Presentation on theme: "BELL WORK Take out your “Ouch!” open-ended response and place it on your desk. Make sure you have your heading on it. Place it on the corner of your desk."— Presentation transcript:
BELL WORK Take out your “Ouch!” open-ended response and place it on your desk. Make sure you have your heading on it. Place it on the corner of your desk to be collected. Take this time to make sure your binder is organized for the open-binder quiz.
When your quiz is collected, turn to a new page in your writing section. Answer the following questions in complete sentences. 1. Who do you learn lessons from? 2. What do you think is the meaning of the quote “Experience is the best teacher.” 3. Have you ever learned something from an experience? What was the experience? What did you learn? Do you have any other experiences that you learned a similar lesson, or a different lesson from? 4. Were you ever the teacher? What was the experience you had when you taught someone else? What lesson did you teach them? 5. Do you know of anyone who may have learned a lesson from experiencing something? Who? What happened? What did they learn?
Journal: What is binocular writing? Use binocular writing to make the statement below more descriptive. My living room was noisy on New Years eve. *Remember, you want to show the reader how it was noisy. The sentence simply tells the reader it was noisy.
Show, Don’t Tell Strategies (also known as binocular or descriptive writing) Show Through Dialogue* Show Through Character’s Actions Show Through the Five Senses (Imagery)* Show Through Figurative Language* * These things are considered Compositional Risks and are part of the 5 & 6 score on the rubric.
Show, Don’t Tell Strategies Tami was angry when she got her test back and saw that she had gotten an F. Show Through Dialogue “I can’t believe it! I studied all night for this test. Ms. Sun, that’s not fair!” “Now there’s no need to get upset, Tami,” Ms. Sun said calmly, “We can go over what you missed, then you can do the extra credit to bring up your grade.” Show Through Character’s Actions Ms. Sun placed Tami’s test upside down on her desk. Tami picked it up and her eyes opened wide. Her ears turned bright red. She scowled and crumpled up the paper. Show Through the Five Senses Tami felt her face flush, and her ears go red hot when she saw the grade at the top of her paper. Her hands curled around the paper, and it crackled as she crumpled it into a ball. Through gritted teeth, and with a hiss, she asked Ms. Sun about her test score. Show Through Figurative Language Tami couldn’t believe what she saw – the F screaming at her from the top of her test. It was like spending an hour at the grocery store, checking everything off your list as you added it to the cart, getting to the cashier, and realizing you’d left your wallet at home. All that time and effort studying for the test wasted!
Figurative Language Simile – compare 2 things by using the words ‘like’ or ‘as’. Metaphor – compare 2 unlike things by saying one is the other. Personification – Giving an inanimate object human qualities. Onomatopoeia – a word that resembles the sound it represents. Alliteration – repeat the same consonant sound at the beginning of neighboring words. Idiom - an expression that does not mean what the words literally (actually) say. Ex: Cat got your tongue? Hyperbole - An exaggeration. Ex: The building can touch the clouds.
1.The sea licked the grass at the edge of the shore. personification 2. You're just throwing money down the drain. idiom 3. These walls have ears. idiom 4. His room was a junk pile. metaphor 5. The train was an angry animal roaring down the tracks. metaphor 6. The baby's skin was like a rose petal. simile 7. His pen flew across the page, frantically trying to catch up to what the teacher was saying. personification
EXPLAIN To Inform Give details To make clear; clarify Put into plain words Give an explanation with details, examples, and reasoning To enlighten (tell or inform)
An explanatory piece of writing explains something in order to inform an audience. In several paragraphs, writers explain ideas in a logical manner.
For the NJASK: An explanatory writing task will provide an essay task based on a quotation or adage (saying or proverb), or based on a topic accessible to all students. Each is a springboard for the student to write an essay that informs the reader. In responding to the topic or quotation presented, students will be asked to explain their point of view and to create an original work. Explanatory writing may be based on the writer’s personal knowledge and experience, or on information presented to the writer. Explanatory writing is used to share knowledge and to convey ideas.
What are transitions? The word transition means “moving from one condition or place to another one.” Good writers use transition words to help move the reader from one thought to another, from one idea to another. Using the same transition word over and over is not an effective technique.
Let’s look for some examples in exemplary writing models.
Grabbers State a belief …then explain why you believe it. The school cafeteria should offer pepperoni pizza every day. Use a single word …then provide more information. Pickles! Pickles! Pickles! There were pickles every where! Share an interesting fact …then tell more about it. The bumble bee bat is the smallest mammal on Earth. Capture a moment in time …then elaborate. We were right at the top of the rickety roller coarster and then started down over the hill. Describe a sound … then tell where it came from. Snap! Crackle! Crunch! Something heavy is lurking in the woods. Ask an interesting question … then provide an answer. Have you ever wondered how many dogs you can walk at once?
Do Now * (Journal Section) What is the difference between revising & editing your writing? What is done when you are revising? What is done when editing? * Note: A change has been made in the name of the work students are to begin at the start of Ms. Cianci’s class. Originally it was called Bell Work. However, it has been observed that many students are not starting it when they enter the classroom. Perhaps they are confused because a bell does not sound? So, the phrase Do Now has been chosen to take the title of this classroom routine. That should be clear enough, right? Do [this assignment right] Now. The word Now is underlined to emphasis that you should be doing it at that moment (when you come inside the classroom). It is hopeful that this change will be successful in producing a desirable outcome for Ms. Cianci.
Revise First *Use Green Pen When Revising. To make your writing clear and understandable for your reader you may have to: Change (move details, sentences, and/or paragraphs around. Also, to vary your sentences, use interesting and different transitions, use statements, questions, and exclamations, avoid repeating the same words/phrases many times, and use different sentence lengths to add interest.) Add (descriptive words and phrases, such as strong verbs, interesting nouns, adverbs, vivid adjectives, and descriptive phrases that show (paint a picture) for the reader. Remove (unnecessary words and/phrases) Elaborate (add interesting and important details, like examples or explanations) CARE Change Add Remove Elaborate
Edit Second *Use Red Pen When Editing. To edit your writing means to make your writing correct, and to clean things up so your writing is ready to hand in. Check the c apitalization, u sage, p unctuation, and s pelling. Check paragraphs for correct structure. Also, make sure the handwriting is neat. (Yes, this really is part of editing!) CUPS Capitalization Usage Punctuation Spelling
Capitalize the word I. Capitalize the first letter in a sentence. Capitalize a person’s name. Capitalize days of the week and months of the year. Capitalize a title before a person’s name. Capitalize the names of specific places. Capitalize the names of holidays. Capitalize the name, street, city, & state in an address. Capitalize the greeting and closing of a letter. Capitalize the important words in a book, movie, or TV show title. Capitalization Checklist
Punctuation Checklist Use: -periods...at end of telling sentences, abbreviations, and letters and numbers in an outline. -question marks...at end of asking sentences or asking words. -exclamation marks...at end of telling sentences or words that display strong emotion. -commas...to separate introductory words, words in a series, & in dates, addresses, & quotations. -quotation marks...to show what someone is saying. -apostrophes...to show possession. -hyphens...when writing number words and in compound describing words. -parentheses...around information that does not fit into the flow of the sentence but that you want to include. -colons...before writing a list. -semicolons...to separate
Revise or Edit? Often times it’s hard to know, When to revise or edit. But I have learned the difference now, So you can give me credit! Revising means to make it better, With details, description, and voice. Editing means to correct mistakes, Like spelling and punctuation choice. Revision first to make it clear, Paint pictures for the reader. Then edit each and every line, And be a writing leader!