Transcript YOU TRY - Warren County Public Schools

KPREP
Review
PART 1
THE
WRITING
PROCESS
Analyzing the New Writing Process:
Focusing:
WR-M-4.7.0
 Connecting
to content knowledge
 Connecting with prior learning and experience
 Initiating an authentic reason to write

What does “authentic” mean?
 Thinking
about a subject, experience, question,
issue or problem to determine a meaningful
reason to write
Prewriting:
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
WR-M-4.8.0
Selecting/narrowing topic
Establishing a purpose and central idea/focus
Identifying and analyzing the audience
Determining the most appropriate form to meet the needs
of purpose and audience
Recording ideas (e.g., reading, journaling, mapping,
webbing, note taking, interviewing, researching, writingto-learn activities)
Organizing ideas- examining other models of good writing,
text structures, and ways to organize information
Drafting:
 Writing
WR-M-4.9.0
drafts for intended audience
 Developing topic, elaborating ideas, exploring
sentence variety and language use
Revising:
 Reflecting
WR-M-10.0
to determine where to add, delete,
rearrange, define/refine, or elaborate content
 Conferencing
 Checking for accuracy of content
 Comparing with rubric criteria and models of the
form
 Considering effectiveness of language usage and
sentences to communicate ideas
Editing (Conventions and Mechanics)
WR-M-4.11.0
 Checking
for correctness (using resources- spell
check, dictionaries, thesauri, handbooks)
Language usage
 Sentence structure
 Spelling
 Capitalization
 Punctuation
 Documentation of sources

Publishing:
 Sharing
WR-M-12.0
final piece with intended audience
Reflecting:
 Reflecting
WR-M-4.13.0
upon
Goals as a writer
 Progress and growth as a writer
 Who or what has influenced progress and growth
 Approaches used when composing (e.g., free-writing,
researching, drawing, webbing)

Purpose in Reading
 Purpose in reading helps determine what is
important in the reading.
 Establishing
a purpose helps eliminate:
Daydreaming while reading
 Just “saying” the words so you can be done
 Boredom while reading
 Losing focus

The Reading Process
Pre-Read: Make predictions based on the text
features (title, pictures, captions, headings, etc.),
summary, inside cover, back cover, author’s name,
content from class
 Read: Continually make predictions about what will
happen next, stopping occasionally to think about
what you have read so far (chunking information)
 Re-Read: To double check information
 Reflect: Think about what you have read in order to
make sense of it

YOU TRY! 
Review Quiz!
 1.
We discussed 7 steps in the Writing
Process. Number 1-7 on your paper and list
them.
 2.
Number 1-4 on your paper and name the 4
Reading Process steps that we discussed.
PART 2
EXPERIENCES
&
PATTERNS
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REVIEW QUESTIONS:
What does Narrate mean?
What is a Narrative?
What is a Narrator?
What is Point of View?
What is a personal narrative?
What is the point of view ALWAYS
for a personal narrative?
What is a concrete detail?
What is a sensory detail?
What is a snapshot?
What is a thoughtshot?
• Personal Narrative Writing:
• Our experiences help make us who we are. Our
experiences make us unique. Memories of our
experiences evoke many feelings (some happy,
some sad) and images (the way things taste, smell,
look and sound). Your life is a constant chain of
experiences and interactions with people that
shape who you are. You need to make sure you
remember the ones that are most important to
you. Recording these experiences in writing is an
excellent way to make sure you never forget who
you are.
YOU TRY! 
On the chart below, fill in your memories,
details and people.
Type of Memory
Warm
(Comfortable)
Happened a long
time ago
Sad
(Crying)
Happy
(Laughter)
Precious as gold
My memory of an
experience
Relationship or
Detail
person in memory
Review of Poetic Devices
• Imagery: Language that appeals to the five senses
• Figurative Language: Images that can not be taken
literally (simile, metaphor, personification)
• Simile: A comparison using like or as
Example: Night is like a chimney.
• Metaphor: A comparison that does NOT use like or as
Example: Night is a chimney.
• Personification: Giving an object human characteristics
Example: I looked the sun straight in the eye. He put
on dark glasses.
• Alliteration:
The repetition of a consonant sound at the
beginning of words in the same line
Example:
Keeping clean is contagious.
YOU TRY! 
• Grab a literature book off of the shelf.
• Find the poem
• Read the poem and identify (write
down) a simile, metaphor, and
personification in the poem.
• Write your own example of a sentence
containing alliteration.
Review of Literary Terms:

Character:
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Person in the story
 Protagonist:
 The character you are pulling for
 Antagonist:
 The character you do not want to see get what he/she wants
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CHARACTERIZATION: How the character is developed
 Direct characterization: (TELLS) the writer makes direct statements about
a character’s personality and tells what the character is like.
 Indirect characterization: (SHOWS) the writer reveals information about a
character and his personality through that character's thoughts, words,
and actions, along with how other characters respond to that character,
including what they think and say about him.
Setting:

The time and place of the story’s action
Review of Literary Terms:
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Conflict:
The problem that must be resolved
 (internal or external)
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Theme:
The main idea of the story or,
 What the story is REALLY about.
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Point of View (Narrator):
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Viewpoint from which the story is told.
Symbolism:
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Something that represents more than what it appears.
Review of Literary Terms:
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Author’s Purpose:
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Irony:
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The difference between how you might expect
something to be and how it actually is.
Foreshadowing:
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The reason for writing (to inform, to express, to
persuade, to entertain)
Using clues provided by the author to predict what will
happen next (it builds suspense)
Suspense:
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A feeling of curiosity, or even dread, about what will
happen next in a story.
Review of Literary Terms:
 Plot:
 Basic structure of the story; a series of related events
 Exposition- background information about characters
and setting that is important to the rest of the story
 Rising Action- develops the conflict (majority of the
story)
 Climax- point of highest interest, conflict, or suspense
in the story
 Falling Action- shows what happens to the character(s)
after the climax
 Resolution- the final outcome
Conflict
Internal and External

Conflict deals with a struggle the character is
facing. Conflict is always internal or external.
It’s also one of three things:
 If the conflict is man vs. man, it’s a struggle
between people.
 If the conflict is man vs. nature, it’s a struggle
between people and the elements of nature.
 If the conflict is man vs. self, the struggle comes
from within the character.
YOU TRY! 

Now you try. Come up with examples of each yourself. Also
include whether the conflict is internal or external.

Man vs. Man
Title: _________________
Internal or External? __________

Man vs. Nature
Title: _________________
Internal or External? __________

Man vs. Self
Title: _________________
Internal or External? _________
DIRECT AND INDIRECT CHARACTERIZATION
•When you were younger, you were taught to use adjectives to describe something.
Adjectives are describing words. This is called direct characterization because the
writer directly tells you the adjective that describes the character.
•Example of Direct Characterization:
He was brave when he saw the bear.
•Now that you are a maturing writer, you should show your character in ways that
describe him/her for the reader. The way a character speaks, looks, acts, dresses,
thinks, and shows the reader who the character is in a more subtle way. This is called
indirect characterization because the writer indirectly describes the character by
showing rather than telling.
•Example of Indirect Characterization:
He stared the bear in the eyes. His steady hands held the knife. In
his mind,
he knew that this could be it for him. Sweat poured from his forehead and dripped
from his brow like a tear falling from a face. The bear
had no idea how afraid the
boy truly was.
We will read the following information and discuss. Think about which form of
characterization is most effective in helping the reader understand the character.
Indirect Characterization
Speech- “I ain’t got no time for this. I’m gunna git y’all if ya
don’t git on outta here!” he angrily said as he turned, waving
his bony finger in the kids’ faces.
Looks and Dresses- Mrs. May’s tiny frame was draped in a
formal suit. The pearls wrapped around her neck seemed to
strangle her as she spoke. Her feet were stuffed in tiny
Barbie-sized high-healed shoes. She carried her precious
Chihuahua puppy in her arms. They wore matching hats.
Mrs. May’s hat topped her silver hair.
Private thoughts- Her fears vanished as he approached her.
She had hoped his glances and smiles in the hall as they
passed one another meant he was interested. This is it, she
thought as the moment she had waited for so long arrived.
Acts- He stomped his feet and threw himself to the ground
in a rage. His head pounded the floor as he screamed at the
top of his lungs. In embarrassment, his mother ripped him
from the cold tile of the floor and left the store
immediately.
What do you know about the character based on
the description?
YOU TRY! 
Read the adjective provided in the column marked Direct Characterization
and then write a description of the character using Indirect
Characterization in the blanks provided.
Write your own description of the character that shows,
Direct Characterization
not tells. You must include in your description the way
the character:
talks, looks, dresses, acts and thinks
Instead of saying he/she wasn’t smart,
describe:
An adult character who only has an eighth grade
education
Instead of saying he/she is cold and lonely,
describe:
A child who has been left at home alone without
any heat
Instead of saying he was excited, describe:
An athlete who gets a new truck for his
sixteenth birthday
Instead of saying she was sad, describe:
A young mother of 3 who has just been
PART 3
COMMUNICATION
(TO PERSUADE)
When writing a piece of transactive writing,
the purpose will often be to PERSUADE your
audience.
When reading a piece of transactive writing,
the purpose will often be to PERSUADE you.
Argument and
supporting evidence are
the tools used in
persuasion.
Graphic Organizer for Persuasion
Introduction
Begin broadly to
engage the reader.
Your opinion should be clear.
Supporting Evidence
Reason or point one
Transition
Supporting Evidence
Reason or point two
Transition
Supporting Evidence
Reason or point three
Conclusion
Address other side’s argument.
Restate the point you’re making
by summarizing.
2
• Persuasive Techniques
– Being able to convince
– To bring about an action or belief
• Propaganda Techniques
– Spreading information to help
or hurt a cause.
PART 4
COMMUNICATION
(TO INFORM)
Text Features: Examples
title (catchy and related to the topic)
 subtitle (summarizes the content of

the article- narrows focus)

headings (to break down the
information into groups)

bullets (when a list is in no certain
order)
fonts (for effect)
 white space (for separation of

information)
layout (it’s like designing how the article will
look; columns and placement of text features)
charts and diagrams (for
additional information related to the topic of
the article)
boldface print (for emphasis)
pictures (for visual understanding)
captions (to quickly explain the picture)
OTHER
IMPORTANT
INFORMATION
OTHER IMPORTANT INFO.
 Synonym:
Words that have the same (or nearly
the same meaning)
example: large/massive
YOU TRY  YOUR example: _____/_____
 Antonym:
Words that have the opposite
meaning
example: angry/calm
YOU TRY!  YOUR example: _____/_____
OTHER IMPORTANT INFO.
Literary Genre’s:
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Myths: a traditional or legendary story, usually
concerning some being or hero or event
Epics: a long narrative poem about the many deeds
or a great hero
Poems: literature written in verse form
Novels: a long work of prose fiction
Dramas: the literary genre of work intended for the
theater
OTHER IMPORTANT INFO.
1.
2.
3.
4.
TIPS FOR READING A POEM:
Read from the inside out---just read and enjoy it!
The first time you read the poem, pay special
attention to the punctuation (especially periods
and commas). Pause only at a punctuation mark.
NOT at the end of each line.
Pay attention to EACH WORD.
Pay attention to the title---the meaning of the
poem sometimes hides here!
(Poetry Continued….)
 Rhyme—chiming effect that adds to the music
of a poem.
 End Rhyme—rhyme occurs at the end of each
line
 Couplet—when two rhyming lines are
consecutive
 Internal Rhyme—rhymes occur within the
lines
OTHER IMPORTANT INFO.
Cause & Effect
A cause is the reason something happens, an effect is
the result.
Cause & Effect Clue Words
 since
 reason
 due to
 then
 so
 because
 as a result
 therefore
(Cause & Effect cont….)
YOU TRY! 
Indicate the cause and effect for each sentence.
 The heavy rain was the reason for the flooding.
 She saved her money for more than a year, so she
will now travel abroad.
 Jeremy was badly sunburned due to being out in
the sun without sunscreen all day.
 As a result of eating too much food at the party,
Maggie felt sick all night.
OTHER IMPORTANT INFO.
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Point of View
First-person—when a character tells the
story using the pronoun I
Third-person—when an outside narrator is
telling the story using the pronouns they, he,
and she
Second-person—uses the pronoun you (used
in some types of informational writing)
OTHER IMPORTANT INFO.
Fact & Opinion
A fact is something that can be proven through
experience, history, science, or math.
An opinion is based on the writer’s thoughts,
feelings, values, assumptions or biases. It can’t
be proven.
 Clue words indicating that a text is expressing
opinion:
everyone, most, nobody, all, none, never,
always, feel, ever, really, very, think, feel, believe
OTHER IMPORTANT INFO.
Context Clues
*When you don’t know the meaning of a word, use
CONTEXT CLUES to help figure it out. The context is the
words, sentences, and paragraphs surrounding an
unknown word.
YOU TRY! 
1. Joan loves to buy exotic foods: vegetables and herbs from China, spices
from India, olives from Greece, and cheeses from France.
A. expensive B. seasonings
C. from other places
2. This third grade was full of precocious children. One child had learned to
read at two and another could do algebra at age 6.
A. active
B. backward
C. ahead
3. Paul is a wonderful piano player. But Kate is more versatile; she plays the
piano, sings, acts, paints and writes poetry.
A. showoff
B. many abilities
C. superior skills
OTHER IMPORTANT INFO.
PREFIXES & SUFFIXES
Prefixes & Suffixes can also help you
determine the meaning of a word. A prefix
is added to the beginning of a root word. A
suffix is added to the end of a root word.
(Prefixes & Suffixes cont….)
Common Prefixes
Prefix
Meaning
Example
dis-
not
dislike
in-
in or not
inhuman
mid-
middle
midmorning
re-
again
reread
un-
not
unforgiving
(Prefixes & Suffixes cont….)
Common suffixes
Suffix
Meaning
Example
-able
able to be
comfortable
-ful
full of
joyful
-less
without
harmless
-ly
like, in the
manner of
poorly
(Prefixes & Suffixes cont….)
YOU TRY! 
Using your knowledge of prefixes and suffixes,
find the meaning of the following words:
1. discourage = _________________
2. Midwest=____________________
3. unthinkable=_________________
4. respectful=___________________
5. invisible=____________________
6. extremely=___________________
Verbals-are words that are created from verbs, serving
the purpose of a noun, adjective, or adverb.
• Gerunds- A noun form of a verb that always ends in –ing! (Not every –ing
word is a gerund though)
– Example: My best friend and I love swimming in the pool.
– Writing is my favorite activity in school.
• Participles – Is a word that acts as a modifier in front of a noun. (adjective)
Also, has an ending. (ing, ed, en, etc.)
– The laughing girl was the only one we could hear.
– All around the yard were the tree’s fallen branches.
• Infinitives – Basic verb with the word to in front, acting as a noun.
– My best friend and I love to swim in the pool every day.
– To think that way can lead to disaster.
Verbal Practice
• In some countries, biking is the preferred way to travel.
– What is the infinitive?
Verb Voices
• Voice:
– Active –In the active voice, the subject performs
an action.
• Nestor throws the ball across the field.
• We threw the Frisbee all afternoon.
– Passive –In the passive voice, the subject is acted
upon by someone or something else.
• The ball is thrown by Nester.
• The Frisbee was thrown all afternoon.
Verb Moods
• Indicative –used to make a statement.
– Al needs to clean his room today.
(Ends with a period)
• Imperative - used to make a request or command.
– Al, clean your room today!
(May end in a period or an exclamation point)
• Subjunctive – Speculate or express a wish.
– Al wishes he were finished cleaning his room.
(Ends in period most of the time)
• Conditional – An idea dependent on a condition.
– If Al would have cleaned his room, he could have played outside.
• Interrogative – used to ask a question.
– Have you cleaned your room yet, Al?
(Always ends in a question mark)
Mood Practice
• Bake the bread for 20 minutes before you take it out of the
oven.
• If Tina makes the team, she will be really happy.
• Is it true that Tim is moving to Hawaii?
• Tammy wishes she had an extra day of Spring Break.
• If Tom had studied, he would have passed the test.
Non-Fiction Text Structure
Mullins