Transcript Presentation

WEEK THREE
Copyright Ruth Collier 08/2014
MONDAY

Review last week and prepare for test on Tuesday
Bell ringer: from memory, list the questions an
adverb can answer and which parts of speech it
describes
 Pronouns take the place of which part of speech?
 What are the three rules of thumb for irregular
verb conjugation?

If you cannot do it from memory, use your notes.
Turn in to me as soon as you are finished. 5 min.
REVIEW
Answers to bell ringer
 Adverbs modify….and answer…
 Pronouns can take the place of …
 The three rules of thumb for irregular verbs…

Let’s complete our list of what you have to be
able to apply tomorrow.
How do I locate direct objects?
 How do I locate indirect objects?
 How do I know if I have a predicate nominative?
 How can I find prepositional phrases?
 Can the subject, direct object, indirect object, or
predicate nominative ever be in a prep phrase?
 What is the difference between clauses and
phrases?
 What is academic vocabulary?

AAAWWUBBIS
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This is pronounced ah-woo-bis.

How do I use AAAWWUBBIS?

What do these words and relative pronouns
have in common?

How does this connect to types of sentences?
WORD ROOTS
Prefixes
 Suffixes
 Roots

Where do we find each?
MICRO-TEST PRACTICE! LET ME SEE YOU SHINE!
LABEL THE UNDERLINED PART. PUT ONE NEAT LINE THROUGH
PREPOSITIONAL PHRASES.
1. SHE BOUGHT A BOOK.
2. SALLY BOUGHT SAM A BOOK.
3. SALLY IS PRESIDENT OF THE CHESS CLUB.
4. WHERE DO I FIND A PREFIX?
5. DO PHRASES HAVE VERBS?
6. HOW MANY TYPES OF SENTENCES ARE THERE? DESCRIBE
EACH (# OF INDEPENDENT AND DEPENDENT CLAUSES)
7. ADVERBS ANSWER WHICH QUESTIONS?
8. GIVE SOME EXAMPLES OF NOMINATIVE, OBJECTIVE, AND POSSESSIVE
PRONOUNS.
9. ACADEMIC VOCABULARY WORDS WILL ALL BE ON THE TEST
ANSWERS
1.
2.
3.
4.
5.
6.
She bought a book.
D.O.
Sally bought Sam a book. Sam=IO book=DO
Sally is president of the chess club. President =PN
Where do I find a prefix? beginning of word
do phrases have verbs? no, clauses do
how many types of sentences are there? Describe
each (# of independent and dependent clauses) 4independent = I clause; compound = 2 clauses; complex =
1 independent and at least 1 dependent; compound
complex = 2 independent and at least one dependent
7. Adverbs answer which questions? How? When? Where? to
what extent?
8. give some examples of nominative, objective, and
possessive pronouns. He, she, we him, her, us, his, hers,
theirs
TEST DAY
Yes, it’s time to show off those beautiful brains!
Big smiles, review those notes, I’m ready to get
something on paper showing how pretty those
dendrites are! Take one last look at your notes. Tell
your synaptic gaps to relax; they look great! What
gorgeous brains!
HONORS AGENGA SEPTEMBER 2, 2014
Questions
 Homework
 Discuss Animal Farm
 Quiz tomorrow
 Friday 7-8 (responsibility
 Sub/verb Agreement Pretest
 Review Daydreams for presentation
 Review Test A

TUESDAY SEPTEMBER 2, 2014
Think about a time you used daydreaming as a
form of escapism.
Write about the daydream and how it helped you
escape and what it feels/felt like when you came
back to reality!
BELL RINGER SEPTEMBER 3, WRITE THE
SENTENCE UNDERLINE THE SUBJECT AND THE
CORRECT VERB

The software on the school’s computers (is,
are) brand new.

The bill including our tips (totals, total) forty
dollars)
OBJECTIVES
Students will be able to:
 articulate their thoughts and concerns
regarding The Secret Life of Walter Mitty in a
class discussion;
 journal their responses regarding The Secret
Life of Walter Mitty;
 contrast the real Walter Mitty with the dream
Walter Mitty;
 discuss a well known short story and apply
each of the elements to it;

STATE ALIGNED STANDARDS
•SPI 3001.1.1 Subject verb Agreement
SPI 3001.2.7 Work productivley in a team for a final product
•SPI 3001.5.4 Analyze cause/effect relationships in text.
•SPI 3001.8.4 - identify how author reveals character
AGENDA
Questions
 Writing – Compare Character types –
Independent. Using what you know about
character types identify what type of character
Walter is and Mrs. Mitty using textual evidence
to support your response
 Chart Story Pattern – 2-3 minutes pair then
discuss as a class
 Create Your Skit 
MITTY THE CHARACTER

In this short story, Thurber created a character whose
daydreams contrast dramatically and comically with
his actual life. In reading "The Secret Life of Walter
Mitty,” the class will investigate how Thurber creates
humor.
QUESTIONS TO ADDRESS



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How does the imaginary Walter Mitty differ from the
real Walter Mitty?
Which of his daydreams appealed to you most? Why?
Why did Walter Mitty imagine himself facing a firing
squad? Evaluate what he was saying about his life
with such a statement.
Why would Thurber end the story with a fantasy
sequence?
Besides daydreaming, what other things could Walter
Mitty do to change his life?
RELEVANCE TODAY


This story contains some
obvious stereotypes of male
and female roles and
behaviors that were common
in 1942 when the story was
written. In groups of 5, have
students identify and
comment on the stereotypes.
Do they think the stereotypes
would appear in an updated
version of the story? Why or
why not? Discuss with the
class.
Story
Today
Class Example:
Nagging Wife
Walter Driving
Walter worked
War
Women at Beauty
shop
Class Example
PREPARING YOUR SKITS IN GROUPS
Reread the assigned daydream and discuss what
happens. Page 125
 Prepare and perform a brief dramatization or
pantomime of the daydream. (The dramatization
doesn’t need to encompass the entire dream
sequence; a quick scene or bit will suffice!)
 Explain what happens to Mitty in the daydream,
what happens to him immediately after he awakes
from his reverie, and why this is comical. (Don’t
forget to explain the significance of the group’s
dramatization.)

OBJECTIVES AND SPIS FOR THIS WEEK
SPI 3001.1.7 Recognize correct subject verb
agreement
 SPI 3001.8.4 Identify how an author reveals
character
 SPI 3001.1.1 Continue parts of speech study
 SPI 3001.3.15 Writing an explanatory text
 SPI 3001.3.15 Writing a reflective text
 SPI 3001.3.15 Writing an argument
 SPI 3001.1.9 Pronouns with collective and
indefinite nouns

POST TEST AND THE REMAINDER OF THE WEEK

Subject verb agreement! As the Geico lizard
says, “Forget about it.” You have this covered.

Knowing that the prepositional phrase will
NEVER contain the subject means all you have
to do to get the right answer is mark out those
pesky prepositional phrases and you will see
the right answers.
THURSAY AND FRIDAY SEPTEMBER 4TH AND 5TH
Subject verb agreement
 Pronoun antecedent
 Identify the above with compound subjects and
collectives nouns
 Academic vocabulary
 Direct and indirect characterization
 Reflective, persuasive, and expository writing

AGREEMENT ISSUES REVIEW

Pronouns have to agree with antecedents and
verbs have to agree with subjects.

Carter left (his, her, its) shoes at school.

Jeremy or Carter (is, are) early for school.
SVA

One of the students (is, are) going to the park
after school.
Mark out the prep phrases BEFORE you begin to
determine which verb is correct.
One of the students (is, are) going to the park
after school.
Would you say: one is going or one are going
You would say: One is going. Easy Peasy.
SVA FOR COMPOUND SUBJECTS
If you have “and,” you need a plural verb.
Mark and Sally (is, are) going to school. (See if
you can put in the pronoun they and have it
sound right.) They are going to school.
You would NOT say, They is going to school.
SVA FOR COMPOUND SUBJECTS

If you have OR or NOR, then you look only at the
one that is closest to the verb.

Either Tom or the boys (is, are) reading in class.
Cover up/ignore the farther away subject.
 Either Tom or the boys (is, are) reading in class.

Would you say the boys is reading OR the boys
are reading? The boys are reading in class.
SPECIAL AGREEMENT PROBLEMS

Doesn’t and don’t
Avoid using contractions. They are considered an
error in formal language.
Break the contraction into its parts: Does not or
do not. Your ear will help you choose the correct
answer.
You would not say, This apple do not taste sweet.
You would say, This apple does not taste sweet.
COLLECTIVE NOUNS AND SVA

To get this right, you have to get your mindset
right. Collective nouns are nouns like army,
class, committee, team, and swarm.

To decide if you need a singular or a plural
verb, you have to ask yourself one question.
Are the members of the collective noun acting
as one individual or are they acting
independently?
COLLECTIVE NOUNS AND SVA

If the entire class is acting as one, use a singular
verb. The class is writing in notebooks.
COLLECTIVE NOUNS AND SVA

If the class members are acting as individuals,
then they are not functioning as one organism,
so plural verbs have to be used.

The class are sleeping and working hard. The
class is not all doing the same thing—plural verb.
COLLECTIVE NOUNS AND SVA

Amounts such as measurement, percentage, or
fractions will be singular or plural depending on use.
Forty dollars is expensive for a book. (This means
the amount of forty dollars is the unit required to buy
a book.)
Forty dollars were blown across the parking lot.
(This means forty individual small bills were spread
on the pavement seperately.)
COLLECTIVE NOUNS AND SVA

Some words sound plural, but they are really
singular. Physics, politics, and news are
examples.
Physics is a hard subject.
 Politics is a risky game to play.
 The news is usually somewhat distressing.

BEST ADVICE…STOP AND THINK

The Beatles (is, are) one of the most popular bands
of all time.
Is “The Beatles” one group or more than one group?
One group, so use a singular verb. The Beatles is
one of the most popular band of all time.
Many a student (is, are) happy to know studying
helps. Is the word student singular or plural?
Singular right, so putting “Many a” in front of it does
not change this. Many a student is happy to know
studying helps.
IDENTIFY HOW THE AUTHOR REVEALS
CHARACTER

The Secret Life of Walter Mitty pages 127-135.

Contrast this character with Montressor in “The
Cask of Amontillado” from last week.
Remember how we discussed Montressor was
mentally unstable, which led him to commit
murder for perceived offenses from Fortunato.

How did the author’s reveal the characters in
these stories?
DIRECT CHARACTERIZATION VERSES INDIRECT
CHARACTERIZATION

Direct characterization: We are told what to
think. Jane is a kind, generous person.

Indirect characterization: We are given clues
and have to make a deduction. Jane donates
money to help those less fortunate than
herself. Jane donates time to give comfort to
others. Jane is always polite to everyone.
INDIRECT CHARACTERIZATION
How a character dresses
 How the character looks
 How a character speaks
 What a character does
 What others say about that character

With these hints, the reader can analyze the
character and draw a conclusion.
TYPES OF WRITING
Narrative…tell a story. You wrote narratives for me
last week, which were very good, by the way.
 Business and friendly letters. You have written
business letters with the five parts: header, inside
address, greeting, body, and closing.

Now lets talk about other types of writing: expository,
reflective, and persuasive.
All of these should contain good descriptive writing.
Remember the vivid words lessons.
EXPOSITORY WRITING

Think expository
explain

Textbooks tend to be expository. Think about
your science and math books. They tell you
definitions and how to solve problems; they do
not ask you how you feel about those problems,
do they? Nope, they do not.
Just the facts…
EXPOSITORY

When you write an expository piece, remember
you are explaining something. Keep the 2+2=4
mindset. This type of writing is used in
direction for assembling something you have
purchased. It is also used for reports.
Emotions and personal opinions do not belong
in exposition.
Page 159 timed writing
Just the facts =
REFLECTION

Reflection requires you to think back on something in the
past and evaluate it with the maturity you now have.
Reflection is a powerful tool to analyze and evaluate
yourself and others. Time, maybe many years, has to pass
for people to be able to honestly
and objectively reflect.
Example: This year, you can reflect on whether you were a
good student in the first grade. Did you practice your
letters carefully? Did you practice reading out loud? Were
you fair to yourself and others?
It is too soon to evaluate what kind of 8th grader you were.
You need a greater distance of time.
REFLECTION

The challenges involved in reflection:
Honesty
 Objectivity
 Desire to see the truth


We know how we felt at the time, so we tend to
make excuses for our behavior while we may be
tempted to judge others harshly because we may
not know what how they really felt.
Timed writing page 171
PERSUASION VERSES ARGUMENT

Persuasion relies on emotion. Graduate from
high school or your mom will cry.

Argument relies on facts. High school graduates
make $250,000 more over their lifetime than
non-high school graduates. (Yes, that is true.)

Notice persuasion may use guilt, but argument
puts the facts out their, so you can see the logic.
PERSUASION VERSES ARGUMENT REGARDING
EFFECTIVENESS

Guilt only works on people for a while, so
persuasion is a weaker tool to convince
someone to behave differently.

Argument provides facts, which make the
decision less personal. Instead of a person to
person dispute, argument makes decisions a
logic verses illogical dispute. Most people can
see the benefits of behaving logically.
WHICH IS WHICH? ARGUMENT VS. PERSUASION
DO YOU SEE FACTS?
Do not commit a crime because you will be sad.
 Do not commit a crime because you can serve
time in jail, lose future job prospects, and pay $.
 Study for tests, so you can have Tuesdays free.
 Study for tests because it will make you happy.
 Study daily and weekly to be able to pass the EOC
because it is 25% of your grade.
 Study daily and weekly because it will make your
life easier.

ARGUMENT

Pages 172-179 writing an argument