*Quarter 2Subject: English 8 – Periods 4 & 7 / Mr. Patterson Room: 115 http://mrpattersonsdeltaacademyjhs.weebly.com

8th Grade English Periods 4 & 7 - 12/4/17 to 12/15/17 – “Delta Academy – Join the Pride”

Objectives & Standards SWBAT (“I Can…”):

Literary Analysis1. Explore the Key idea of

competition. 2. Students will be able to identify

the plot elements in the short story.

3. Students will be able to tell the difference between topic and theme.

Reading1. Compare and Contrast

Grammar and Writing1. Write a expository essay 2. Punctuate dialogue correctly

R3.4 Identify and analyze recurringthemes across works (e.g., the valueof bravery, loyalty, and friendship; theeffects of loneliness).Also included in this lesson: R1.2(p. 324), W1.2 (p. 325), LC1.4 (p. 325)R1.2 Use knowledge of Greek,Latin, and Anglo-Saxon roots andaffixes to understand content-areavocabulary.R1.1 Identify idioms, analogies,metaphors, and similes in prose andpoetry.LC1.4 Demonstrate the mechanicsof writing (e.g., quotation marks,commas at end of dependentclauses) and appropriate Englishusage (e.g., pronoun reference)

NV/Common Core State Standards:CCSS.ELA-Literacy.RL.8.3Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decisionCCSS.ELA-Literacy.RL.8.5Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Materials: Short Story Handout Spiral Notebook Reflection Writing Journal

(composition notebook) Black Pen & Computer/I Pad

Activities, Practice, Assessments

*Daily Primetime –12/4 – Complete Vocabulary in Handout 12/5 to 12/15/2017

– Read & Take Close Reading Notes on your book report novel “And Then There Were None”,

by Agatha Christie due 12/8. New Novel and begin reading for Primetime 12/11-2/9.2018

1. Anticipatory Set: Discuss the key idea of Competition, Topic, and Theme.

Introduction & Modeling (I do): Ask Essential Question: Do you think a deep friendship can survive an explosive competition? Explain. Activities - Guided Reading: Instructional Model: Direct Method/Differentiated Instruction. "Amigo Brothers” a short story by Piri Thomas handout pages 310-325.

1. Guided Practice (We do”): Choral or Popcorn Reading. Think -“Pair”- then Share. Watch Film and Listen to Audio Book of story.

2. Daily Practice – “AL”, “OL” (Read aloud- small groups tapping the rhythm on the desk. “BL” (Pre-AP) discuss these questions: Read book and watch the film clips/audio while taking close reading notes. Use a Venn diagram to compare and Contrast the film and the book. Write daily reflection journal stressing the vocabulary from the book. *Note: 12/6 Technology in the classroom SBAC Practice.

3. Formative Assessment : Complete reading pages 310-322. Complete pages 323-325 Comprehension, Literary Analysis, Extension & Challenge, Vocabulary Practice, Vocabulary in Writing, Vocabulary Strategy, Reading-Writing Connection, & Grammar and Writing. Writing: Type a 1 page expository essay about the short."Amigo Brothers” by Piri Thomas and Upload to my Weebly. 12 Font, Times New Roman, Double space, Microsoft Word document. 12/13/17.

4. Summative Assessment. "Amigo Brothers” by Piri Thomas 12/14/2017.

*12/15/2017 Speed Vegas FieldTrip

http://www.deltaacademylv.com/

*Exit Cards: Monday thru FridayClosure & Reflection Journal Writing:

Ticket out of the door/Exit Slips:1. Write one thing you learned today.2. Rate your understanding of today’s topic on a scale of 1-10. 3. Discuss one way today’s lesson could be used in the real world.4. Describe 1 topic that we covered today you like to know more about. 5. One thing I didn’t understand.6. Write down One potential test question from today’s lesson.

Notebook & reflection Journal Check Due: 12/14/2017 – No exceptions.

Teacher Notes / Reminders: Check out ne Novels for Book Reports Check Notebooks daily for objectives Roll & Retell Check daily reflection journals Ensure students are taking Notes Accommodated students complete even

problems only

*Group Interest Stations: Indicators of teaching to different learning styles.*Red*Blue: *Green: *Yellow: Use Choice Boards to explain the short story with a focus on Topic and Theme affecting the plot.

Daily Homework: 12/4 to 12/15/2017

– SBAC Review Questions @ http://sbac.portal.airast.org/practice-test/

http://www.doe.nv.gov/Assessments/SBAC_Smarter_Balanced/Online_Practice_Tests/

New Book Reports due 2/9/2018.

Notes

'Amigo Brothers' by Piri Thomas is the story of two best friends who have to face off in a boxing competition. This lesson provides a summary and discusses the themes of friendship and competition in the story.

Amigo BrothersThe boys of Amigo Brothers, Antonio and Felix, are skilled and passionate, or intensely enthusiastic, boxers. What happens when they have to face each other in the biggest fight of their lives? They must choose between their friendship and the competition, two themes of the story, and decide which is more important to them.

Story SummaryAntonio and Felix are amazing boxers and just so happen to be best friends as well. They've trained together for years and developed different fighting styles. The Golden Gloves Championship Tournament is approaching, and both boys are trying to qualify for the competition. In order to go to the Golden Gloves, they must fight each other to make it to the next stage. Whoever wins will compete in the championship.

The best friends promise that they will treat each other as opponents but won't let this fight get in the way of their friendship. Of course, that proves difficult in reality. During the fight, Antonio and Felix fight hard. They are each determined, and they even keep fighting after the referee rings the bell. The boys realize that this fight is hurting their friendship and decide to leave the ring together instead of fighting to the end.

The RACE Strategy

Answering open-ended response questions is an important task in junior high school.  We do this using the RACE strategy. We start off by Restating the question, Answer the question Citing examples from the text, then Explain how the EVIDENCE from the text supports your answer.

RACE Strategy for answering Questions about Reading

 

RESTATE the question.

      Reread and restate the question in your topic sentence.

ANSWER the question that is being asked.

      Use your answer to write your topic sentence.

 

CITE evidence from the text.

      Use examples and evidence from the text to support your answer.

EXPLAIN your answer.

      Explain how the EVIDENCE from the text supports your answer. For example, you may use the sentence starter “These quotes show that…” or “This supports the statement…

Don’t get stressed. Get started!

Research Paper Topics

1. Why do we sleep?2. How do GPS systems work?3. Who was the first person to reach the North Pole?4. Did anybody ever escape Alcatraz?5. What was life like for a gladiator?6. What are the effects of prolonged steroid use on the human body?7. What happened during the Salem witch trials?8. Are there any effective means of repelling insects?9. How did trains and railroads change life in America?10. What may have occurred during the Roswell UFO incident of 1947?11. How is bulletproof clothing made?12. What Olympic events were practiced in ancient Greece?13. What are the major theories explaining the disappearance of the dinosaurs?14. How was the skateboard invented and how has it changed over the years?15. How did the long bow contribute to English military dominance?16. What caused the stock market crash of 2008?17. How did Cleopatra come to power in Egypt what did she do during her reign?18. How has airport security intensified since September 11th, 2001?19. What is life like inside of a beehive?20. Where did hip hop originate and who were its founders?21. What makes the platypus a unique and interesting mammal?22. How do computer viruses spread and in what ways do they affect computers?23. What is daily life like for a Buddhist monk?24. In what ways do Wal-Mart stores affect local economies?25. How were cats and dogs domesticated and for what purposes?26. What do historians know about ninjas?27. How has the music industry been affected by the internet and digital downloading?28. What was the women’s suffrage movement and how did it change America?29. What efforts are being taken to protect endangered wildlife?30. How much does the war on drugs cost Americans each year?31. How is text messaging affecting teen literacy?32. Are humans still evolving?33. What technologies are available to home owners to help them conserve energy?34. How have oil spills affected the planet and what steps are being taken to prevent them?35. What was the Magna Carta and how did it change England?36. What is the curse of the pharaohs?37. Why was Socrates executed?

38. What nonlethal weapons are used by police to subdue rioters?39. How does the prison population in America compare to other nations?40. How did ancient sailors navigate the globe?41. What was the Oklahoma Land Run and its significance?42. How was the assassination of Abraham Lincoln plotted and executed?43. Do the benefits of vaccination outweigh the risks? 44. How do submarines work?45. Do lie detector tests accurately determine truthful statements?46. How did Cold War tension affect the US and the world?47. How does a hybrid car save energy?48. How did Julius Caesar affect Rome?49. What are some common sleep disorders and how are they treated?50. What are the risks of artificial tanning or prolonged exposure to the sun?51. What programs are available to help war veterans get back into society?52. What steps are involved in creating a movie or television show?53. How have the film and music industries dealt with piracy?54. How did Joan of Arc change history?55. What responsibilities do secret service agents have?56. What dangers and hardships did Lewis and Clark face when exploring the Midwest?57. Has the Patriot Act prevented or stopped terrorist acts in America?58. How are the Great Depression and the Great Recession similar and different?59. What are the dangers of scuba diving and underwater exploration?60. How does the human brain store and retrieve memories?61. What was the Manhattan Project and what impact did it have on the world?62. How does stealth technology shield aircraft from radar?63. What causes tornadoes?64. How does a search engine work?65. What are the current capabilities and future goals of genetic engineers?66. How did the Roman Empire fall?67. What obstacles faced scientists in breaking the sound barrier?68. What happened to Amelia Earhart?69. What are the dangers and hazards of using nuclear power?70. How did Genghis Khan conquer Persia?71. What architectural marvels were found in Tenochtitlan, capital of the Aztec Empire?72. How does night vision work?73. How did journalists influence US war efforts in Vietnam?74. What are the benefits and hazards of medical marijuana?75. What causes desert mirages and how do they affect wanderers?76. What are sinkholes and how are they formed?77. What are the risks of climate change and global warming?78. Who was a greater inventor, Leonardo di Vinci or Thomas Edison?79. How are the Chinese and American economies similar and different?80. In what ways do video games affect children and teenagers?

8th Grade Research Paper Objectives & Standards SWBAT (“I Can…”):

Subject: Language ArtsGrade(s): 8Standard: RI.8.2.  – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Subject: Language ArtsGrade(s): 8Standard: W.8.2(a)  –  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Subject: Language ArtsGrade(s): 8Standard: W.8.2 (b) – Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Subject: Language ArtsGrade(s): 8Standard: W.8.2(c) – Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Subject: Language ArtsGrade(s): 8Standard: W.8.2 (d) – Use precise language and domain-specific vocabulary to inform about or explain the topic. Subject: Language ArtsGrade(s): 8Standard: W.8.2 (e) – Establish and maintain a formal style. Subject: Language ArtsGrade(s): 8Standard: W.8.2 (f) – Provide a concluding statement or section that follows from and supports the information or explanation presented. Subject: Language ArtsGrade(s): 8Standard: W.8.3(c) – Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Subject: Language ArtsGrade(s): 8Standard: W.8.4.  – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Subject: Language ArtsGrade(s): 8Standard: W.8.5.  – With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Subject: Language ArtsGrade(s): 8Standard: W.8.7.  – Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Subject: Language ArtsGrade(s): 8Standard: W.8.8.  – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Subject: Language ArtsGrade(s): 8Standard: W.8.10.  – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Subject: Language ArtsGrade(s): 8Standard: L.8.1 (d) – Recognize and correct inappropriate shifts in verb voice and mood.

Research Paper Guidelines: http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper- 1155.html?tab=3#tabs

The 8 th Grade Research Paper

Definitions

(1) A research paper is a form of academic writing, usually between five and fifteen pages long, composed by students in colleges and universities. A research paper requires students to locate information about a topic (that is, to conduct research), take a stand on that topic, and provide support (or evidence) for that position in an organized report. (See tips and guidelines below.) Also called a term paper, research project, or research report.

(2) The term research paper may also refer to a scholarly article that contains the results of original research or an evaluation of research conducted by others. Most scholarly articles must undergo a process of peer review before they can be accepted for publication in an academic journal.

See Steps in Conducting Research below. Also see:

Research Bibliography Book Report Choosing a Style Manual and Documentation Guide Citations Critical Essay and Critique Discovery Strategies (Heuristics) Documentation Focusing Interview Literature Review "Look at Your Fish!" by Samuel H. Scudder Plagiarism Primary Sources and Secondary Sources Research Paper Checklist (Guide to Homework & Study Tips) Research Timeline (Guide to Homework & Study Tips) Summary Three Good Reasons Not to Buy an Online Essay

Write a Research Paper (Guide to Homework & Study Tips)

 

Steps in Conducting Research

Reasons for the Research Paper"One obvious reason for the research paper is that writing it forces you to learn lots about your chosen subject. . . . Another reason is that writing the paper teaches you the conventions of scholarly writing, among them the accepted styles of documentation and the ethics of research.

"A third reason is that you will become familiar with the library through the 'learning by doing' method. . . . Writing a research paper may also mean interviewing experts about your subject and blending their ideas with your own distinct point of view. . . .

"There are other benefits as well. Writing the research paper is an exercise in logic, imagination, and common sense. As you chip away at the mass of data and information available on your chosen topic, you learn- How to track down information- How to organize- How to use the Internet in your research- How to discriminate between useless and useful opinions- How to summarize- How to budget your time- How to conceive of and manage a research project from start to finish"(Anthony C. Winkler and Jo Ray Metherell, Writing the Research Paper: A Handbook, 8th ed. Wadsworth Publishing, 2011)

The Seven Steps of Research 

1. Define your research question2. Ask for help3. Develop a research strategy and locate resources4. Use effective search techniques5. Read critically, synthesize, and seek meaning6. Understand the scholarly communication process and cite sources7. Critically evaluate sources

(Leslie F. Stebbins, Student Guide to Research in the Digital Age. Greenwood, 2006)

Defining Your Research Question: Finding and Focusing a Topic"The first step in composing a research paper is finding a subject to write about. If your instructor assigns a topic, this step will take care of itself. More often, however, you will be offered a range of general subjects, one of which you must investigate and then narrow

down to a specific topic.

"As you begin your investigations, keep these four factors in mind: 

1. Instructor's guidelines. Make sure your topic falls within the limits of subject, topic, and approach set by your instructor.

2. Your interests. Find a topic that interests you. You may wish to learn more about a subject you are already familiar with or explore for the first time a subject that promises to be interesting.

3. Time. Find a topic that you can both research and write about within the time available.

4. Adequate resources. Be sure that you can find sufficient sources of information on your topic. Surveying your primary and secondary sources will enable you to decide whether the topic is worth pursuing.

Don't be troubled if at first you have some difficulty in formulating a precise topic. As you carry out your research, you should find it easier to focus and define the topic more clearly. But don't delay. To meet the deadline for submitting the final paper, you'll have to budget your time carefully. So, if you have questions about a topic, consult with your instructor as soon as possible."(Richard Nordquist, Passages: A Writer's Guide, 3rd ed. St. Martin's Press, 1995)

Mapping Out a Research Strategy"A search strategy is a systematic plan for tracking down sources. To create a search strategy appropriate for your research question, consult a reference librarian and . . . take a look at your library's Web site, which will give you an overview of available resources.

"Reference librarians are information specialists who can save you time by steering you toward relevant and reliable sources. With the help of an expert, you can make the best use of electronic databases, Web search engines, and other reference tools."(Diana Hacker, The Bedford Handbook, 6th ed. Bedford/St. Martin's, 2002)

Qualitative and Quantitative Research"Often the distinction between qualitative and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or using close-ended questions (quantitative hypotheses) rather than open-ended questions (qualitative interview questions). A more complete way to view the gradations of differences between

them is in the basic philosophical assumptions researchers bring to the study . . ..

"Qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The process of research involves emerging questions and procedures, data typically gathered in the participant's

setting, data analysis inductively building from particulars to general themes, and the researcher making interpretations of the meaning of the data. . . .

"Quantitative research is a means for testing objective theories by examining the relationship among variables. These variables, in turn, can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedures. . . .

"Mixed methods research is an approach to inquiry that combines or associates both qualitative and quantitative forms. It involves philosophical assumptions, the use of qualitative and quantitative approaches, and the mixing of both approaches in a study."(John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd ed. Sage, 2008)

Evaluating Sources"You will need to evaluate your sources on two levels. First, is the information reliable? Second, how useful will a source be for your paper? . . .

"[P]ublication does not make something reported as a fact true or an opinion valid. Composing research paper provides a good opportunity to learn how to judge the reliability of sources and to extract relevant material from them."(William Coyle and Joe Law, Research Papers, 15th ed. Wadsworth, 2010)

Venn Diagram

We use Comparatives and Superlatives to compare two or more nouns.The formation of the comparative and superlative depends on the number of syllables in the adjective:

One-syllable Adjectives

To form the comparative, we add -er to the end of the adjective.To form the superlative, we add -est to the end of the adjective.

Adjective Comparative Superlative

small smaller the smallest

cold colder the coldest

light lighter the lightest

wide * wider the widest

hot ** hotter the hottest

* When an adjective ends in the letter E, we just add the -R (for comparatives) or -ST (for superlatives). We do not write two Es together. Wider (correct) not wideer (incorrect).

** When an adjective ends in a consonant + short vowel + consonant (C + V + C), we normally double the last letter. big - bigger - biggest, wet - wetter - wettest

London is bigger than Santiago. Mike is taller than John but James is the tallest. Yesterday was the hottest day of the year. It is the oldest building in the village. I want a faster car.

Notice how comparatives are often followed by than when comparing two things or people.

Two-syllable Adjectives ending in -Y

To form the comparative, we remove the -y and add -ier to the end of the adjective.

To form the superlative, we remove the -y and add -iest to the end of the adjective.

Adjective Comparative Superlative

crazy crazier the craziest

happy happier the happiest

early earlier the earliest

It was the happiest day of my life. My joke was funnier than your one. This section is easier than the rest.

Adjectives with Two or more Syllables

For Adjectives with 2 syllables (that don't end in -y) and higher (3, 4 syllables etc), we use more for comparatives and the most for superlatives.

Adjective Comparative Superlative

handsome more handsome the most handsome

nervous more nervous the most nervous

enthusiastic more enthusiastic the most enthusiastic

My girlfriend is more beautiful than yours. Alex is more intelligent than you but I am the most intelligent. It was the most wonderful day I have ever had.

Some exceptions with two-syllable adjectives ending in -er and -est:

narrow - narrower, simple - simpler, quiet - quieter

Irregular FormsAdjective Comparative Superlative

good better the best

bad worse the worst

far *** further / farther the furthest / farthest

little less the least

many/much more the most

old **** older/elder the oldest / eldest

I am a better tennis player than you but Marcelo is the best. Steve is a worse liar than me but Adrian is the worst.

*** Farther - FurtherFurther / farther, furthest / farthest are all used for distance.Only Further / furthest are used to mean 'additional' or 'more advanced'.

Puerto Montt is further / farther than Valdivia is from here (in Santiago). If you require further information, please contact reception.

Remember that the opposites of 'more' and 'most' are 'less' and 'least', respectively.**** Older - EldestWe use elder / eldest when we are talking about family relationships and normally only before a noun (not by itself unless it is a pronoun).

He is my elder brother. (We cannot say: My brother is elder than me. - incorrect) The eldest sister would pass on her dresses to the younger one.

Comparative and Superlative of ILL

When comparing how ill people are, you will normally hear worse or the worst and not "iller or illest". Some people may prefer to replace ill with sick (sicker, sickest) when comparing.

Comparative and Superlative FormsThe comparative and superlative forms of adjectives and adverbs are used to compare and contrast people and things. In this comparative and superlative guide, you will find example sentences and practical activities for study at home.Use the comparative form (e.g. taller, sharper, stronger, better) to show the difference between two people or objects.

Susie is prettier than Mary. China is larger than India. Cycling is healthier than driving.

Use the superlative form (e.g. tallest, sharpest, strongest, best) to compare three or more people or objects. Susie is the prettiest girl in my neighborhood. (Here Susie is being compared with all the girls in the

neighborhood.) Greenland is the largest island in the world. The Nile is the longest river in the world. Mumbai is the most populous city in India.

Prepositions after superlativesAfter superlatives we do not usually use of with a singular word referring to a place or group.

He is the tallest man in the world. (NOT He is the tallest man of the world.) Who is the best player in the team? (NOT Who is the best player of the team?)

But of can be used before plural nouns. It can also be used with quantifiers like lot and bunch. She is the fastest of them all. She is the best of the lot.

Complete the following sentences using appropriate comparative or superlative forms.1. I’m the ……………………………… (greatest / greater)2. Iron is the ……………………………. of all metals. (most useful / more useful)3. She thinks she is the …………………………… woman in the world. (prettiest / prettier)4. He explained it all thoroughly, but I was still none the …………………………… (wiser / wisest)Answers1. I’m the greatest.2. Iron is the most useful of all metals.3. She thinks she is the prettiest woman in the world.4. He explained it all thoroughly, but I was still none the wiser.

What Is Your Personality Type?

Short Story Example of Flowers for Algernon Plot Diagram

Example of a Plot Structure Foldable

4 types of Writing

A writer’s style is a reflection of his or her personality, unique voice, and way of approaching the audience and readers.

However, every piece writers write is for a specific purpose—for example, writers may want to explain how something works or persuade people to agree with their point of view. While there are as many writer's styles as there are writers, there are only four general purposes that lead someone to write a piece, and these are known as the four styles, or types, of writing. Knowing all four different types and their usages is important for any writer.

Here are the categories and their definitions: Expository, Persuasive, Descriptive, and Narrative.

Expository

Expository writing's main purpose is to explain. It is a subject-oriented writing style, in which authors focus on telling you about a given topic or subject without voicing their personal opinions. These types of essays or articles furnish you with relevant facts and figures but do not include their opinions. This is one of the most common types of writing. You always see it in textbooks and how-to articles. The author just tells you about a given subject, such as how to do something.

Key Points:

Usually explains something in a process. Is often equipped with facts and figures. Is usually in a logical order and sequence.

When You Would Use Expository Writing:

Textbook writing. How-to articles. Recipes. News stories (not including opinion or editorial pieces). Business, technical, or scientific writing.

Example:

Many people associate the taste of pumpkins with fall. In October, companies from Starbucks to McDonalds roll out their pumpkin-flavored lattes and desserts. Here is how to make an easy pumpkin pie using only five ingredients. First, make sure you have all of the ingredients.

This writing is expository because it is explaining. In this case, you can already tell that the piece will be about how to make a pumpkin pie.

Non-example:

Everyone knows that the best part about fall is all of the pumpkin-flavored desserts. Pumpkin pie is the best fall treat because it is not only delicious but also nutritious. Pumpkin is filled with vitamin A, which is essential for a healthy immune system and good vision.

This is not expository because several opinions are stated, such as “Pumpkin pie is the best fall treat…” Although this excerpt contains a fact about pumpkin containing vitamin A, that fact is used as evidence to support the opinion. These opinions make this an example of persuasive writing.

Descriptive

Descriptive writing's main purpose is to describe. It is a style of writing that focuses on describing a character, an event, or a place in great detail. It can be poetic when the author takes the time to be very specific in his or her descriptions.

Example:

In good descriptive writing, the author will not just say: “The vampire killed his lover.”

He or she will change the sentence, focusing on more details and descriptions, like: “The bloody, red-eyed vampire, sunk his rust-colored teeth into the soft skin of his lover and ended her life."

Key Points:

It is often poetic in nature It describes places, people, events, situations, or locations in a highly-detailed manner. The author visualizes what he or she sees, hears, tastes, smells, and feels.

When You Would Use Descriptive Writing:

Poetry Journal or diary writing Nature writing Descriptive passages in fiction

Example:

The iPhone 6 is unexpectedly light. While size of its screen is bigger than those of the iPhones that came before, it is thinner, and its smooth, rounded body is made of aluminum, stainless steel, and glass. The casing comes in a whitish silver, gold, or a color the company calls “space gray,” the color of the lead of a pencil, with darker gray accents.

This is an example because it describes aspects of the phone. It includes details such as the size, weight, and material.

Non-example:

So you just brought home a shiny new smartphone with a smooth glass screen the size of your palm. The first thing you will want to do when purchasing a new cell is buy a case. Cracking your screen is an awful feeling, and protection is inexpensive when you compare it to the costs of a new phone.

Even though this example uses adjectives, you can tell that this is not an example of descriptive writing because the purpose is not to describe the phone—it’s to persuade you to buy a case.

Persuasive

Persuasive writing's main purpose is to convince. Unlike expository writing, persuasive writing contains the opinions and biases of the author. To convince others to agree with the author's point of view, persuasive writing contains justifications and reasons. It is often used in letters of complaint, advertisements or commercials, affiliate marketing pitches, cover letters, and newspaper opinion and editorial pieces.

Key Points:

Persuasive writing is equipped with reasons, arguments, and justifications. In persuasive writing, the author takes a stand and asks you to agree with his or her point

of view. It often asks for readers to do something about the situation (this is called a call-to-

action).

When You Would Use Persuasive Writing:

Opinion and editorial newspaper pieces. Advertisements. Reviews (of books, music, movie, restaurants, etc.). Letter of recommendation. Letter of complaint. Cover letters

Example:

Following the 2012 Olympic Games hosted in London, the UK Trade and Investment department reported a £9.9 billion boost to the economy. Although it is expensive to host the Olympics, if done right, they can provide real jobs and economic growth. This city should consider placing a bid to host the Olympics.

This is persuasive writing because the author has a belief—that “this city should consider placing a bid to host the Olympics”—and is trying to convince others to agree.

Non-example:

According to legend, the Olympics were founded by Hercules. Now almost 100 countries participate in the Games, with over two million people attending. So cities from Boston to Hamburg begin considering their bid to be a host city more than 10 years in advance.

All of these statements are facts. Therefore it’s expository. To be persuasive writing, you must have an opinion that you’re trying to persuade people of—then, of course, you will support that opinion with evidence.

Narrative

Narrative writing's main purpose is to tell a story. The author will create different characters and tell you what happens to them (sometimes the author writes from the point of view of one of the characters—this is known as first person narration). Novels, short stories, novellas, poetry, and biographies can all fall in the narrative writing style. Simply, narrative writing answers the question: “What happened then?”

Key Points:

A person tells a story or event. Has characters and dialogue. Has definite and logical beginnings, intervals, and endings. Often has situations like actions, motivational events, and disputes or conflicts with their

eventual solutions.

Examples of When You Would Use Persuasive Writing:

Novels Short stories Novellas Poetry Autobiographies or biographies Anecdotes Oral histories

Example:

“I don’t think that’s a good idea,” said Jaelyn.

“You never used to be such a girl!” retorted Orin, pushing open the door.

Reluctantly, Jaelyn followed.

This is a narrative because it’s telling a story. There are different characters conversing, and a plot is unravelling.

Non-example:

Cutting Edge Haunted House holds the Guinness World Record for the largest haunted house on earth. It’s located in a district in Fort Worth, Texas known as "Hell's Half Acre" in a century-old abandoned meat-packing plant. The haunted house takes an hour to complete, winding through horrific scenes incorporating the factory's original meat-packing equipment.

While this would serve as a worthy setting for a story, it would need a plot before it could be called a narrative.

Conclusion

These are the four different types of writing that are generally used. There are many sub-types of writing that may fall in any of those categories. A writer must know all these styles in order to identify the purpose of his or her own writing and make sure it's something the audience wants to read.

Mr. Patterson’s Remediation / 7th Grade Reading / 7th & 8th Grade English

Delta Academy Class Resources

Common roots and word origins Tiered Word List Links Vocabulary Practice Poetry analysis tips AP English Exam (practice) 2014-2015 released test with answers Transition words and transitional phrases Primetime Bellringer: Breaking News English Mad Mad Libs More Mad Libs Grammar 101 Grammar Games Persuasive essay topic ideas Purdue OWL MLA citation info MLA Format Guidebook MLA Format Information

Need a book?

New York Times Young Adult Fiction Best Sellers

Reading Response (Friendly Letter) Format:

                                                                                                  March 6, 2017Dear Mr. Patterson,

    Indent the first line of each paragraph. In this paragraph you will tell me the title of your book,

its author, how many pages you've read, how many pages total are in the book, a brief

summary of the characters and major plot events, and your general opinion of the book.

    Begin the second paragraph with a good transition sentence that connects it with the

previous paragraph. Respond to one of the reading response questions from your list. Support

your response with a quote as evidence from the text. Explain the significance of your evidence

and how it supports your response.

    Begin the third paragraph with a good transition sentence that links it to the last paragraph.

Respond to another reading response question and make sure to provide evidence from the text

and an explanation of the evidence.

  In the closing paragraph, please ask me any questions you have about your book. You can

ask questions about almost anything. What other books do I know of by the same author? What

does the author mean when she writes _______? Why does the author use all lowercase letters

in this section?

Please also include any observations or general comments you have about your book. Is there

a passage that really stands out to you? Why? I'll do my best to respond to your questions and

comments.

                                                                                                     Sincerely,

                                                                                                      Mr. Patterson

EXAMPLE #1: WHAT NOT TO DO

Dear Mr. Patterson,

The book I'm reading is lame. Tricia recommended it to me, so now I think she is crazy. I'm about halfway through the book and all I can tell you is that it is stupid. I don't know why I have to write this letter to you, but mom says I have to. I don't want to make mom mad. She'll take away my phone again.

The first question I'm going to answer is the one about the most important word in the book. "The" is the most important word in my book. It is used about 10,000 times in the story. Without "the" the sentences would not make any sense. That is why I think "the" is the most important word in the book.

I guess I'll answer the one about plot now. So, basically, there is this dude who is actually an egg. He's called Humpty Dumpty and he falls off a long wall and cracks his egg-head. Like I said before, it's really lame. That is what I think the plot of the story is.

In closing, I just want to say that I don't have any comments about this book. Well, maybe I do. Yeah, so you should probably give Tricia an F for recommending this book to me. Cool.

                                                                                                                        Swag,                                                                                                                        Jud Judderson

EXAMPLE #2 : WHAT TO DO TO GET A GOOD GRADE

                                                                                                                       Oct. 2, 2017

Dear Mr. Patterson,

Hello! I hope you are doing well! I am currently reading Charlie and the Chocolate

Factory byRoald Dahl. I am so happy that I decided not to abandon this book. I was initially

disinterested with the story, but soon found myself carried away in the fantastic, colorful, and

wise world of Willy Wonka. I am on page 150 and hope to finish all 230 pages by the end of the

week. The book is about Wonka, an owner of a candy factory, who is giving away Golden

Tickets in his candy bar wrappers. Those who find the tickets are rewarded with admittance to

the factory, which has long since been closed to the public. The story focuses mainly on Charlie,

a poor boy, who becomes one of the Golden Ticket winners. When reading closely, one may

find Dahl's intentions in the book as social commentary of the greed and materialism that plague

the world.

Roald Dahl balances insane, nonsensical situations with lessons about life in Charlie and

the Chocolate Factory. Out of all the imaginative and silly-sounding words in the book, I have

chosen a much more standard word as my pick for most important word in the story. "Family" is

the word that stands out to me most. At one point in the story, Willy Wonka asks Charlie to

become his successor and take over ownership of the company. Charlie asks Wonka, "So... if I

go with you, to live in your factory, I'll never see my family again?" (Dahl 130). Wonka replies,

"You can't run a chocolate factory with a family hanging over you" (131). After this interaction,

Charlie makes it clear how important his family is to him by rejecting Wonka's offer. Charlie

explains that no matter how much earning potential a job as the factory owner had to offer, he

would still be poor if he did not have his family.

Although the book delivers serious themes related to priorities, family, and the downfalls

of greed, Dahl also offers his readers opportunities to laugh out loud at ridiculous characters and

silly situations. One instance when I found myself laughing hysterically was when Violet

Beuragarde, a serial gum-chewer, took a piece of gum that was still in experimental trials and

soon found herself turning into a gigantic blueberry. The gum emulated a five-course meal, and

the dessert portion was still being refined. Despite Wonka's warnings, Violet ate the gum and had

to suffer the consequences. Violet's father watched in horror as his daughter started growing

round and blue, buttons flying from her expanding coat. He yelled, "Violet, you're turning

violet, Violet!" (63). I fell out of my chair from laughing so hard at this exclamation. Mr.

Beuregarde's words and the repetition of violet as both a name and a color struck my funny bone.

This passage is just one of many that had me giggling as I read.

Overall, Charlie and the Chocolate Factory is a fantastic book. It has just the right

amount of seriousness and silliness to make it a great pick for readers of all ages. Many lessons

can be learned from the story and many laughs will be had. Have you ever read the book? What

is the part that stands out to you the most? Will you help me find out whether Dahl wrote any

nonfiction works? Thanks and I look forward to hearing back from you!

                                                                                                                   Sincerely,

                                                                                                                   Marty Awesome

Book Letter Template

Date:

Dear Mr. Patterson,

Title of book:

Author of book:

Current page and total number of pages:

Brief summary of book - characters and conflict:

Opinion:

Sentence that ties in with your opinion statement:

Respond to first question of your choice:

Add a quote from the book to support your response:

After the quote, cite the author’s name and the page number where you found the quote - (Lubin 11):

Explain how the quote supports your response.

Sentence that ties in with previous paragraph:

Respond to question second question of your choice:

Add a quote from the book to support your response:

After the quote, cite the author’s name and the page number where you found the quote:

Explain how the quote supports your response.

Restate your opinion of the book and an explanation for your opinion:

Ask me one question you have about your book:

Write one comment you want to share with me about your book (good quote, interesting message, comment on style):

Say goodbye:

                                        Sincerely,                                                                            Your name

POETRY FOR CHILDREN

(Editor) This Same Sky: A Collection of Poems from around the World, Four Winds Press (New York, NY), 1992.

(Editor) The Tree Is Older Than You Are: Poems and Stories from Mexico, Simon & Schuster (New York, NY), 1995.

(Editor, with Paul Janeczko) I Feel a Little Jumpy around You: A Book of Her Poems and His Poems Collected in Pairs, Simon & Schuster (New York, NY), 1996.

(With others) The Space between Our Footsteps: Poems and Paintings from the Middle East, Simon & Schuster (New York, NY), 1998, published as The Flag of Childhood: Poems from the Middle East, Aladdin (New York, NY), 2002.

(Selector) What Have You Lost? (young-adult poetry), with photographs by husband, Michael Nye, Greenwillow Books (New York, NY), 1999.

(Selector) Salting the Ocean: 100 Poems by Young Poets, illustrated by Ashley Bryan, Greenwillow Books (New York, NY), 2000.

Come with Me: Poems for a Journey, with images by Dan Yaccarino, Greenwillow Books (New York, NY), 2000.

Nineteen Varieties of Gazelle: Poems of the Middle East, Greenwillow Books (New York, NY), 2002.

Is This Forever, or What? Poems and Paintings from Texas, Greenwillow Books (New York, NY), 2004.

Sweet Sifter in Time: Poems for Girls, illustrated by Terre Maher, Greenwillow Books (New York, NY), 2005.

What are Memoirs?Noun

1. A record of events written by a person having intimate knowledge of them and based on personal observation. 2. Usually, memoirs.

1. An account of one's personal life and experiences; autobiography. 2. The published record of the proceedings of a group or organization, as of a learned

society. 3. A biography or biographical sketch. (Synonyms: journal, recollections, reminiscences)

What are Poems?

Poems are collections of words that express an idea or emotion that often use imagery and metaphor. As you are studying literature, you will likely notice that poems come in many, many different forms. As you read and perhaps write your own poems, it is helpful to know the different kinds of poems.

A poem is a form of art in which the skillful choice and arrangement of words achieves a desired emotional effect. Poet Percy Bysshe Shelly defined poetry as "the expression of the imagination." Robert Frost said that a poem forms when "an emotion has found its thought and the thought has found words."

What’s a Prezi?

Prezi is a visual storytelling software alternative to traditional slide-based presentation formats. Prezi presentations feature a map-like, schematic overview that lets users pan between topics at will, zoom in on desired details, and pull back to reveal context.This freedom of movement enables “conversational presenting,” a new presentation style in which presentations follow the flow of dialogue, instead of vice-versa.Founded in 2009, and with offices in San Francisco, Budapest, and Mexico City, Prezi now fosters a community of over 75 million users with more than 260 million prezis around the world.The company launched Prezi Business in 2016, with a suite of creation, collaboration, and analytics tools for teams. Prezi Business is an HTML5 application that runs on JavaScript.The word Prezi is the short form of “presentation” in Hungarian.

(Please note: Prezi’s or Power Points will be due every 2 weeks for assigned readings, so plan ahead if you need technology support)

*Instructional Levels: Approaching Level (AL), On Level (OL), & Beyond Level (BL)

_____________________________________________________________________________________________

Story Maps are graphic organizers that can be useful in helping a student analyze or write a story. This type of analysis is especially good for examining fables and folktales. Story map graphic organizers help the student identify the elements of the story and the theme or moral of the story. Some of the many elements of a story include the important characters (their appearance, personality traits, and motivations), the setting of the story (time and place), the problem faced by the characters, how the problem is approached, and the outcome. There are many types of story maps that examine different elements of the story (and reveal different structures within a story).

Some summarize the beginning, middle and end of a story. Some list the 5 W's: The who, when, where, what, and why of a story. Some list the title, setting, characters, the problem, the solution and the moral or theme of the story. Some list a complex chain of events that summarize all key elements of the story, in chronological order. Some, like a storyboard, are mostly pictorial, and illustrate the major events of a story in chronological

order.

Choice Board

Create a song. Create a time capsule.

Make a pattern.

Identify it. Choose a way to respond to the text.

Design a movie scene.

Create a journal entry.

Work cooperatively. Role Play.

Close Reading of a Literary Passage

To do a close reading, you choose a specific passage and analyze it in fine detail, as if with a magnifying glass. You then comment on points of style and on your reactions as a reader. Close reading is important because it is the building block for larger analysis. Your thoughts evolve not from someone else's truth about the reading, but from your own observations. The more closely you can observe the more original and exact your ideas will be. To begin your close reading, ask yourself several specific questions about the passage. The following questions are not a formula, but a starting point for your own thoughts. When you arrive at some answers, you are ready to organize and write. You should organize your close reading like any other kind of essay, paragraph by paragraph, but you can arrange it any way you like.

I. First Impressions: What is the first thing you notice about the passage? What is the second thing? Do the two things you noticed complement each other? Or contradict each other? What mood does the passage create in you? Why?

II. Vocabulary and Diction: Which words do you notice first? Why? What is noteworthy about this diction? How do the important words relate to one another? Do any words seem oddly used to you? Why? Do any words have double meanings? Do they have extra connotations? Look up any unfamiliar words. For a pre-20th century text, look in the Oxford English

Dictionary for possible outdated meanings. (The OED can only be accessed by students with a subscription or from a library computer that has a subscription. Otherwise, you should find a copy in the local library.)

III. Discerning Patterns: Does an image here remind you of an image elsewhere in the book? Where? What's the

connection? How might this image fit into the pattern of the book as a whole? Could this passage symbolize the entire work? Could this passage serve as a microcosm--a

little picture--of what's taking place in the whole work? What is the sentence rhythm like? Short and choppy? Long and flowing? Does it build on

itself or stay at an even pace? What is the style like? Look at the punctuation. Is there anything unusual about it? Is there any repetition within the passage? What is the effect of that repetition? How many types of writing are in the passage? (For example, narration, description,

argument, dialogue, rhymed or alliterative poetry, etc.)

(cont.) Close Reading of a Literary Passage

Can you identify paradoxes in the author's thought or subject?

What is left out or kept silent? What would you expect the author to talk about that the author avoided?

IV. Point of View and Characterization: How does the passage make us react or think about any characters or events within the

narrative? Are there colors, sounds, physical description that appeals to the senses? Does this imagery

form a pattern? Why might the author have chosen that color, sound or physical description?

Who speaks in the passage? To whom does he or she speak? Does the narrator have a limited or partial point of view? Or does the narrator appear to be omniscient, and he knows things the characters couldn't possibly know? (For example, omniscient narrators might mention future historical events, events taking place "off stage," the thoughts and feelings of multiple characters, and so on).

V. Symbolism: Are there metaphors? What kinds? Is there one controlling metaphor? If not, how many different metaphors are there, and in

what order do they occur? How might that be significant? How might objects represent something else? Do any of the objects, colors, animals, or plants appearing in the passage have traditional

connotations or meaning? What about religious or biblical significance? If there are multiple symbols in the work, could we read the entire passage as having

allegorical meaning beyond the literal level?

Types of Point of View

Objective Point of ViewWith the objective point of view, the writer tells what happens without stating more than can be inferred from the story's action and dialogue. The narrator never discloses anything about what the characters think or feel, remaining a detached observer.

Third Person Point of ViewHere the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. We learn about the characters through this outside voice.

First Person Point of ViewIn the first person point of view, the narrator does participate in the action of the story. When reading stories in the first person, we need to realize that what the narrator is recounting might not be the objective truth. We should question the trustworthiness of the accounting.

Omniscient and Limited Omniscient Points of ViewA narrator who knows everything about all the characters is all knowing, or omniscient.

A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient point of view.

As you read a piece of fiction think about these things:

How does the point of view affect your responses to the characters? How is your response influenced by how much the narrator knows and how objective he or she is? First person narrators are not always trustworthy. It is up to you to determine what the truth is and what is not.

Spider Map

A spider map is a brainstorming or organizational tool that provides a visual framework for students to use. Sometimes, this graphic organizer is called a “concept map” or a “spider web graphic organizer”.

A spider map has a main idea or topic in the center, or the body, of the diagram. Each detail or sub-topic associated with the main idea has its own leg, or branch, surrounding the main idea.

Spider Maps Help You:

Record and show what you know about a topic Organize information without a hierarchy Plan