- If you have not handed in the worksheet about historical fiction, hand it in now!
- We will be going to the media center on Tuesday/Wednesday of next week to find historical fiction books.
1. Pick up your composition book.
- Composition books from A1 and B5 are in the cardboard box on the west side of the room.
- Composition books from B6 are in the plastic box on the west side of the room.
- You will put your composition books into your newly assigned folder for this class -- at the end of class.
Now Investigating:
2. Conventions in Sentences Investigation
2. Conventions in Sentences Investigation
CSI Activity #1: Receive a magnetic strip. Find others with strips that you can put together with yours to make a sentence. You sentences may be nonsense, but they must work as complete sentences.
Put them in proper order on the front whiteboard, showing capitalization and punctuation.
CSI Activity #2 Chunking to Imitate
In these exercises you will become aware of meaningful divisions within sentences, an awareness you'll need later to imitate model sentences. You will learn that authors compose their sentences one "chunk" or meaningful sentence part at a time.
Directions (Part One): From each pair of sentences below, select the sentence that is divided into meaningful chunks and copy it into your composition book under "Notes and Quick Writes".
Title it: Chunking to Imitate January 16, 2015
Together as a class:
1a. He was still there / in front of the window, / staring at the saddle, / when two cowhands / came out / of the nearest saloon.
1b. He was/still there in front of / the window, staring at / the saddle, when two / cowhands came out of the / nearest saloon.
-- Hal Borland, When the Legends Die
From each pair of sentences below, select the sentence that is divided into meaningful chunks and copy it into your composition book under "Notes and Quick Writes".
With your elbow partner:
2a. Then she turned away / from my curious stare / and left the room, / crying.
2b. Then she turned / away from my curious / stare and left the / room, crying.
-- Christy Brown, My Left Foot
From each pair of sentences below, select the sentence that is divided into meaningful chunks and copy it into your composition book under "Notes and Quick Writes".
On your own:
3a. Shiloh's under the / sycamore, head on his paws, just / like the day he followed me home.
3b. Shiloh's under the sycamore, / head on his paws, / just like the day he followed me home.
-- Phyllis Reynolds Naylor, Shiloh
Directions (Part Two): Copy each model sentence below, and then copy the sentence that can be divided into chunks that match the chunks in the model.
With your elbow partner:
4. MODEL: I decided / not to open my eyes, / not to get out of bed.
-- Rosa Guy, The Friends
a. Running to catch the bus, I fell and dropped my books.
b. I wanted only to get the best grade, only to be the best in the class.
Copy each model sentence below, and then copy the sentence that can be divided into chunks that match the chunks in the model.
On your own:
5. MODEL: Soon a glow began / in the dark, / a tiny circle barely red.
-- Joseph Krumgold, Onion John
a. Then a sound came through the night, a small rustle hardly heard.
b. We planned carefully for the party, wanting it to be a success.
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3. Can you solve a case with Evidence, Warrant, and Claim --and recognizing counter-claims?
Role Play: Class B7 hasn't done this yet.
Who does not have a cell phone, but would like to convince your parents that you should get one?
Teams -- Come up with three pieces of evidence that could convince the parents.
Basic Argument
| ||
Evidence
(Proof)
|
Rule
(Warrant)
So What?
|
Conclusion
(Claim)
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Major Details
| Explanation of the details | Central Idea |
Copy this chart into your composition book:
You will record there the evidence you find and the reasons (rules why) it supports (or does not support) your claim.
Basic Argument
| ||
Evidence
(Proof)
|
Rule
(Warrant)
So What?
|
Conclusion
(Claim)
|
Our Case for Today: Case: Slip or Trip?
"Evidence includes concrete, observable information; personal testimony; written documents; and material objects and their condition or appearance."
"Evidence includes concrete, observable information; personal testimony; written documents; and material objects and their condition or appearance."
-- George Hillocks, Jr. in Teaching Argument Writing: Grades 6-12
A1 Discussed the evidence. Next time, write an argument using at least three pieces of observable evidence. As a rule. . . .
4. Composition Book Reorganization: A1
1. Luke
2. Karina 3. Andrew 4. Kaitlyn A 5. Eoin 6. Mia 7. Emma B. 8. Landon |
9. Joseph
10. Jayde 11. Alan 12. Cierra 13. Madison 14. Paxton 15. Emily |
16. Tanner
17. Camille 18. Audrey 19. Emma F. 20. Kylie 21. Faith 22. Aaron |
23. Hunter G
24. Ryan Lar. 25. Ryan Le. 26. Dallon 27. Jayce 28. Mariah 29. Teigun |
30. Caden
31. Brent 32. Heaven 33. Damon S. 34. Kyle 35. Connor 36. Jacob |
Composition Book
Hand in your Historical Fiction Paper, if you haven't.
Papers to save: |
For the next composition book check you need:
|
Civic Dispositions (Stick Figures)
Rubric for Informational Writing
Yellow list of transitions
Historical Fiction Worksheet – Cloze
|
Grading for Causes of Good Grades Essay, taped in
(Under “Editing”)
Capitalization exercise, taped in (Under “Editing”)
List of reasons to use capitalization (Under “Editing”)
Appointment Clock for the new semester
|
4. Composition Book Reorganization: B5
1. Dominic
2. Hailey 3. Kenah 4. Kyle 5. Dylan 6. Jace 7. Collin |
8. Katelyn D
9. Elexus 10. Ryan F 11. Jaxon G 12. Katie 13. Dallin H |
14. Heston
15. Brady K 16. Coby 17. Grayson 18. Richard 19. Jordan M |
20. James M.
21. Melanie 22. Victor 23. Taj 24. Kristen 25. Mason R |
26. Cameron
27. Sarah 28. Hayden S 29. Jenna 30. Mason 31. Ryder 32. Joshua W |
Composition Book
Hand in your Historical Fiction Paper, if you haven't.
Papers to save: |
For the next composition book check you need:
|
Civic Dispositions (Stick Figures)
Rubric for Informational Writing
Yellow list of transitions
Historical Fiction Worksheet – Cloze
|
Grading for Causes of Good Grades Essay, taped in
(Under “Editing”)
Capitalization exercise, taped in (Under “Editing”)
List of reasons to use capitalization (Under “Editing”)
Appointment Clock for the new semester
|
1. Lindsay
2. Max B. 3. Fernando 4. Ameri 5. Joshua B 6. Ashley |
7. Dallin C
8. Colby 9. Mary 10. Jared D 11. KeliAnn 12. Hunter |
13. Taylor
14. Cianne 15. Kenji 16. Emily 17. Madelynn 18. Morgan |
19. Hallie
20. Gabe 21. McKell 22. Justin 23. Emily S 24. Daniel |
25. Samantha
26. Hayden S 27. Suzanne 28. Marley 29. Channing |
Composition Book
Hand in your Historical Fiction Paper, if you haven't.
Papers to save: |
For the next composition book check you need:
|
Civic Dispositions (Stick Figures)
Rubric for Informational Writing
Yellow list of transitions
Historical Fiction Worksheet – Cloze
|
Grading for Causes of Good Grades Essay, taped in
(Under “Editing”)
Capitalization exercise, taped in (Under “Editing”)
List of reasons to use capitalization (Under “Editing”)
Appointment Clock for the new semester
|
1. Zoe
2. Brayden A 3. Cameron 4. Victor 5. Kassidy |
6. Isabelle
7. Alaina 8. Kaitlyn 9. Amber 10. Damien |
11. Allyson
12. Annabella 13. Hugo 14. Breanna 15. Ivan |
16. Diego
17. Ixtlaly 18. Blake 19. Quinci 20. Myah |
21. Matia
22. Joseph 23. Alysa 24. Jaxon W |
Composition Book
Hand in your Historical Fiction Paper, if you haven't.
Papers to save: |
For the next composition book check you need:
|
Civic Dispositions (Stick Figures)
Rubric for Informational Writing
Yellow list of transitions
Historical Fiction Worksheet – Cloze
|
Grading for Causes of Good Grades Essay, taped in
(Under “Editing”)
Capitalization exercise, taped in (Under “Editing”)
List of reasons to use capitalization (Under “Editing”)
Appointment Clock for the new semester
|
The Outsiders:
- A1: Chapter 3B5: Chapter 3B6: Chapter 3
B7: Chapter 3 - B7 Watched video of The Outsiders to Cherry saying "Things are tough all over."
