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SpringBoard ELA Level 1 Activity 1.9

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Anna Marie Garrett

on 10 October 2013

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Transcript of SpringBoard ELA Level 1 Activity 1.9

Activity 1.9 Getting Superpowers
"My Superpowers" by Dan Greenburg
With your face partner in a rally robin, beginning with the even numbered partner, brainstorm superheros and their superpowers for number 1 on p 23.
Let's create a class list!
Now pick a superpower from the list or create one of your own to do the Quickwrite for number 2.
Now share your Quickwrite with your shoulder partner beginning with the odd numbered partner.
"Literary Terms" on p 23
"Grammar & Usage" on p 24*
"Academic Vocabulary" and "Literary Terms" on p 25
"About the Author" on p 24
Listen carefully as I read paragraphs 1 - 4, notice when the situation is set up and when the telling of the incident actually happens.
Remember that for EA 1.1 you will be writing a Personal Narrative. This is a good example for you.
So has Mr. Greenburg started telling the incident yet? Why did he do it this way?
As you read mark and label the following things in the essay:
Remember the setting is the time and place
Write a summary sentence of the kind of problem the narrator encounters in the "My Notes" section
sequence of events
within the incident
The sentence that
ends the incident
Now independently read pages 25 and 26.
Select an adjective to describe Mr. Greenburg during this incident
Identify the conflicts and how they were resolved
Put a star by a section of the narrative that would benefit from some dialogue
With your shoulder partner in a rally robin beginning with the person with the longest hair:
Now write dialogue between Vernon and the narrator.
As a class let's discuss your insights and suggestions for dialogue.
Now let's look back over paragraphs 8 - 13.
What action, situation, or event happened (cause) to get Mr. Greenburg to do all of these daring things (effect)?
Swap with your face partner and check your partner's punctuation and capitalization.
The methods a writer uses to develop characters; for example, through descritption, actions, and dialogue.
"He could be my brother. Straight black hair, olive skin, we even have the same gray eyes. ... That's why my mother and Prim, with their light hair and blue eyes,, always look out of place." (The Hunger Games p 8)
"But there's also food if you know how to find it. My father knew and he taught me some before he was blown to bits in a mine explosion. There was nothing even to bury. I was eleven then. Five years later, I still wake up screaming for him to run." (The Hunger Games p 5)
"With one sweep of my arm, I push her behind me. 'I volunteer!' I gasp. 'I volunteer as tribute!'" (The Hunger Games p 22)
Suzanne Collins' characterization of Katniss Everdeen paints her as a shy, but strong, girl who is a talented archer.
thesis statement
claim statement
thesis statement
claim statement
A sentence, in the introduction of an essay, that states the writer's position or opinion on the topic of the essay.
The main idea of the whole essay.
This sentence gives structure to the rest of the essay.
"When I was a kid, my father told me over and over again how important it was for me to get a good education" (Thank You, Mrs. Abruzzi by Ray Romano)
Dan Greenburg learned that he has to work with the power he has; he will never have superhero powers.
Go back to p 23 and write a one sentence summary of what Mr. Greenburg learned from this incident.
For example:
The narrator learned that bullies can be scared off by anger.
Dan Greenburg learned that he can overcome his fears and take risks that make him a winner.
A summary sentence like this can become the topic/claim evidence sentence of an expository paragraph or the thesis/claim statement of an expository essay.
Hypothesize why so many people, schools, and businesses use brainstorming at the start of a new project.
Apply the concepts you learned and used in Activity 1.8.
Classify the following nouns as "count" or "non-count" nouns:
Now with your face partner add more non-count nouns to this list.
Let's take a closer look at paragraphs 3 and 4.
In these paragraphs, what do you notice about the nouns?
Which ones are
count nouns
? Which ones are
non-count nouns
Which ones are common nouns? Which ones are proper nouns?
Which ones are concrete? Which ones are abstract?
Which ones are collective nouns?
What else do you notice?
How does it sound when we read it?
What would change if we put "the lake" rather than "Lake Michigan"? Which do you prefer? Why?
What would be different if we changed "kid" to "thug"? Which do you prefer? Why?
Let's look back at paragraph 2. With your face partner identify the nouns, classify them (count, non-count, common, proper, concrete, abstract, and collective), and use at least four of them in a sentence that you create.
Hypothesize why exact nouns raise your writing to a higher level than common nouns do.
Hypothesize why Mr. Greenburg’s embarrassment and rage caused him to attack Vernon and the other boys.
man v self

man v man
man v nature
man v society
"I love chocolate," said Ms. Garrett.
"Are you ready for the Embedded Assessment?" questioned Ms. Garrett.
"Come here," beckoned the coach, "you are going to go to bat next."
"Ouch!" exclaimed Brittany, "That really hurt."
He kissed Ann Cohn and became a writer who has had amazing adventures.
Mr. Greenburg talks about the significance with the bullies in terms of the effect it had on his life...
Full transcript