EF67
Good morning, everyone.
Today’s agenda
·
Return Test3
Review
Process for wriitng a good answer
Quoting text
OPTIONAL Rewrite for a bonus point
·
Begin noun clauses
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HW Read “I
Confess” for Friday. Make notes. Be prepared fo
class.
Thursday
·
Continue noun clauses
Friday
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Quiz – noun clauses
·
Begin adjective clauses
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Test3
What are some ways the author compared the boys to the
pheasants in “What Happened During the Ice Storm”?
Use a grabber.
**Don’t give me a plot summary.**
plot summary –
plot- the events of the story- the arc of the story
plotline- five stages of a plot: exposition, rising action,
climax, falling action, resolution (denouement)
plot- basic structure of the story
Understanding the plot is the first step in comprehension.
First reading- armchair reading
-
the basics
Question was a bit deeper than that.
Comparison between the boys and the pheasants
What are some ways the author compared the boys to the
pheasants in “What Happened During the Ice Storm”?
Process- How can we write a good answer?
The key is planning
Do you think you
can write a good answer without making a plan first?
You can’t.
PLAN
-grabber
-address the
question in the TS Where is the TS?
The TS has to
address the question directly.
-plan 3-4 good
points
-write a CS
Make sure that each sentence is a real sentence: simple,
compound, complex.
-no first person beyond grabber “I”
-quoting – How to quote text from a story.
A lot of copying from the story- not acceptable,
plagiarism
·
Process
Process- How can we write a good answer?
The key is planning
Do you think you
can write a good answer without making a plan first?
You can’t.
PLAN
-grabber
-address the
question in the TS Where is the TS?
The TS has to
address the question directly.
-plan 3-4 good
points
-write a CS
WRITING PROCESS How
do we go about writing a good paragraph?
-step by step,
how-to
A. Prewriting
-make a plan
B. Writing-
execute
A.
Prewriting, planning stage, make a plan
(~5m)
Getting
your ideas together, organizing your thoughts
STEP 1
Read
and understand the question. Read the question five times. Read every word. Make
sure you understand what the teacher is asking you to write about.
STEP 2
Brainstorm
ideas, key ideas, key words & vocabulary, get ideas flowing, explore your
thoughts, take a few minutes and think, get vocab flowing, prime the pump
prime
the pump – get ideas flowing, brainstorm, get some vocab flowing, synonyms and
antonyms
STEP 3
Organize
your ideas- TIME, SPACE, IMPORTANCE
*time
– telling a story, teaching how to do something
*space
– describing, top to bottom, side to side, zoom in or out
*importance
– decide which ideas are most important and which are least important
B.
Writing stage
Write the sentences.
1.
Write rough copy (150-200 words)
Grabber
TS- Topic Sentence
3-4 supporting points
Concluding sentence
2.
Proofread and edit
Focus on your most common problems:
-sp
-vf
-vt
-punc
-phrasing – translate from your mother language
3.
Write a good copy. You won’t have time to
write a good copy. You can pass in your corrected rough copy. As long as it is
legible, it’s ok. It doesn’t have to be beautiful.
EXAMPLE ANSWER:
Children are often
much more sensitive than adults. Because of this, they easily form strong
connections with animals. In “What Happened During the Ice Storm” the author
compares the boys to the pheasants in order to show this connection. The first
comparison is that both the boys and the birds are covered with ice. They are
in the same freezing rain and are experiencing the same cold. Secondly, the
breath of both the kids and the pheasants is visible. Their breath comes out in
“slow puffs”; this shows that they are all living creature in common despite their
differences. Thirdly, .... Finally,...
In the end, the comparisons between the birds and the boys
helps explain why the kids chose to save the birds rather than kill them.
Grabber
TS
SS
CS
Make some corrections. Do some rewriting.
OPTIONAL
Rewrite your paragraph for a bonus point. Hand it in by
beginning of class tomorrow.
·
Begin Quoting module
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