Tuesday, October 1, 2013

Paragraph Organization - Challenge



Paragraph Organization
Put these sentences into correct order from 1 through 8 to create a correctly organized paragraph.
Notice the transitions. 

_________ a.  As Cherry prevents a fight by agreeing to go with Bob then talks privately with Ponyboy,  Johnny is shown hunched over with his back to the Socs, standing still as if trying to avoid being noticed.  


_________ b.  At the beginning of the movie, there is a clear close-up of the large scar on Johnny’s cheek.


________ c.  Finally,  as the Socs drive away, Johnny walks toward Two-Bit and Pony, stiffly and slowly, as if he is hurting. 


_________ d. In short, the movie-makers chose to quickly and visually show us Johnny’s terror instead of taking the time for the additional scene the author included in the book to show him being jumped. 


_________ e. Next, close-ups show his face, his glance at Bob’s rings, and then move back to his terrified expression. 


_________ f.  In the book of The Outsiders,  S.E. Hinton uses a three-page long flashback to explain how traumatized Johnny is by having been beaten up and scarred four months earlier, but in the movie the same idea is conveyed with a few quick camera shots. 


_________ g.  Later, when the boys are walking with Cherry and Marcia and the Socs pull up in that blue car,  Johnny  stiffens and moves slightly away from the group. 


_________ h.  The scene ends with another close-up of his face, his eyes wide in fear. 





Paragraph Organization - Complete Paragraph = Answer

Paragraph Organization - Complete Paragraph

      In the book of The Outsiders,  S.E. Hinton uses a three-page long flashback to explain how traumatized Johnny is by having been beaten up and scarred four months earlier, but in the movie the same idea is conveyed with a few quick camera shots.   At the beginning of the movie, there is a clear close-up of the large scar on Johnny’s cheek. Later, when the boys are walking with Cherry and Marcia and the Socs pull up in that blue car,  Johnny  stiffens and moves slightly away from the group.  Next, close-ups show his face, his glance at Bob’s rings, and then move back to his terrified expression.  As Cherry prevents a fight by agreeing to go with Bob then talks privately with Ponyboy,  Johnny is shown hunched over with his back to the Socs, standing still as if trying to avoid being noticed.   Finally,  as the Socs drive away, Johnny walks toward Two-Bit and Pony, stiffly and slowly, as if he is hurting.  The scene ends with another close-up of his face, his eyes wide in fear.   In short, the movie-makers chose to quickly and visually show us Johnny’s terror instead of taking the time for the additional scene the author included in the book to show him being jumped. 



Comma Sense: Why or Why Not with Adjectives?

Instructions: As a group, look at the following sentences.   What does each set of sentences have in common?  How do they use (or not use) adjectives (descriptive words) similarly? Take a stab at writing some rules for the adjectives below.

1. We were prepared for a long, tedious planning session.  
2.  Joe and Sam ate the delicious, fresh buttered popcorn.

3.  Ellen owns several blue wool sweaters.
4.  The girls bought ten pale yellow scarves.

5.  Jared traveled over several narrow, winding,
treacherous roads.

6.  Mowing the lawn on such a hazy, hot, humid day was no fun.



If you can do these, use a comma between series adjectives.
the “and” rule:  Try replacing the comma with the word “and.”  If it works, you probably need the comma.

change the order:  Try changing the order of the adjectives.  If it works, you probably need an adjective there.

Paragraph Essentials

 
Paragraph Essentials
  • Purpose
  • Central Idea Sentence
  • Supporting Details Sentences
    • Each provides evidence for the central idea.
  • Concluding Sentence
  • Appropriate Transitions
    • Transitions link ideas,  showing relationships among sentences.
  • Style is appropriate for audience and purpose
  • Edited for conventions (spelling, capitalization, punctuation)

Essential, Non-Negotiable Spelling – Set 2

Essential, Non-Negotiable Spelling – Set 2   
Students received copies of this to tape into their composition books.
You will lose points if you misspell these in your writing.

to
prep.  means  toward      “Let’s go to that movie.”
too
adv.  means also  or exceeding     “I have too much homework.”
two
n. or adj. or pronoun – the number that comes next after one   “I have two brothers.”

a lot
adj.  means many    “I have a lot of homework.”  (Remember that this is two words. “You can put a hole in a lot – a whole lot!” The hole is the space between words. (Hole and whole are also homophones.)
allot
v. means distribute or assign  “The teacher will allot two candies to each student.”
alot   x
This is not a word! Don’t write it!   x

were
verb, past tense   “We were happy to see you.”
we’re
contraction for the pronoun and verb    “We’re going to lunch.”  Short for “We are going to lunch.”
where
 usually adv. or conj.   indicates place   “Where is he?”   
    wear                        Did you wear your coat to school?
    

Tuesday, October 1, 2013

  • Pick up your composition book.
  • If you handed in a hard copy of the book assignment, pick it up from the bottom wire basket for your class. Revise and resubmit as needed. 
  • Did you receive the new book assignment?
  • Have you signed up for and been approved for your September/October book? 

Happy October!  Ms. Dorsey loves this time of year!

Link: Something You May Not Have Known About Ms. Dorsey


1. Individual Reading Time
     -- a few more students to the media center? 

2. 
          




CSI  American Fork



Now Investigating:  Conventions in Sentences Investigation 

4. Investigation by Imitation!   
Your task:
a. Label the page with today's date and copy this sentence into your composition book:



Nick Allen had plenty of ideas, and he knew what to do with them.
                           -- Andrew Clements, Frindle (1998)


What do you notice?   







Nick Allen had plenty of ideas, and he knew what to do with them.
                           -- Andrew Clements, Frindle (1998)
The Pattern: 
Subject     predicate (verb)   (coordinating conjunction)  subject      predicate (verb).

Here is one imitation: 
Mr. Farnsworth had a case of candy bars, so he gave it to Ms. Dorsey's class.

And another:  
The blue dog had a long tail, but he didn't know how to wag it. 


Now, make your own imitation: 



Nick Allen had plenty of ideas, and he knew what to do with them.
                           -- Andrew Clements, Frindle (1998)
Subject     predicate (verb)  ,  (coordinating conjunction)  subject      predicate (verb).


Reason #4 to Use a  Comma:  Use a comma between two independent clauses with a coordinating conjunction. 

 But -- 
DO NOT use a comma in sentences with one subject and two verbs:
Ex. Jay lay awake that stormy night and listened to the thunder crashing.




3. About Theme 

Check for Theme



               
4. The Outsiders
B5   page 106. iTunes chapter 6,  37:37

B6 to   page 125  iTunes, p. 110 Nightmare. . . 

27:07

B7 to top of page 109,  iTunes chapter 6 ,  40:55

B8 to page 117,   p.110 Nightmare ,  12:39



Links about theme:

Words By Heart: Topics and Themes

Topic and Theme 
 
More About Theme

Another example of Theme

Examples of Theme from Movies

Student Examples for Themes

More Examples of Theme from Students

 Student Example for Essay about Theme

Additional Themes in Literature

Theme and Symbolism in The Outsiders:

Gender Issues: 
Gender does not play an overt role in The Outsiders, but the very absence of 
females could be considered an issue. The only females that play a part in the novel are 
Cherry, a sympathetic Soc, and Sandy, Sodapop’s girlfriend . . . . 
Females are not an important part of the story, but while Sandy is not a great female 
role model, Cherry is a heroine who readers can admire.


 

Argument Essay: Is Television Helpful or Harmful?


An Argument Essay:  Is Watching Television Harmful or Helpful?                                  

o              Read the two articles and take notes on the second page of your Persuasive Writing Guide.
o            Write a thesis sentence, which is a central idea sentence -- on the second page of your Persuasive Writing Guide.
o            Fill out as much of the first page as you can.
o       If you have time before we go to the computer lab, fill out more of the Persuasive Writing Guide
o            In the lab, log onto MYAccess, then start typing your essay. 
o           Type as much of your thinking as you can.
o            You will come back to revise (add, cut, improve, edit) later. 

Computer Lab and MYAccess:  
1.    Click on the MyAccess link located under the Resources heading on the school website or  type “myaccess.com” in the address line.
2.    See the poster for log-in directions.
3.    To start an assignment, click on Assignments.
4.    Find the assignment titled “The Effects of TV.”
5.    Click to start. 
6.    Don’t forget to Save and Final Save before you leave. 
7.    You will be able to work on it again in class or from home.

Your Prompt for Today:  The Effects of TV      on   myaccess.com

Is watching television harmful or helpful?  After reading the provided texts, write an essay that argues your position on whether television viewing is harmful or helpful.  Support your position with evidence from the texts.  Be sure to discuss competing views. 
Be careful not to plagiarize.

As you write, remember your essay will be scored based on how well you:
·  develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.
·  support your thesis with meaningful reasons and sufficient details.
·  address the readers' concerns, opposing viewpoint, or counterarguments.
·  organize your essay in a clear and logical manner, including an introduction, body, and conclusion.
·  use well-structured sentences and language that are appropriate for your audience.
·  edit your work to conform to the conventions of standard American English.
You have unlimited submissions available up until a week before this term ends.
Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer.


On the first day of writing, focus on getting down your ideas, based on your thoughts about the articles you read.   Choose one side or the other.  After you have written your basic essay, you can later add more details (evidence, support for your central idea).

For more information, use these sources.  See the Special Instructions on MYAccess for these same links.
These articles support the idea that television can be helpful:
These articles give reasons why television is harmful:
This one suggests that changing WHAT children watch makes a difference:

Other considerations:    Does educational programming help children learn to read and write and learn how to interact with other people?  
Does the television provide relaxing family time?  


Even glancing through the subtitles on this article will give you ideas and information. Scroll all the way to the bottom as you notice the harmful effects mentioned: