Literacy October 14, 2013• TURN IN PARENT CONFERENCE LETTER. • TURN IN YOUR 1ST 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

ELA October 14, 2013Needed 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?

Turn in…. & Remember….

Signed progress report

Flap book and ad are due tomorrow.

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.

Opening

When you add paint to a canvas, what happens?

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.

Opening continued

Writing with Brush StrokesOne way is by using five simple grammatical structures called the writer’s brush strokes:1. the participle2. the absolute3. the appositive4. adjectives shifted out of order5. action verbs.

Brush StrokesTo 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 brushstroke.STEP 2. Next, we will begin with a short, simple sentence thatdescribes an image.STEP 3. We will use an imaginary zoom lens that will help us toeither see or imagine a close-up detail.STEP 4. Finally, we will add a brush stroke that captures thatclose-up detail.

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.

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

• 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.

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• 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 great grandson 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

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.

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 1st student will share. Then 2nd person will REPEAT

what 1st person shared and then share his/her “learned” statement. Next, 3rd person will REPEAT what 1st and 2nd persons shared and then share his/her “learned” statement. Finally, 4th person will REPEAT what 1st, 2nd, and 3rd persons shared and then share his/her “learned” statement.• Audience will listen attentively to all students to be

reminded of work session.

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

ELA October 15, 2013Needed 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.

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.

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.

Opening continued…Remember

Writing with Brush StrokesOne way is by using five simple grammatical structures called the writer’s brush strokes:1. the participle2. the absolute3. the appositive4. adjectives shifted out of order5. action verbs.

Brush Strokes…RememberTo 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 brushstroke.STEP 2. Next, we will begin with a short, simple sentence thatdescribes an image.STEP 3. We will use an imaginary zoom lens that will help us toeither see or imagine a close-up detail.STEP 4. Finally, we will add a brush stroke that captures thatclose-up detail.

Adjectives Out of OrderA 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.

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.

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 1st student will share. Then 2nd person will REPEAT

what 1st person shared and then share his/her “learned” statement. Next, 3rd person will REPEAT what 1st and 2nd persons shared and then share his/her “learned” statement. Finally, 4th person will REPEAT what 1st, 2nd, and 3rd persons shared and then share his/her “learned” statement.• Audience will listen attentively to all students to be

reminded of work session.

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

ELA October 16, 2013Needed 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.

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.

OpeningBoggle—Materials Needed: brush strokes and adjectives out of order

notes, paper, & pen1. 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)

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 brushstroke.STEP 2. Next, we will begin with a short, simple sentence thatdescribes an image.STEP 3. We will use an imaginary zoom lens that will help us toeither see or imagine a close-up detail.STEP 4. Finally, we will add a brush stroke that captures thatclose-up detail.

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.

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.

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

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

Argumentative TopicWriting 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?

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 1st student will share. Then 2nd person will REPEAT

what 1st person shared and then share his/her “learned” statement. Next, 3rd person will REPEAT what 1st and 2nd persons shared and then share his/her “learned” statement. Finally, 4th person will REPEAT what 1st, 2nd, and 3rd persons shared and then share his/her “learned” statement.• Audience will listen attentively to all students to be

reminded of work session.