IF YOU COULD BE ANYTHING,
WHAT CAREER DO YOU WANT?
WHAT IF SOMETHING
HAPPENED TO MAKE THAT NO
LONGER POSSIBLE?
My Possible
Future
WRITING NOTES•GETTING SOMETHING
DOWN TO GET THE ASSIGNMENT FINISHED IS NOT WRITING
•WHEN WE WRITE THERE IS A PROCESS WE MUST FOLLOW IN ORDER
•TO CREATE THE BEST THING WE CAN
•TO GET BETTER
WRITING PROCESS1.) BRAINSTORMING
-GETTING THE IDEAS DOWN
2.) DRAFTING
-A ROUGH START TOWARDS FINAL PRODUCT
3.) PROOFREADING
-GOING BACK AND REREADING
-DOES IT MAKE SENSE? MISSING ANYTHING?
4.) REVISING
-MAKING THE CHANGES (EDITING) TO MAKE IT BETTER
WHY WOULD DRAPER
CHOOSE TO OPEN HER
NOVEL IN THIS WAY?
WHAT WAS THE PURPOSE?
EXPLAIN IN DETAIL
TO LEAVE CLASS
TODAY…
1.) START THE CHART
2.) GRAB YOUR
INDEPENDENT BOOK3.) READ
TO START TODAY…
MY HAZELWOOD ARTICLE • JUST LIKE IN THE STORY, YOU
ARE GOING TO CREATE YOUR OWN NEWSPAPER ARTICLE FOR HAZELWOOD HIGH SCHOOL
•YOU CAN WRITE ABOUT THE NOV. 7TH GAME OR ROB’S FUNERAL
•PRETEND AS IF YOU WERE REALLY THERE AND HAVE TO WRITE ABOUT IT FOR A HIGH SCHOOL STUDENT BODY
•INCLUDE: DETAILS TO SHOW YOU WERE THERE AND STUDENT REACTIONS
“IF I COULD CHANGE THE WORLD…”•JUST LIKE GERALD, YOU
ARE GOING TO CREATE AN ESSAY PERSUADING THE READER EITHER:
•“THREE THINGS I WOULD GET RID OF…”
•OR “THREE PROBLEMS IN THE WORLD I WOULD SOLVE…”
•FIRST PARAGRAPH TELLING OF THE THINGS/PROBLEMS
•ONE PARAGRAPH FOR EACH THING OR PROBLEM
•INCLUDE: DETAILED EXPLANATIONS & 4 PARAGRAPHS
NEW WORDS #3DICTION
(NOUN)
THE CHOICE OF WORDS, STYLE
OF WORDS, PRONUNCIATION
OF WORDS
TONE(NOUN)
THE ATTITUDE
AND FEELING OF
A TEXT
RECUPERATE
(VERB)
TO RECOVER FROM/OVER SOMETHING
POEM OF HOPE (?)It’s dark where I amAnd I cannot find the light.There are shadows all around meAnd my heart is full of fright.
Everyone is cheerful.
They never even seeThat
storm clouds are forming
Upon the peaceful seaI cannot see the futureAnd I cannot change the pastBut the present is so heavyI don’t think I’m going to last
WHAT IS GOING THROUGH ANDY’S MIND?
GOOD MORNING!
GET SOME PAPER
READY FOR SOME
NOTES RIGHT AWAY
THE ADJECTIVE•USED TO MODIFY A NOUN
•TO DESCRIBE:
•WHAT KIND
• GREY COMPUTER, SALTY TREAT
•WHICH ONE
• THOSE GIRLS, THIS PEN
•HOW MANY
• THREE FINGERS, SOME PROBLEMS
THE ADVERB-TELLS YOU WHERE, WHEN, HOW, TO WHAT EXTENT
WHERE
-WE LIVED THERE.
-I HAVE THE TICKET HERE.
WHEN
-SHE ARRIVED EARLY.
-WE WENT TO THE MOVIES YESTERDAY.
THE ADVERB (CONT’D)•HOW
•SHE QUICKLY AGREED
•THE RAIN FELL SOFTLY
•TO WHAT EXTENT
•YOU PARTLY COMPLETED THE ASSIGNMENT
•HE HARDLY MOVED
THE PREPOSITION-SHOWS THE RELATIONSHIP OF A NOUN TO ANOTHER WORD
-THE FILLER WORD
EXAMPLES
-EVERYTHING ABOUT THE BEACH WAS WONDERFUL
-THE RUNNER FELL BEHIND
-IT’S ABOVE THE BED
HOW DOES THE DICTION
(WRITING STYLE)
INFLUENCE THE NOVEL?
EXPLAIN IN DETAIL
TO LEAVE CLASS
TODAY…
GOOD MORNING!
GET SOME PAPER
READY FOR SOME
NOTES RIGHT AWAY
THE ADJECTIVE PHRASE•PHRASE: GROUP OF WORDS
THAT DOESN’T HAVE A VERB OR SUBJECT
•STARTS WITH A PREPOSITION
•ADJECTIVE PHRASE: PHRASE THAT MODIFIES A NOUN
•EXAMPLE:
• THE MEMBERS OF THE SQUAD WANT SWEATSHIRTS WITH THE SQUAD LOGO
THE ADJECTIVE PHRASEADJECTIVE PHRASES:
THE LIGHT IN THE KITCHEN IS ON.
AMY CLOSED THE DOOR TO THE CELLAR
•ADJECTIVES:
•THE KITCHEN LIGHT IS ON.
•AMY CLOSED THE CELLAR DOOR.
THE ADVERB PHRASEPHRASE THAT MODIFIES A
VERB OR ADJECTIVE
TELLS YOU HOW, WHEN, WHY, OR TO WHAT EXTENT
ALSO STARTS WITH A PREPOSITION
EX: MYTEAR ANSWERED WITH A SMILE.
THE ADVERB PHRASEADVERB PHRASES:
YOU CAN SLEEP ON WEDNESDAY
THAT CHAIR GOES IN THE CORNER
•ADVERBS:
•YOU CAN SLEEP WEDNESDAY
•THAT CHAIR GOES THERE
THE DIFFERENCE•ADJECTIVE PHRASES ALMOST ALWAYS FOLLOW THE WORDS THEY MODIFY
•ADVERB PHRASE MAY APPEAR IN VARIOUS PLACES IN SENTENCE
I DON’T WANT TO
FIGHT AGAINST YOU.
I WANT TO FIGHT WITH YOU.
NEW WORDS #3COMMODITY
(NOUN)
USEFUL, VALUABLE
THING
NEW WORDS
QUIZ TOMORR
OW!!!
BIAS(NOUN)
UNFAIRLY IN FAVOR OR AGAINST
SOMETHING
1.) WHY DID DRAPER
INTRODUCE MONTY SO LATE?
2.) WHY DOES ANDY GET
UPSET AT THE MACBETH
PASSAGE?
HALF SHEETER!
HALF SHEETER1.) WHAT DOES THE PSYCH RULE ABOUT THEIR SESSIONS? DO YOU AGREE?2.)WHY DOES ANDY GET UPSET AT THE MACBETH PASSAGE?
GET WORKING ON YOUR
TEARS OF A TIGER
CHARACTER CHART TO
START TODAY!!!
HAPPY MONDAY!
GET WORKING ON
THE “SPACE” PHRASES
FROM YESTERDAY TO
START TODAY
TUESDAY, I REMEMBER
THEE WELL
2.) -CIDE: MEANING: KILLER, KILLINGEXAMPLES: SUICIDE, HOMICIDE, PESTICIDE
3.) -AN,-IAN: MEANING: OF OR RELATED TO; A PERSON SPECIALIZING IN EXAMPLES: GUARDIAN, HISTORIAN
4.) SEMI- : MEANING: PARTIAL
EXAMPLE: SEMICONSCIOUS, SEMIFINAL
THE PARTICIPLE-VERB USED AS AN ADJECTIVE
-PAST PARTICIPLE: PAST FORM EX:WAXED FLOORS, CANCELLED GAME
PRESENT PARTICIPLE: PRESENT FORM
EX: POURING RAIN, RISING TIDE
THE PARTICIPLEPURPOSE: COMBINING SENTENCES TO GET RID OF SIMPLE SENTENCES
EX: WE WENT INSIDE TO GET OUT OF THE RAIN. THE RAIN WAS POURING.
WE WENT INSIDE TO GET OUT OF THE POURING RAIN.
HALF SHEETER1.) WHAT STORY DOES ANDY SHARE WITH HIS MOM DURING THE SOUTH CAROLINA VACATION? WHY DID HE BRING IT UP?2.) WHEN TALKING WITH THE COACH, WHAT BIG OPPORTUNITY DID ANDY MISS?
5.) AUD-,AUDI-: MEANING: LISTEN, TO HEAREXAMPLES: AUDIENCE, AUDITION6.) –OLOGY : MEANING: SCIENTIFIC STUDY OF
EXAMPLE: BIOLOGY, ZOOLOGY, TOXICOLOGYREMEMBER: PUT THIS IN A RAINCLOUD OR FLOWER
PATTERNS OF ORGANIZATION1.) CHRONOLOGICAL
-WHEN INFORMATION IN A PASSAGE IS ORGANIZED BY THE TIME IN WHICH EACH EVENT OCCURRED
-MOST FREQUENT PATTERN OF STORYTELLING
-EXAMPLES: MONSTER, TO KILL A MOCKINGBIRD’S EXPOSITION
PATTERNS OF ORGANIZATION2.) COMPARE/CONTRAST
-WHERE THE SIMILARITIES AND DIFFERENCES OF TWO OR MORE THINGS ARE EXPLORED
- IF THE TEXT ONLY DISCUSSES SIMILARITIES, IT IS ONLY COMPARING. LIKEWISE, IF IT ONLY DISCUSSES WAYS THAT THE THINGS ARE DIFFERENT, IT IS ONLY CONTRASTING.
-EXAMPLE: LEBRON ARTICLE
PATTERNS OF ORGANIZATION3.) CAUSE & EFFECT
-WHEN AN AUTHOR GIVES REASONS WHY SOMETHING HAPPENED, HE OR SHE IS EXPLAINING WHAT CAUSED AN EFFECT
-GENERALLY USED IN ESSAY AND PERSUASIVE WRITING
-EXAMPLE: THE CENTRAL PARK FIVE
PATTERNS OF ORGANIZATION4.) PROBLEM & SOLUTION
-WHERE INFORMATION IN A PASSAGE IS
EXPRESSED AS A DILEMMA OR CONCERNING ISSUE (A PROBLEM) AND SOMETHING THAT WAS, CAN BE, OR SHOULD BE DONE TO REMEDY THIS ISSUE
-EXAMPLE: WHAT THEY DESERVE LETTERS
PATTERNS OF ORGANIZATION5.) CLASSIFICATION
-THE MAIN IDEA IS BROKEN DOWN INTO SMALLER AREAS OR CLASSIFICATIONS
-EACH CLASSIFICATION IS THEN DISCUSSED
EX: THESE NOTES!
HALF SHEETER1.) HOW WOULD YOU DESCRIBE THE TONE IN THE NOVEL RIGHT NOW? HOW HAS IT CHANGED AS WE HAVE READ IT?2.) HOW DO YOU FEEL ABOUT ANDY’S DECISION? COWARDLY? AN GOOD ESCAPE? EXPLAIN IN GREAT DETAIL!
GET WORKING ON YOUR
TEARS OF A TIGER
CHARACTER CHART TO
START TODAY!!!
GOOD THORSDAY TO
YOU!
THE PARTICIPIAL PHRASEWHAT IS IT?
-VERB PHRASE (GROUP OF WORDS) USED AS AN ADJECTIVE TO MODIFY (DESCRIBE) NOUN
-PARTICIPLES START P.P.
EX: THE CAT HISSED AT THE DOG BARKING IN THE YARD.
1.)WHO DO YOU BLAME
FOR ANDY’S DEATH? WHY?!
2.) WHY DID DRAPER END
THIS WITH EVERYONE’S
FEELINGS TOWARD ANDY?HALF SHEETER
7.) RE-: MEANING: AGAIN
EXAMPLES: REBUILD, REUNITE,
RETRACE, RENEW
8.) AUTO-: MEANING: SELF, SAME
EXAMPLES: AUTOMOBILE, AUTOPILOT
9.) GRAPH (ROOT): MEANING: WRITE
EXAMPLE: GRAPHICS, AUTOGRAPH, AUTOBIOGRAPHY
DRAPER’S PURPOSE
•IN FOUR PARAGRAPHS, EXPLAIN THREE REASONS WHY DRAPER WROTE THIS NOVEL
•PARAGRAPH PER REASON
•INCLUDE: OPENING PARAGRAPH DESCRIBING THE NOVEL, 3 PARAGRAPHS DETAILING A REASON DRAPER WROTE THIS TRAGIC STORY
•WHAT CAN WE LEARN FROM THIS STORY?
10.) UNI- : MEANING: ONE
EXAMPLES: UNICORN, UNISON, UNANIMOUS
11.) -OLOGIST: MEANING: ONE WHO SPECIALIZES IN
EXAMPLES: BIOLOGIST, METEOROLOGIST, CRYPTOLOGIST
WHAT ARE 10 THINGS
YOU ARE THANKFUL FOR?
GIVE AN EXPLANATION
FOR EACH THING
LET’S GIVE THANKS
MR. MCCANN’S LIST•THE GREEN BAY PACKERS
•ART
•THIS WEATHER
•CHARLOTTE
•MELVIN GORDON
•WORDS
•SCIENCE FICTION
•HUMAN COMPASSION
•MY CHILDHOOD
•YOU
Top Related