulb so she asked her husband for help.

Identify the parts of this sentence.

Identify each type of sentence in the paragraph.

• Although she was not the most skilled at changing light bulbs, she needed to be able to see. As she turned the light bulb, a bolt of electricity shocked her system. She’d left the power on! She was dazed and confused, but she was ok. She thought she should probably stick to teaching English.

Exit Ticket

• Using the formulas, create sentences. Sentences must be about The Kite Runner or your SSR book.

• Label each part of the sentence. (DC, IC, FB, etc.)

Homework

• Write a response about your greatest challenge. What was it? Why?

• Use each sentence formula (10) and label the parts.(Due tomorrow)

• Remember each type of sentence and remember their formulas. You will recite this to me on Wednesday. (10 points)

Tuesday December 9, 2014

• SSR!

Write, Think, Pair, & Share

• What are the components of a good paragraph?

Objectives

• SWBAT understand the structure of a well written paragraph.

• SWBAT create strong topic sentence for body paragraphs.

• SWBAT edit body paragraphs of The Kite Runner analysis essay to resemble the structure of a well written paragraph.

A paragraph is like a hamburger

COLOMBOWRITES

COLOMBOWRITES

COLOMBOWRITES

Topic Sentence: At the beginning of the

paragraph. Introduces the topic.

COLOMBOWRITES



Supporting Sentences: Give detail.

Support and expands the Topic Sentence.

COLOMBOWRITES





Concluding Sentence: Restates the topic sentence.

Closes the paragraph.

COLOMBOWRITES







Connectors: Connects the different supporting sentences.

COLOMBOWRITES







Supporting Sentences, connectors & Details



Supporting Sentences , connectors & Details

What is a Topic Sentence?

• A topic sentence is often the first sentence in a paragraph.

• It tells the MAIN IDEA of the paragraph.

• It also tells what the author wants to SAY ABOUT the topic.

Definition

A topic sentence tells the main idea of the paragraph as well as what the author wants to say about the topic.

Example

• The theme of guilt is developed in The Kite Runner through the symbol of the blood on the snow after Hassan is raped by Assef . Amir hid behind a wall in the alley instead of jumping out to defend Hassan. After the rape, Amir comes out and pretends like he has been looking for Hassan the whole time. Both boys pretend like nothing happened. Amir also pretends to not see "the dark stain in the seat of his pants " (Hosseini 78). However, the "tiny drops that fell from between his legs and stained the snow black" (Hosseini 78) will forever remind Amir of his cowardly actions. The color red of the blood on the white snow represents the violent act committed against the innocent Hassan. The blood symbolizes the guilt Amir will carry with him because he did not act to help his so-called best friend.

Handout

• Complete the Handout.

Your Turn

• Go back into your portfolio and edit your topic sentences.

• On a separate doc, submit one paragraph in which you have edited the topic sentence. (old and new paragraph)

• 5 points!.

Homework

• Unusual Subject Verb Agreement Handout.

• Recitation of Sentence Formulas.

Wednesday December 10, 2014

• SSR!

• During SSR I will call each of you to recite the formulas.

Objectives

• SWBAT explain how their evidences support their claim.

• SWBAT embed conclusion sentences in each body paragraphs.

Recap…

• What is the formula for a well written paragraph?

Conclusion Sentences

• Re-tells the main idea.

• Summarizes the paragraph.

• “Wraps-it-all-up”.

Conclusion Sentence

A conclusion sentence is a “Big so what”

It says this is “What I just told you” and this is why it is important.

A even better conclusion sentence gives you the “Big so What,” but also tells transitions to the next paragraph

Example


Explaining Evidence

• Why is it important to explain evidence?

Evidence

• Paragraphs with Embedded Evidence Check-list:

______ At least 3 paragraphs.

______ Introduce the supporting evidence.

______ Smoothly incorporate the supporting evidence.

______ Explain how the evidence connects to the thesis statement.

______ Accurate MLA-style parenthetical citations.

Evidence

• When you choose evidence, you are looking for evidence that is either:

• Ripe for analysis (lots you can explain about support for your thesis)

• Said better by the author than you can say it!

• DON'T pick evidence that is 'summarizing' – evidence that only require summary of what is happening in the text at this point.

Example


Recap: Given everything we have learned about the structure of a body paragraph, identify each part of the paragraph.

Explaining Evidence/Conclusion Sentences

• Pick and edit your first body paragraph.

• Due at the end of class. (New and old paragraph)

5 points

Homework

• OUC 602/ COP 603 Handout

Thursday December 11, 2014

• Review Homework

Objective

• SWBAT identify the basic purpose or role of a specified phrase or sentence.

Purpose of Sentences

• Each sentence that an author writes serves a specific purpose.

• As writers, it’s important to determine the purpose of each word, phrase, sentence, and paragraph.• Examples: main idea, supporting

detail, introduction, conclusion

Toulmin Example—What’s the purpose of each sentence?

Different elements of the media display what is considered appropriate male behavior. To clarify, TV shows feature male characters acting according to gender stereotypes. For instance, according to Children Now, “almost three fourths of children aged 10-17 describe males on television as violent. More than two thirds describe them as angry.” If children view males on TV as violent and angry, then this suggests that the media portrays a stereotypical role. This is important because if the media has such a great impact on viewers’ perceptions, then it defines gender appropriate behavior for society.

The Staple

• Laila had ordered the Italian chopped salad without the grilled chicken, but when her molars collided with a small forked object, she illogically assumed, for just an instant, that it was a chicken bone. At almost the same time, however, she knew that no bone was that hard and cold, nor any wishbone quite that small. And indeed, when she reached cautiously into her mouth, the object she withdrew was a thick, two-inch-long staple. She showed it to Chase, whose jaw fell open. “You could have swallowed that!” he cried. “Those points could have perforated your intestine or something.” She shrugged and dropped the staple back onto the half-cleared plate of salad, where whatever cold and distant sound it might have made was lost in the happy hubbub of the café. “Oh, don’t get all dramatic—I knew right away it was something artificial” but even as she said this, she knew that if she’d been eating more rapidly, she could indeed have swallowed it.

Question Stem1. The writer is considering removing the following phrase from the passage:

she illogically assumed, for just an instant, that it was a chicken bone

If the writer made this deletion, the essay would primarily lose:

A. a transition to the next sentence

B. an informative fact about salads

C. a descriptive detail that shows what was going through Laila’s mind as she ate her salad

D. a supporting detail and explanation for how long Laila had been eating her salad

Process

1. Read the paragraph

2. Summarize

the underlined

portion

3. What purpose does the

underlined portion serve?

4. How would the paragraph be different if I took it

out?

Guided Practice #11. The writer is considering removing the following phrase from the passage:

back onto the half-cleared plate of salad


A. a transition to the next sentence B. an informative fact about where the staple fell C. a descriptive detail that shows how much Laila ate before she noticed the staple D. a supporting detail and explanation of the salad and plate

Guided Practice #2

1. The writer is considering removing the following phrase from the passage:

A sudden anger rose up in him like heartburn, and


A. a transition to the new idea B. a topic sentence that introduces an important characteristic C. a detail that illustrates Chase’s feelings toward the situation D. an explanation of Chase’s strange way of speaking

Guided Practice #3


and pressed it down, hard, onto a paper napkin in the middle of the table.


A. a complex sentence that enhances the writing. B. an descriptive detail that shows Chase’s emotions. C. a descriptive detail that shows how terrible the waitress is. D. a supporting detail and explanation for how Chase treats Laila.

Guided Practice #4


Maybe I would have taken off ten pounds before the wedding.


A. a conclusion that gives closure to the passage B. an informative fact about Laila’s wedding C. a descriptive detail that shows Laila’s carefree attitude D. a supporting detail and explanation for how Laila feels about her body


he was pleased to know the waitress would hear him, but once again she hurried off


A. a concluding sentence to the paragraph that strengthens the paragraph. B. an detail that shows the how the waitress responded to Chase’s behavior. C. a descriptive detail that shows what was going through Laila’s mind as she ate her salad D. a supporting detail that proves that Chase doesn’t really care about the staple in the salad


he was both surprised and, for reasons he couldn’t quite grasp, a little disappointed.


A. a strong conclusion that proves the main idea of the story—that you need to complain about bad service B. a descriptive detail to reinforce the reason the character complained C. a transition between two elements in the same paragraph D. a conclusion that gives closure to the story

Homework

• Write 5 complex and 5 compound-complex sentences.

• Study, but get plenty of rest for tomorrow’s interim.

Friday, December 12, 2014

• Good Luck!

World Literature December 8, 2014. Do Now After completing the handout, define and provide an...

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