1. LA: Thursday, October 11, 2018
Handouts: * Cornell Notes #8: Power Verbs Used in Assessments
Homework: * TAPP #2, from QW #9 – 21, due Wed., Oct 17, BOC Rubric will be distributed and discussed tomorrow Copy QW by hand onto notebook paper, double-spaced This will be your rough draft—must show your efforts Typed version must be done by student, not anyone else * Study Cornell Notes #7 & #8, Lit Terms and Power Verbs Lit Test Unit 2, Lit Terms, is Tuesday, Oct. 16
Assignments due: * Grammar #10 (Nouns: Collective)

2. Starter #1 Take out your comp book. Turn to the first blank page
Starter #1 Take out your comp book. Turn to the first blank page. In the upper right hand corner, write the following:
Thurs., Oct. 11, 2018
QW #21: My Favorite TV Show
Then copy the bold print portion of this prompt on the top lines:
  Of all the TV shows you now watch (or ones you used to watch), which one is your all-time favorite? What makes that show unique or special? Do you have a favorite character in that show? Explain why that show is your all-time favorite.
Remember to write in complete sentence, avoiding fragments and run-ons. If you are not sure how to spell a certain word, just sound it out and circle it.

3. Lesson Goal: Learn the ten most common power verbs used in assessments and define each term.
Outcomes: Be able to . . .
State what is meant by the term “power verb” as used by educators.
Explain why understanding the meanings of power verbs is valuable.
Define these power verbs: Demonstrate, define, identify, distinguish, analyze, evaluate, explain, summarize, examine, state.
Devise a strategy to help you memorize the meaning of each of these ten power verbs.

4. Special rules apply to collective nouns when using them in sentences:
Starter #2 Yesterday we learned how to deal with words that name a group of people or a group of things. What term do we use to describe that type of noun?
collective nouns
Special rules apply to collective nouns when using them in sentences:
They can take either a singular verb or a plural verb.
So how do you know when to use a singular verb and when to use a plural verb?
* Make the verb singular when the group acts as a single unit.
* Make the verb plural when each member of the group acts separately or individually.
For example:
The crowd was excited by the close game.
That’s like saying . . .
It was You wouldn’t say “It were . . .”
  The crowd were pushing one another to get through the gate.
They were You wouldn’t say, “They was . . .”

5. Starter #3 Today we are going to take a time-out from grammar lessons.
When I use the word “assessments,” what am I referring to?
Tests
What would you say are the biggest reasons why students don’t get the scores they desire on tests?
What about students who do work hard and study. Why don’t they get the scores they desire?

6. In my Outcomes every day, I list what you should be able to . . .
Starter #4
Years ago, when I was teaching in public schools in Fayette County, a number of educators put forth this idea: Students were giving true, factual statements, but they got no points because their responses did not answer the question. Here is one big reason why: They did not understand the meaning of the “power verb” used in the question.
In my Outcomes every day, I list what you should be able to . . .
know and do.
But have you ever noticed the pattern I use for the first word of each outcome statement?
I always begin with a verb—a “power verb”

7. Starter #5
If I could teach you to master the ten most common power verbs, would that be valuable to you?
It should be, because that could help all of you to perform at a higher level in testing.
You cannot answer a question accurately if you don’t understand what is being asked. And you cannot understand what is asked if you don’t understand the precise meaning of the power verb used in a question.
So do you want to learn to master those power verbs?
Prepare to take Cornell Notes on “power verbs” and to discuss those terms.

8. Cornell Notes on “Power Verbs” Used in Assessments
Define each of the following power verbs:
1. Define the power verb “analyze.”
2. Define the power verb “demonstrate.”
3. Define the power verb “define.”
4. Define the power verb “distinguish.”
5. Define the power verb “evaluate.”
Definitions of each of the Power Verbs:
1. To look at something so closely that you break it down into parts
2. To show or prove that you know something or can do something.
3. To give the meaning of a term.
4. To tell the difference between two things—explain how they differ.
5. To make a judgment or give your own opinion, provided you have evidence to support that opinion.

9. Cornell Notes on “Power Verbs” Used in Assessments
6. Define the power verb “examine.”
7. Define the power verb “explain.”
8. Define the power verb “identify.”
9. Define the power verb “state.”
10. Define the power verb “summarize.”
6. To look at something closely
7. To give more than just a “yes” or “no” answer—to provide a number of statements to support your reasoning
8. To find or locate something specific
9. To tell or name something
10. To re-tell briefly the most important details of a story or another text.