Transcript LA-3-Daily-Language-Practice

Daily Language Practice
(DLP)
Unit 1-Reviewing Parts of Speech
Attendance/Seating
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Any first day present?
Seating Chart/note your number
Collection of Parent Letter
Writer’s Notebooks
Register for Blog:
http://iblog.dearbornschools.org/sullivg/
• Non-negotiable Rules/Practices
• Bell work (next slide)
Class Norms
Discuss with your partner:
1. Two-three different “practices” that should
be in place in our classroom to make it a
positive learning environment.
2. Choose best to share/write on board.
HONORS
• Partner in groups of 3-4 with students who
shared your viewpoint about Holden Caulfield.
• Discuss REASONS for your decision and textual
evidence to SUPPORT your argument.
• Come to CONSENSUS with your group and
RECORD the three most COMPELLING pieces
of textual evidence.
• Be prepared to SHARE/DEFEND your stance
with a whole class share out 
GOALS
• Put your partner names on top of
brainstorming web.
• Discuss TYPES of goals and add to chart.
• Identify various goals within each type to
expand the web.
• Be ready to SHARE aloud.
Re-visit Norms/TPS goals
1. REVIEW final list of NORMS (POSTER)
2. TPS-Review web/use as a guide to
complete your OWN web for YOUR goals
HONORS-Create Book Card
Bib./MLA citation on TOP of card.
Summary fills up the rest.
Author’s last name, first. Title of Book.
Publisher: city, year, number of pages.
Summary: Write a short summary, including the
genre. Do NOT give away the ending or a major
plot twist. Include some details about the plot that
would ENTICE the reader to choose this book. Fill
up the front side ONLY!
* Your name on bottom
Pre-Writing/Drafting/Revising
Today, we will be completing our rough draft of the Sophomore Foot Narrative. The final
copy is due Friday. I will collect the final copy at the beginning of the hour tomorrow, and
you will create your foot with your rough draft. Bring art supplies.
A clear, organized narrative includes:
A.
B.
C.
D.
Topic sentence(s)
Transitions (first, next, my most important, etc.)
Support for each goal (the WHY and HOW)
Concluding sentence(s) to wrap it up!
RUBRIC
Topic sentence (2) ______
4 goals/why important (4)_____
Explanation of how to reach goals (8) _____
Concluding sentence(s) (2) _____
Grammar/Transitions/Spelling (5)_____
Manuscript rules (ink/typed/neat (4) ______
TOTAL:
/25
DRAFTING SAMPLE
(Teacher)
Creating goals helps people to achieve great things. The most
important goals that I intend to achieve have to do with health,
education, family time, and financial responsibility. My first goal, having
more energy and health, will improve my teaching because helping
different kids with different skills takes so much stamina, and I have to
be really focused. I will achieve my goal through a healthy diet of fruit,
veggies, yogurt, and other proteins. I am really going to try and not eat
after dinner as well because overeating will deplete my energy. My
second goal…
TEXTBOOK SLIP
1.
2.
3.
4.
FULL NAME, STUDENT #,GRADE,HR.
LITERATURE-PLATINUM, SULLIVAN
BOOK #, LA3, CONDITION:
$65.00
* Mark good, fair, or poor. If fair or poor, you MUST write
current visible damage.
Sophomore Foot
• Pick a color (or two) for your foot design.
• Trace your foot, shoe on or off. Cut it out.
• Write your FULL NAME on the back with your Y.O.G. (year of
graduation) so we can find you in two years.
• Design your foot according to your taste, including things that may
symbolically relate to your goals. Be creative!
• You may write your narrative on top of your design, or write first and
design around it. Make sure you can still read the words. Use pen
or marker—NO PENCIL!
• If you don’t finish the foot, you may take it home to complete over
the week-end to complete.
• CLEAN UP after yourself: recycle scraps, cap markers/glue and
return borrowed items to the correct box.
Parts of Speech
1.
2.
3.
4.
5.
6.
7.
8.
Noun
Pronoun
Adjective
Verb
Adverb
Preposition
Conjunction
Interjection
Noun
• Names a person, place, animal, thing, or
idea
• Proper—specific
Can you give an example for each type?
• Common-non-specific
Can you give an example for each type?
Pronoun
• A word that takes the place of a noun
Types
• Personal
• Reflexive
• Possessive
• Indefinite
Can you give an example for each type?
Adjective
• A word that modifies (describes) a noun.
Answers the following:
1. What kind?
2. Which one?
3. How many?
Can you give an example for each question?
Verb
• Shows action-what is being done by the
subject
OR
• Shows a state of being
Common Verbs of Be: is, am, are, was,
were
Others: like, love, seems, feel, believe, etc.
Adverb
• A word that modifies (describes) a verb.
Answers the following:
• Where?
• When?
• How?
• How much? (To what extent?)
Can you give an example for each question?
Preposition
• A word that begins a phrase that further
describes a noun or verb.
• May answer the same questions as
adj/adv., but does so in a PHRASE.
• Each phrase ends in a noun/pronoun that
is called the object of the preposition.
EX: The man in the red vest is my father.
(which one?)
Common Prepositions
in out on at of by to off up
under above below down for
beside around inside outside
between through with from along
over through next to
Conjunction
• A word that connects a word or phrase to
another
• Coordinating—connects two words, two
phrase, or two clauses
• and, but, or, nor, yet, so
Conjunction cont.
Correlating conjunctions—work in pairs
• Either, or
• Neither, nor
• Not only, but also
• Both, and
Subordinating-link clause by making one
into a subordinate clause (more on this
during comma rules unit)
Interjection
A word that conveys emotion or responds to
a question
• May be at the beginning, middle, or end of
a clause
• Use a comma or exclamation point
depending upon strength or emotion
Can you provide some examples?
D.L.P. Format
Count out about 10 pgs for DLPs.
• Neatly write the DLP# and date.
• Provide a shortened version of directions.
(for example, P.O.S. for label parts of
speech)
• Copy sentences exactly as they appear on
board into your notebook; skip a line in
between each.
• Make corrections, label, re-write, etc. in
the space around the sentence.
Sample D.L.P.
DLP #1 Label p.o.s. of underlined words.
1. All students will write in blue or black ink
in Language Arts class. No, you may not
turn in work that is in pencil.
2. Students should carefully copy each
sentence and write legibly in their
English notebooks.
D.L.P. sample answers
Check your answers!
adj.
v.
adj. c.
• All students will write in blue or black ink
in. pn.
in Language Arts class. No, you may not
v.
turn in work that is in pencil.
n.
adj.
2. Students should carefully copy each
adv.
adj.
sentence and write legibly in their
adj.
English notebooks.
* Note that both their and English modify the noun
notebooks so they are functioning as
adjectives.
D.L.P. #1 9-5-14
Label parts of speech of underlined words
1. I hope you remembered to bring the
signed parent letter with you today.
2. Students who added themselves or their
parents as a subscriber to the blog will
receive bonus points.
D.L.P. #2
9-8-14
Label p.o.s. of underlined words
1. Everyone should now have a writing
notebook in the appropriate class box on
the counter.
2. This notebook must stay in the classroom
at all times or its contents will NOT be
scored!
DLP # 2
Label p.o.s. of underlined words
1. Neither Odysseus nor Sundiata could
fathom his fate, but each was destined
to be a hero.
2. He was taciturn and used to spend the
whole day in the house silently sitting.
DLP #3
Label P.O.S. of underlined words
• 1. Sundiata’s infirmity made him an
outcast, and he and his mother were
estranged from the King.
• 2. The diabolical Queen made harsh
affronts to his mother and often sly
innuendos in front of the rest of the
community.
DLP # 3
Label P.O.S. of underlined words
• 1. They were sent to live in a decrepit hut
at the back of the King’s property which
was a huge contrast to the sublime home
they were used to.
• 2. The secular practices of the village
were quite different from their religious
beliefs.
No DLP today!
Homecoming Ballot Slips!
Circle up to 5 names
DLP # 4 Brain Teasers
Solve the puzzles!
2.
1.
emseassg
megassse
samegess
gemasses
messgaes
THE WEATHER
FEELING
3.
SIGN. . . . . . . . . .
Answers
• Mixed messages
• Feeling under the weather
• Sign on the dotted line
DLP #5
Underline all the adjectives.
1. In the African culture, a griot is a sacred
person who learns all of the tribe’s
history so that it may be taught to the
younger children.
2. These myths explain their beliefs, values,
and religious practices and may contain
many magical elements as symbols for
larger ideas or concepts.
DLP #6
Underline all the Adjectives.
1. The diabolical Queen hates Sogolon
Djata because she is a jealous woman
who wants her own son to be the future
king.
2. Sogolon is miserable because of
Sassouma’s cruel taunts, and she feels
ashamed of her crippled son.
DLP #7 Find all the adverbs
1. It is very important to follow directions
carefully on the A.O.W. assignment so
that you can effectively demonstrate your
reading comprehension.
2. When you leave parts of the assignment
undone, your overall score drops too low
and you usually receive a D or E which
does not accurately reflect your
understanding of the text.
DLP #8 Underline the adjectives and
circle the adverbs.
1. A topic sentence is a “hook” to capture the
reader’s interest and clearly identifies the
subject matter of the paragraph.
2. For example, the following sentence could work
quite well to introduce a paragraph for “Orphan
Boy”: Myths are old stories that contain
supernatural elements that may be very hard to
believe, but those details are used to explain how
things came into existence.
DLP #9
Underline the adjectives and circle the adverbs.
1. Prose is what people usually call fiction, but it
also can be any type of writing that is not
poetry, song, or drama, so this definitely
includes all nonfiction.
2. A legend is a story that is passed frequently by
word of mouth, and it typically includes some
historic truth although these details may be
very exaggerated.
DLP #10
Solve the puzzles.
1.
2.
g e sG gE S G
S UI T
S
3. K T EE
K T EE
UI
T
ANSWERS
• Scrambled eggs
• Three piece suit
• Katy Perry
DLP #
Find all the adjectives
1. Sogolon was lamenting over the bad
treatment she was receiving from
the evil Queen who seemed to
relish her discomfort.
2. She tried to stifle her angry tears, but
the mournful sound of her sobbing
emanated from the hut until it
reached Djata’s ears.
DLP #11 Circle adverbs and underline
prepositional phrases.
1. In Rama, the king reluctantly allows his
son Rama to go with the sage, but he
clearly does not relish the idea too much.
2. He bravely stifles his fears about the
journey and calls his sons forth, but is
very dismayed that they must leave
immediately for the trip.
DLP #12 (#1-15 due Mon.)
Circle all the adverbs and underline prep phrases.
1. Rama soon rendered Thataka powerless
with his arrow as it forcefully pierced her in
the throat and she was finally destroyed.
2. Viswamithra happily forfeited his wealth
to live peacefully like a sage, and he
wisely counseled Rama not to become too
pessimistic or distracted from his quest.
DLP #13 Circle all the adverbs and underline prep
phrases.
1. The huge pile of refuse near the dumpster was
very smelly and the neighbors angrily
demanded that it be removed immediately
because it was attracting too many rodents.
2. One man loudly complained about the dangers
of the discarded trash, arguing that it could
easily attract rats to the area which would
significantly decrease their homes’ values.
DLP # 14
Solve the Puzzles
1.
2.
VA DERS
3. TRY
eCONOM
STAND
2
Y
Answers
• Space invaders
• Rising economy
• Try two understand
DLP #14 (#1-15 due Monday!) Circle the
adverbs and underline prep. phrases.
1. There was a great schism between the
council and the King because the elders
would not readily approve a crippled
child to become the next great ruler of
Mali.
2. Long Arrow had to stifle his fear of
drowning to bravely follow the Spirit boy
down to the bottom of the lake.
DLP #15 (1-15 due!)
Circle all the adverbs and underline prep phrases.
1. Although the squire was very tiny, he still was
able to help the knight mount his horse quickly
as the trumpet urgently blared a call.
2. The knight responded promptly to the call and
reached the outer wall in minutes where a
dragon was breathing fire dangerously close to
the castle,too close for comfort.