EF 6 7 10 Class 10

 

Good afternoon, everyone.

 

Lockdown Drill tomorrow

 

Kook Korean Barbecue – The Best!

 

 

Today’s agenda

·      Return Test#2

Go over paragraph format

Topic sentence

Process- planning, then writing

·      Opportunity to write Test#2 Version 2 to be be remarked (maximum pts 3/6)

or RW for one bonus point.

If you decide to retry the test Version 2, I expect a complete rewrite.

Write Test#2 RW or Test#2 Version2 at the top of your paper

 

OPTION

1.    Normal RW for a bonus point- passin today or first thing tomorrow

2.    Write Test#2 Version2- complete start from scratch, Max 3/6

e.g. Test#2 1/6 Test#2 Rewrite 1,2,3/6

 

·      Teach compound sentences-semicolons

 

Wednesday

·      “Thought Questions”

·      Begin “I Confess”

·      “Literary Terms”

·      Daily pronunciation

 

 

 

Test#2         Paragraph on “What Happened During the Ice Storm”

Use lined ruled paper.

Write in pen.

Doublespace.

Write between the margins.

At least 150 words.

Submit by 1:05.

Choose one topic:

Why did the boys not harvest the pheasants?

                     OR

What would you have done about the pheasants?

 

 

Paragraph Format

 

-Start with a grabber

-Topic sentence- linked directly to the question

                     TRICK- borrow vocab from the question

-         use synonyms

 

Why did the boys not harvest the pheasants?

synonyms- boys- children, young people, teens, teenagers, youth, kids, guys

                     -harvest- kill, take, grab, hunt, catch, harm

                     -pheasants- birds, game, gamebirds, wild birds, wild animals

 

TS In “What Happened During the Ice Storm” by Jim Heynen, the youth decided to not/ not to kill the birds for three reasons.

**As a teacher, I know you are on-topic. I have confidence in you.

 

A topic sentence is necessary. The topic sentence is your plan, your target. It tells the reader what you are planning to write about.

 

**It is a challenge to figure out  the meaning of new vocab from context.

context- clues in the story that can help explain what is going on

 

 

Some of you didn’t do that at all. Some/Many of you just wrote a plot summary/ retold the story.

Use a very very brief summary as grabber, not not too long.

 

What would you have done about the pheasants?

TS personal, narrative

borrow vocab or use synonyms

TS For me, I am confident that I would have saved/helped/rescued/protected/took care of/ brought home  the birds.

 

Supporting sentences

1.love animals

2.in my country -golden bird, special animal

3.cute, beautiful, lovely,

4.part of nature, love nature

5.feel the same, sympathy, empathy, compassion, kinship

Organizing your ideas- general rule- Put your most important point last.

Most importantly, blah blah blah

 

Three (3) is the magic number.

 

Using transitonal terms in a paragraph:

First,

Second,

Third,

In conclusion,

Alternatives: first, first of all, to begin, initially, to begin with, firstly, to start off,

inclusion – to sum up, in short, as a result, basically, essentially, by and large,

 

Concluding paragraph

 

 

Process – I tell my English 12 students

 

PREWRITING- PLANNING

1.    Read the question. Read every word. Make sure you know what the teacher I asking yrtou to do.

2.    Brainstorm/think up some ideas, generate vocab and synonyms

Write it down, key words, vocab

3.    Organize your points- time, place, importance

 

WRITING

4.    Write your sentences. Write first draft of the paragraph.

5.    Proofread and edit. You know where you are strong and weak in wriiting. art, vt, vf, sp, punc

6.    Redraft if you have time or submit your edited first draft.

 

Take a look at your Test#2

Decide what you want to do: RW or Version 2.