I can infer the meaning of an unfamiliar word in a sentence using context clues (such as antonyms, synonyms, and other clue words).When a student encounters an unknown word or phrase, he/she should use the clues from the surrounding words to figure out the meaning of the unknown word or phrase.Definition clues: Explicit. It actually provides the definition of the word. You will see words like means, refers, to, or, is.The worker decided to make the weapon from bronze, a mixture of copper and tin.

Example/Illustration: Often implicit. It is used to illustrate the unknown words meaning. Readers rely on own background knowledge to arrive at meaning. The skater glided blithely around the rink as if she hadn’t a care in the world.

Contrast: The text provides an antonym or opposite expression. You will see words such as but, however, in contrast, instead, even though, or, although. Jamal is boisterous, but his sister is calm and quiet.

Logic or Experience: Implicit. You must rely on prior knowledge and experiences to infer or guess the meaning of the unknown word.

http://www.scc.losrios.edu/~langlit/reading/contextclues/intro1.htmProvides types of context clues and exampleshttp://www.sadlier-oxford.com/phonics/cows/first_cows.html ORhttp://www.english-zone.com/vocab/vic02.htmlPractice identifying the correct answers using context clueshttp://vclass.mtsac.edu:920/readroom/context.htmProvides definitions and examples of context clueshttp://www.nytimes.com/learning/students/wordofday/Word of the Day

1

INTERACTIVE I CAN LISTINTERACTIVE I CANS LIST

VOCABUALRY IN CONTEXT

STRUCTURAL ANALYSIS

I can identify, differentiate, and examine prefixes, suffixes, and root words.

The student knows how adding beginnings or endings to words change the meaning of the word.

Examples of prefixes:Ante, counter, dys, hyper, inter, intra/intro, micro, pseudo, trans

Examples of suffixes:Hood, ic, ify/if, logy, ure

Examples of roots:Anthrop, belli, brev, cred, culpa, derm, duc/duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu, ortho, ply, rect, the/theo, urv, vac, vir,

http://ueno.cool.ne.jp/let/prefix.htmlProvides definitions and examples http://www.southampton.liu.edu/academic/pau/course/webesl.htmInteractive Vocabulary Workshop http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.htmlLists of Prefixes, Suffixes, Roots, Meanings, and Originshttp://www.quia.com/jfc/65963.htmlInteractive Flashcards

2

INTERACTIVE I CANSFIGURATIVE LANGUAGE: SIMILE

I can identify similes and interpret the author’s purpose.

A Simile is used when an author wants to compare two objects using like or as. The student should be able identify and interpret the use of similes in a piece of text. They are able to see the connection between two objects and also explain why the author used such a simile. Examples of Similies:

“a voice as clear as a crystal bell”The person’s voice very understandable and clear. A crystal bell’s sound is also very clear and understandable. Therefore the author wanted to reader to make the connection between the sound of the crystal bell and how the voice was very clear.

http://www.rhlschool.com/eng3n25.htmDefinitions and practice exampleshttp://www.saidwhat.co.uk/spoon/similes.phpList of example simileshttp://www.how-to-study.com/similes.htmDefinition, Explanation, and Common Exampleshttp://www.quia.com/cb/130986.htmlInteractive Figurative Language Jeopardyhttp://youtube.com/watch?v=mfYzp7yiNqcVideo on Similes and Metaphors

3

INTERACTIVE I CANSFIGURATIVE LANGUAGE: METAPHOR

I can identify metaphors and interpret the author’s purpose.

A metaphor is used when an author wants to compare two objects. The student should be able to identify and interpret the use of metaphors in a piece of text. They are able to see the connection between two objects and also explain why the author used such a metaphor.Example:He was a rock when the detective questioned him.

The author here is trying to create the image in the reader’s head that the person was lifeless and like stone when the detective was trying to question him. A rock has no emotion, and has no life in it. The person being questioned took the characteristic of the rock.

http://www.rhlschool.com/eng3n26.htmDefinition and short quizhttp://knowgramming.com/metaphors/metaphor_chapters/examples.htmPopular Metaphor Resourceshttp://owl.english.purdue.edu/handouts/general/gl_metaphor.htmlWhy use Metaphors and how to use them creativelyhttp://www.quia.com/cb/130986.htmlInteractive Figurative Language Jeopardyhttp://youtube.com/watch?v=mfYzp7yiNqcVideo on Similes and Metaphors

4

INTERACTIVE I CANSFIGURATIVE LANGUAGE: PERSONIFICATION

I can identify personification and interpret the author’s purpose.

Personification is used when an author wants to give something nonhuman or inanimate human traits. The student should be able to identify and interpret personification in a piece of text. They should be able to see the connection between the object and why it takes on human traits. Example:Morning’s sunshine crept over the landscape with pink fingers caressing the horizon.

The author here is using the words crept and the pink fingers to express how the morning sun shone on the landscape and brightened the horizon.

http://www.tnellen.com/cybereng/lit_terms/personification.htmlDefinition and examplehttp://www.imschools.org/cms/Units/Poetry/personif.htmQuiz for additional practicehttp://www.americanrhetoric.com/figures/personification.htmExamples with audio http://www.quia.com/cb/130986.htmlInteractive Figurative Language Jeopardyhttp://youtube.com/watch?v=sH9FnChQy4UVideo on Personification in Music

5

INTERACTIVE I CANSFIGURATIVE LANGUAGE: HYPERBOLE

I can identify hyperbole and interpret the author’s purpose.

A Hyperbole is used when an author wants to over exaggerate a point he or she is trying to make. The student should be able to identify and interpret the hyperbole in a piece of text. The student should be able to understand why the author used the hyperbole. Example of hyperboles:

If I have told you once I have told you a million times…

The author is making a point that she has told this person something many times. Of course she did not do it a million times but she is exaggerating to make her point.

http://www.worsleyschool.net/socialarts/hyperbole/hyperbole2.htmlFun examples of hyperboleshttp://www.dowlingcentral.com/MrsD/area/literature/Terms/hyperbole.htmlDefinition, Examples, and online quizhttp://www.berghuis.co.nz/abiator/rdg/hyperbolehelp.htmlDefinition

I can explain imagery and the author’s purpose for using it in the text.

6

INTERACTIVE I CANSFIGURATIVE LANGUAGE: IMAGERY

Imagery is used when an author writes compelling to the readers five senses. (touch, taste, sight, hearing, and smell) They also refer to the senses that are inside the body such as hunger, pain, sadness, fear, or joy.

Example of Imagery:I spot the hillsWith yellow balls in autumnI light the prairie cornfieldsOrange and tawny gold clusters

Here the author is using the reader’s sense of sight to create imagery.

http://mrbraiman.home.att.net/lit.htmDefinition of most literary termshttp://cte.jhu.edu/techacademy/web/2000/baczkowski/imageex.htmTwo examples in poetryhttp://www.dowlingcentral.com/MrsD/area/literature/Terms/Imagery.htmlDefinition, Examples, and online quiz

I can find and restate the explicit main idea and supporting details.I can infer the main idea.

7

INTERACTIVE I CANSTOPIC AND MAIN IDEA

The main idea is the central topic of a story. It is a statement that can usually sum up an entire article or essay. The main idea is sometimes stated directly. Other times, the reader must interpret or infer the main idea. The student should be able to identify and be able to restate the main idea of a passage. Types of Questions about Main idea:

What are the main ideas of scene II?What is the main idea of the passage?This passage is mainly about…What is the main topic of the passage?

http://www.moonstar.com/~acpjr/Blackboard/111BB/ComExplicit-Implicit.htmlExplicit & Implied Main Idea Pointers and Essay Examplehttp://net2.valenciacc.edu/mwhissel/CPT/Reading/rea_006.htmImplied Main Idea Definition and Examplehttp://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htmMain Idea Tutorial

8

INTERACTIVE I CANSTheme

I can define, identify, and analyze a theme of a narrative text.

The theme of a text is the central message of a story. Theme is almost exclusive to narrative text. It is sometimes referred to as the moral of the story. Examples of theme in well known stories:

Three Little Pigs: It pays to spend your time and do things right the first time. Boyz in the Hood: Violence hurts more than just the people involved.

http://www.learner.org/exhibits/literature/read/theme1.htmlAnalyzing Themehttp://en.wikipedia.org/wiki/Theme_(literature)Definitionhttp://www.sjsu.edu/faculty/patten/theme.htmlCommon Themes

9

INTERACTIVE I CANSPOINT OF VIEW

I can explain the author’s purpose for using a given point of view.

Point of view is used to differentiate how a story is told. The types of point of view are first person, second person, and third person. The student should be able to differentiate between these types and be able to explain the author’s purpose for using the particular point of view.

First person: These stories use I, me, our, we, or my. The narrarator is a character in the story but not always the main character. A story told from one person’s point of view limits that character’s knowledge to his or her own ideas.

Second Person:

Third Person: These Stories use he, she, and they. The story is told by a narrator that is not part of the story. If the third person narrator appears to know what everyone in the story is thinking or feeling they are considered omniscient. When the narrator is limited to just what the protagonist thinks then it is called limited.

http://www.learner.org/exhibits/literature/read/pov1.htmlExplanation and different typeshttp://academic.brooklyn.cuny.edu/english/melani/pv.htmlExamples of Point of View in Sleeping Beautyhttp://writingcenter.tamu.edu/content/view/474/76/Different types of point of view

10

INTERACTIVE I CANSFLASHBACK

I can explain and analyze the author’s purpose for using flashback.

A Flashback is used when the author wants to disrupt the chronology of a narrative by shifting to an earlier time in order to introduce new information. The student should be able to identify when the author is using flashback and be able to interpret why. Example of flashback:Me and Cathy were waiting too, because Granny always has something to say. She teaches steady with no let-up. “I was on this bridge one time,” she started off. “Was a crowd cause this man was going to jump you understand.”

The phrase in red is a flashback because the author is referring to an earlier experience to introduce new information.

Definitionhttp://users.wirefire.com/tritt/tip11.htmlWhy use flashback?

11

INTERACTIVE I CANSFORESHADOWING

I can explain the author’s purpose for using foreshadowing.

Foreshadowing is used when the author wants to give clues to the readers to upcoming events in a story. The student should be able to identify when an author is using foreshadowing and make predictions as to what he or she is hinting to. Example:“If you jus’ happen to get in trouble like you always done before, I want you to come right her an’ hide in the brush.”

Here the author is giving the reader a clue that a character is going to get into trouble later in the story and that he is going to have to hide in the brush.

http://www.tnellen.com/cybereng/lit_terms/foreshadowing.htmlDefinitions and Samplehttp://users.wirefire.com/tritt/tip11.htmlWhy use foreshadowing?

12

INTERACTIVE I CANSTONE AND MOOD

I can analyze the author’s tone and how it affects the mood of the story.

Tone is usually used to describe an author’s attitude toward the subject, characters, or reader. Mood is referred to the atmosphere of the work. The student should be able to infer the tone and mood of a piece of text. Tone can be described in such terms as:

Formal Informal Sympathetic Serious Matter of Fact

Mood can be described in such terms as: Mysterious Joyous Gloomy Depressing Peaceful.

Tone is attitude and mood is atmosphere. Many times the tone will create the mood.

http://www.dowlingcentral.com/MrsD/area/literature/Terms/Mood.htmlExamples of mood

13

INTERACTIVE I CANSSATIRE

I can explain the author’s purpose for using satire.

Satire is used when an author uses ridicule or scorn, often in a humorous or witty way, in order to expose follies and weaknesses. The student should be able to recognize when an author is being satirical and be able to interpret it. Example of Satirical text:“Urgent taxpayer bulletin: The Federal Budget Surplus Crisis has become so severe that there is now serious talk in Washington of letting you keep slightly more of your own money. That is correct. The government has been taking in so much of your money that EVEN CONGRESS is having a hard time spending it all. Not that Congress isn’t trying!

Here the target of the Satire is Congress and the government. The author is using humor to expose how much money congress takes from the taxpayer.

‘

http://www.tnellen.com/cybereng/lit_terms/satire.htmlDefinition and Examplehttp://readwritethink.org/lesson_images/lesson811/contemporary-examples.pdfExamples of Satire in Pop Culture

14

INTERACTIVE I CANSIRONY

I can explain the author’s purpose for using irony.

Irony is used when an author wants to contrast between what seems to be and what really is. The student should be able to identify when an author is using irony, know what type of irony the author is using, and be able to explain it. Three types of Irony:Verbal Irony: refers to the difference between what a character says and what he or she means.

Irony of Situation: Occurs when events are contrary to what is expected.

Dramatic Irony: Describes a situation in which the audience or reader of a play knows more about a character’s situation that he or she does.

http://rhetoric.byu.edu/figures/I/irony.htmDefinition and Examplehttp://www.cvco.org/education/etohc/irony.htmExamples of Irony in Everyday Lifehttp://academic.brooklyn.cuny.edu/english/melani/irony.htmlExamples of Irony

15

INTERACTIVE I CANSSYMBOLISM

I can analyze the author’s use of symbolism.

Symbolism is used when an author wants a person, place, thing, or event to stand for something abstract, such as an idea or emotion in a literary work. Students should be able to identify when something is being used as a symbol and be able to interpret what it stands for. Example of symbolism:She looked at the tree that had been there for years. It had weathered so many years of weather. It had eluded the clearing of land for development. Its roots had grown deep and spread wide across the land. It was strong and nearly immovable. She stared at the tree and realized the mistakes she had made in life.

The tree is a symbol of strength. The girl in this paragraph realizes that she had never stayed in one place long enough to grow roots or to gain strength. The tree is a symbol for the abstract idea that a person needs strong roots in order to have a good life.

16

INTERACTIVE I CANSPLOT ELEMENTS

I can identify and analyze the plot elements (exposition, rising action, climax, falling action, conflict and resolution) to analyze a story.

Plot is what happens in a story. Author’s use plot to organize and structure their writing. It usually unfolds in chronological order and has five main parts.

Parts of Plot:Exposition: Rising Action: ConflictClimaxFalling Action Resolution

Other parts of plot are:Subplot: Story within a story that expands the plot.Parallel Episodes: events that are happening at the same time.

http://www.readwritethink.org/materials/plot-diagram/Interactive Plot Diagramhttp://www.learner.org/exhibits/literature/read/plot1.htmlParts of a Plothttp://www.quia.com/mc/155157.htmlElements of Plot Matching Gamehttp://www.readwritethink.org/materials/lit-elements/Interactive Conflict Map

17

INTERACTIVE I CANSCHARACTER

I can describe the role of the protagonists and antagonists.I can describe the role of flat and round characters.I can describe and analyze the role of static and dynamic characters.Authors can develop characters in a variety of ways. Characters take on certain characteristics and can be categorized in a variety of ways. Students should be able to analyze characters in a story and be able to distinguish what type of character he or she is. Types of characters:Protagonist: central figure in a story. (hero or heroine)Antagonist: catalyst character that causes initial conflict.

Round: character with a complete and detailed description.Flat: character with less importance. Not well developed.

Static: character stays the same through the story. He or she hardly changes.Dynamic: character changes from the start of the story to the end. They often learn as a result of an event.

A character can fit a variety of these categories.

http://www.cas.usf.edu/lis/lis6585/class/litelem.htmlDefinition of types of charactershttp://en.wikipedia.org/wiki/Fictional_characterFictional Character definitionshttp://readwritethink.org/materials/trading_cards/Interactive Site to create Character Trading Cardshttp://www.readwritethink.org/materials/lit-elements/Interactive Character Map

18

INTERACTIVE I CANSSETTING

I can identify and analyze the historical, social, and cultural setting in the text.

Setting is the time and place in which a literary work takes place. Authors use setting for a variety of ways. The historical, social, and cultural aspects of a setting all play a role in the development of a story. Students should be able to analyze these aspects of setting in a story and explain their significance. Definitions of setting:

Historical: Place, Location, Time period, Recorded dates.

Cultural: Ways of living, traditions, fashions, ideas and beliefs.

Social: Social or racial status, Age group, peers.

http://www.learner.org/exhibits/literature/read/setting1.htmlExplanation of Setting in Literaturehttp://www2.hawaii.edu/~kirkpatr/settings.htmThe Use of Setting in Literature Power Pointhttp://www.readwritethink.org/materials/lit-elements/Interactive Setting Map

19

INTERACTIVE I CANSAUTHOR’S STAND

I can examine the author’s stand by discriminating between supporting and opposing viewpoints.

Authors use supporting and opposing viewpoints to strengthen their arguments in persuasive writing. Writers must support what stance they are defending. Students should be able to identify those details and be able know which one support and which oppose. Types of Questions you May see concerning Author’s Stand:

How does the author support the position?

With which one of these statements would the author probably agree?

Which sentence best supports the author’s conclusion that television is a vital part of American culture?

http://history.latech.edu/writing%20center%20files/writingworksheetfall2006dma.htmWriting Worksheethttp://youtube.com/watch?v=oJi5qa4CTb0Use of Persuasion in Presidential Adshttp://www.readwritethink.org/materials/persuasion_map/Interactive Persuasive Map

20

INTERACTIVE I CANSFACT AND OPINION

I can differentiate between fact and opinion.

Authors use fact and opinion to support their stances. It is important that readers differentiate between the two because opinions can be mistaken for facts. Students should be able to know the difference. Definitions: Fact: statements of information that can be verified as true.Example:ESPN is a sports network that covers sports from football to golf.

Opinion: statements of belief, judgments, or points of view that are based on personal preference or bias. Example:ESPN is the best sports network on the air because it covers sports from football to golf.

http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcfo1.htmFact or Opinion Quizhttp://www.st.cr.k12.ia.us/reading/fact_and_opinion.htmPointers for Fact and Opinionhttp://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlFact or Opinion Quizhttp://www.eduplace.com/graphicorganizer/pdf/factopin.pdfGraphic Organizer

I can define and identify propaganda in a persuasive text

21

INTERACTIVE I CANSPROPAGANDA

Author’s use propaganda as a form of written or spoken persuasion intended to influence the reader or listener strongly, though sometimes subtly, and usually one sided. Students are able to identify when propaganda is being used. Types of Propaganda:Glittering Generalities: seeks to make people approve and accept without examining evidence. Bandwagon: everyone else is doing it, and so should you.Name Calling: links a person or idea to a negative symbol.Testimonials/Citing Authority: Appeal to Plain Folks: used to convince that the speaker and their ideas are “just like on of them.”Appealing to fear: when a speaker warns members of audience that disaster will result of they do not follow a course of action.

http://www.sourcewatch.org/index.php?title=Propaganda_techniquesPropaganda Techniqueshttp://www.thematzats.com/propaganda/prop/sld001.htmTypes of Propaganda Slide Showhttp://youtube.com/watch?v=Wdp0AOK8Sa0 ORhttp://youtube.com/watch?v=A1XsJEilYkU ORhttp://youtube.com/watch?v=M3Z386vXrt4 ORhttp://youtube.com/watch?v=zrk13IcPV4ICommercials using propagandaaaron@propagandacritic.comPropaganda Posters and information

I can identify descriptive text and interpret the author’s purpose for using that text structure.I can identify problem/solution text and interpret the author’s purpose for using that text structure.I can interpret the author’s purpose for using comparison and contrast.I can identify the sequence of a text and interpret the author’s purpose.

22

INTERACTIVE I CANSTEXT STRUCTURE

I can interpret the author’s purpose for using cause and effect.Author’s use different types of text structures depending on what topic they are writing about. Students should be able to identify what type of text structure an author is using because each structure is organized in a specific way. Knowing the structure improves comprehension. Words that are associated with each text structure: Descriptive: Tells about something. (about is, a, has a, does)

Sequence: Series or steps (first, second, third, next, finally)

Problem/Solution: problem attempted solutions result. (problem is, solution is, have solved this problem by)

Compare and contrast: Similarities and differences. (different from, same as, alike, similar to, resemble)

Cause and Effect: Reasons why something happens or exists. (so that, because of, as a result of, since, so, in order to)

General Text Structure Websiteshttp://www.nea.org/reading/usingtextstructure.htmlExplanation of text structure and different typeshttp://www.somers.k12.ny.us/intranet/skills/organizing/sequencing/sequence.htmlSequencing Text Structurehttp://www.somers.k12.ny.us/intranet/skills/organizing/compcontr/compare.htmlComparison/Contrast Text Structurehttp://www.readingquest.org/pdf/compare.pdf ORhttp://www.readingquest.org/pdf/venn2.pdf Comparison/Contrast Graphic Organizerhttp://www.somers.k12.ny.us/intranet/skills/organizing/describing/describing.htmlhttp://www.readwritethink.org/materials/compcontrast/map/Interactive Comparison/Contrast MapDescriptive Text Structurehttp://www.somers.k12.ny.us/intranet/skills/organizing/problem/problem.htmlProblem/Solution Text Structurehttp://www.readingquest.org/pdf/prob.pdfProblem/Solution Graphic Organizerhttp://www.somers.k12.ny.us/intranet/skills/organizing/cause/cause.htmlCause & Effect Text Structure

I can write for a specific purpose and audience using: Tone Mood

23

INTERACTIVE I CANSVOICE

Voice communicates something about you to the writer. Voice is important because it makes your writing unique. Good writers use voice to express emotions and appeal to the reader. Three indicators of good voice in writing:

Communicates to the reader something about the individual.

Engages the reader making him or her feel that you sincerely care about what you say.

Moves the reader to feel that reading your work has been a pleasurable and worthwhile experience.

TONE AND MOOD:Your voice should express your tone (attitude towards the subject) and mood. (atmosphere created by your work)

http://owl.english.purdue.edu/owl/resource/658/04/Identifying an Audience

24

I can edit and/or avoid fragments and run-ons.

A sentence fragment lacks a subject, verb, or some other essential part. A run on sentence is two or more sentences joined without adequate punctuation or a connecting word. Writers should be able to recognize these errors and be able to avoid and or correct them. Examples:Fragment:Spaghetti all over the table. (fragment lacks a verb)Correction:Spaghetti slipped all over the table.

Run on: I thought the ride would never end my eyes were

http://owl.english.purdue.edu/handouts/grammar/g_sentpr.htmlAvoiding Errorshttp://owl.english.purdue.edu/handouts/grammar/g_frag.htmlSentence Fragmentshttp://www.chompchomp.com/frag01/frag01.htm Interactive Practice of Sentence Fragments

25

INTERACTIVE I CANSSENTENCE FLUENCY

crossed, and my fingers were numb. Correction:I thought the ride would never end. My eyes were crossed, and my fingers were numb.

I can vary sentence length by using simple, compound, and complex sentences.

Varying your sentence length helps give your writing style. If all your sentences are written the same way your writing will sound robotic and boring. By varying your sentence length and the beginnings and endings of your sentences, your writing will sound much more interesting.

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INTERACTIVE I CANSSENTENCE FLUENCY

Example of sentences:Simple: Can have a single subject or compound subject. (or single or compound predicate. It can only have one independent clauseMy back aches. My back and feet ache.

Compound: Consists of two independent clauses. A comma and a coordinating conjunction or semicolon must join the clauses. I usually don’t mind missing school, but this is not fun.I feel too sick to watch T.V; I feel to sick to eat.

Complex: Contains one independent clause (in bold) and one or more dependent clauses. (underlined)When I get back to school, I’m going to actually appreciate it. I won’t even complain about waking up early, although I will still be very sleepy.

http://owl.english.purdue.edu/handouts/grammar/g_clause.htmlDependent and Independent Clauses

I can use conjunctions and transitions to show the relationship of ideas.

Good writers use conjunctions to separate thoughts and/ or clauses in paragraphs and sentences. They also use transition words between paragraphs to aware the reader of a change. As a writer, you should be able to use both fluently.

27

INTERACTIVE I CANSSENTENCE FLUENCY

Types of Conjunctions: Coordinating: usually connect a word to a word, or phrase to a phrase, or clause to a clause. (and, but, or, nor, yet, so)I could tell by my old man’s eyes that he was nervous and wanted to smooth things over.

Subordinating: connects two clauses that are not equally important, thereby showing the relationship between them. (after, although, as, as if, as long as, as though, because, before, if, in order that, provided that, since, so that, that, though, till, unless, until, when, where, whereas, while) A brown trout will study the bait before he eats it.

Transitions: help your reader move easily from one idea to the next. They also help you arrange your ideas in order of importance. (First of all, Also, The best reason, One reason, In addition, Finally, To Begin with, Another reason, Most importantly.)

http://owl.english.purdue.edu/handouts/general/gl_transition.htmlTransitions

I can effectively use main ideas, thesis statements, and topic sentences.

Main ideas, thesis statements and topic sentences give writers clear direction and a clear stance. Without these, writing can wander aimlessly. As a good writer, you should be able to develop these in your writing.

28

INTERACTIVE I CANSIDEAS AND CONTENT

Definitions:Thesis Statement: A statement that takes a stand or expresses a specific feeling about or feature of a topic. It gives direction to the paper.

Main Ideas: Sometimes referred to as main points: Each paper should have three or more main points. These main points or ideas will help you develop your topic sentences.

Topic Sentences: These sentences introduce the main point of the paragraph. It usually comes at the beginning of a paragraph but not always.

http://owl.english.purdue.edu/handouts/general/gl_thesis.htmlWriting a thesis statement

I can choose appropriate supporting details for the main idea.

29

INTERACTIVE I CANSIDEAS AND CONTENT

Writers use supporting details to support their thesis statements, topic sentences, and main idea. Without supporting details, a paper cannot stand. As a writer, you must have adequate supporting details to support your stances. Examples of topic sentences:

Thesis Statement:School is a necessary obligation for all people.

Supporting Details:It makes people much more intelligent.

It improves the quality of life of people.

It helps us as a nation to make better decisions.

I can develop an effective introduction that captures the reader’s attention.

30

INTERACTIVE I CANSORGANIZATION

The introduction is the beginning or opening paragraph of an essay. It should grab the reader’s attention, introduce your topic and present your thesis. Good writers take time to develop effective introductions. Approached to writing good beginnings:Start with an interesting fact: In the period between world wars, the Harlem Renaissance thrust African American culture into the mainstream.

Ask an interesting question:Did you know that the civil rights movement really began with the Harlem Renaissance in the 1920s?

Start with a quotation:“As one who loves literature, art, music, and history, I’ve been deeply rooted in the Harlem Renaissance for many years.” So states Debbie Allen, a well-known actress of film and television fame.

http://owl.english.purdue.edu/workshops/hypertext/reportW/introduction.htmlIntroductions

I can write a body paragraph with appropriate supporting details.

31

INTERACTIVE I CANSORGANIZATION

The body of an essay is where you do most of the work. In this part you develop the main points that support your thesis statement.

Points to keep in mind as you develop your body:

Cover your main points: develop each main point in a paragraph or series of paragraphs.Give background information: provide some history of your topic to help you put it in context.Define terms: Clarify any terms people might not know.Raise questions: anticipate what questions readers might have.Answer Objections: address different viewpoints about your topic.

http://owl.english.purdue.edu/workshops/hypertext/ResearchW/paragrf.htmlBody Paragraphs

I can write a concluding paragraph.

32

INTERACTIVE I CANSORGANIZATION

The conclusion of your writing should summarize your thesis and leave the reader with something to think about. Good writers do not leave the reader hanging without some sense of closure.Points to help write conclusions:

First Sentence: Reflect on the topic:Start by reflecting on the material presented previously.

Second Sentence: Add another point:Include a final point of interest you did not mention before.

Third Sentence: Emphasize the most important point.Stress the importance of one or more key points that support your thesis.

Fourth Sentence: Wrap Up you topic or draw a conclusion:Add one final thought about the topic, or draw a conclusion from the points you have presented in the writing.

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INTERACTIVE I CANSORGANIZATION

I can choose an appropriate type of organization for a specific topic or genre using different text structures.Writers use different text structures to get their points across. Depending on the message they want to relay, they will choose the text structure that best fits their purpose.

Words that are associated with each text structure: Descriptive: Tells about something. (about is, a, has a, does)

Sequence: Series or steps (first, second, third, next, finally)

Problem/Solution: problem attempted solutions result. (problem is, solution is, have solved this problem by)

Compare and contrast: Similarities and differences. (different from, same as, alike, similar to, resemble)

Cause and Effect: Reasons why something happens or exists. (so that, because of, as a result of, since, so, in order to)

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INTERACTIVE I CANSORGANIZATION

I can create a formal paper that includes the introduction, body, and conclusion.

A good paper takes these three aspects and forms them into a coherent whole. If one or more of these parts are missing then the essay or writing is incomplete.

http://owl.english.purdue.edu/workshops/hypertext/ResearchW/outline.htmlOutlineshttp://www.readwritethink.org/materials/essaymap/Interactive Organization Maphttp://members.tripod.com/~lklivingston/essay/Guide to creating a Basic Essayhttp://www.brainpop.com/english/writing/fiveparagraphessay/Short video on creating a 5-paragraph essay

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INTERACTIVE I CANSWORD CHOICE

I can appropriately use an active voice.

Active voice indicates that the subject of the verb is, has been, or will be doing something. Active writing makes your writing more direct and lively.Active Voice example:

Present tense:I seeYou seeHe/she/it seesWe see You seeThey see

Passive Voice examplesI am seenYou are seenHe/she/it is seenI was seenYou were seen

http://owl.english.purdue.edu/handouts/grammar/g_actpass.htmlActive/Passive Voice

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INTERACTIVE I CANSWORD CHOICE

I can create a mental picture for the reader by using words that are specific and accurate (i.e. lively verbs, colorful expressive modifiers, specific nouns).Writers use a variety of words that help them make their writing come to life. They are careful not to make their writing bland and use a variety of resources to liven up their writing. Tips to make your writing more lively:

Use a lot of adjectives.

Vary your verb usage.

Avoid repetition of words

http://owl.english.purdue.edu/owl/printable/572/Conciseness

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INTERACTIVE I CANSCONVENTIONS

I can use correct punctuation and capitalization.

http://owl.english.purdue.edu/handouts/grammar/g_sentp.htmlSentence Punctuationhttp://owl.english.purdue.edu/handouts/grammar/g_apost.htmlApostropheshttp://owl.english.purdue.edu/handouts/grammar/g_comma.htmlCommashttp://owl.english.purdue.edu/handouts/grammar/g_overvw.htmlBrief Overviewhttp://owl.english.purdue.edu/handouts/grammar/g_quote.htmlQuotation Markshttp://owl.english.purdue.edu/owl/resource/592/01/Capitalization

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