Today’s Agenda
·
Begin essay work
·
Work on spoken presentation
·
Begin adjective clauses- final type of clause
Friday
·
Work on spoken presentation
Spoken
presentation check in
·
Continue essay work- work from homework
·
Continue adjective clauses-
·
Vocabulary exercises
·
Listening fun IF TIME
Final week
Write an essay- Tuesday or Wednesday
Quiz5 adjective clauses- Tuesday
or Wednesday
Monday
·
Spoken presentations 1
·
Continue adjective clauses
·
Continue essay work
Tuesday
·
Spoken presentations 2
·
Quiz or essay
Wednesday
·
Spoken presentations 3
·
Quiz or essay
Thursday
·
Optional opportunity to do a replacement quiz
and/or test.
Friday- final day
·
Non-instructional
·
One-on-one meets
·
Final marks and comments for report cards. You
will be able to see your final marks
*You will be able
to pick up your record card in the office the following week.
**
sentences—paragraphs—essays
– papers (college, university: 5, 10, 20 pages) – thesis/graduating essay-
graduating from degree (80-120 pages) – book (300-600 pages)- non-fiction,
fiction
apply to postsec-
essay
** sentences-
sentence types: simple, compound, complex, compound-complex- next step
** GOOD SENTENCE
WRITING IS THE FOUNDATION OF ALL WRITING
Building vocab,
word form, verb form, preposition, phrasal verbs
Developing
authentic(natural) phrasing
You picked a hard
road to walk down. You are brave and strong! We have to be.
Have hope and
vision and a target.
IDIOM Never say
never. Have resolve!
IDIOM Needs must.
You do what you have to do.
** paragraphs –
structure Grabber
Topic sentence
Supporting sentences,
Concluding
sentence
(150+
words)
- format -
font size, doublespace, indent, paper orientation, name and class
** essay -multi-paragraph
writing, 3, 5, 6, 7 paragraphs on a topic
EXAM Writing
prompt: “in essay form” “in paragraphs” “multi-paragraph” – means write an essay
“at least 300 words” sweetspot, the Goldilocks zone (300-400)
paragraph - at
least 150 words
essay – at least 300
words*
*You don’t have to
write a book. You just have to 3-5 short paragraphs.
We will focus on
the five-paragraph essay – basic model
-academic essay-
school
-3X5 essay
“essay”- French “to
try” , try to explain something in full, an attempt to describe a subject
completely, an endeavour to explicate an idea
essay – an attempt
to write a longer piece of writing that covers a topic well
”The Bare Bones of
a Five-Paragraph Essay”
“The Benefits of
Cycling”
-
look at who it looks on the page
-body paragraphs
are comparable length
- indented
paragraphs
- not doublespaced-
should be double-spaced
COMPARE/CONTRAST
ESSAY – good points compare with the bad points
Deeper learning for essay writing- VPL, Amazon- high school essay
writing
**A teacher is looking for structure, a clear organization
of ideas.
If the writing seems unfocussed or not organzied, the mark
will suffer.
**An essay has a lot of repetition. It’s a balance of
repetition and new information.
HOMEWORK TOPIC: No need to write an essay. Just come up
three good ideas.
PROCESS
Prewriting- HOMEWORK
1.Read the question.Make sure you understand the question.
2.Generate ideas- brainstorm, mindmap, list- vocabulary
bank, synonyms
3.Organize into three groups
*Write down the key words.
Writing- NOT FOR HOMEWORK
4.Rough draft, first version
5.Proofread, edit
*4/5 Revise, revision - repeat many times
6.Pass it in.
HOMEWORK TOPIC: Why did the US go off the Gold Standard
in 1972?
Why did you move to Canada?
CONTINUE TOMORROW- share our ideas
VOCAB confuse(v) confused(adj)
confusing(adj) confusion(n)
Quiz4
Phones and devices away.
Write a sentence with a noun
clause for each.
Pass in by 11:05.
1.
understand problem
2.
say Montreal
3.
think interview
4.
realize information
5.
forget results
6.
believe prescription
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