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1st six-weeks 16-17

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Mark Schoenfeld

on 14 November 2016

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Transcript of 1st six-weeks 16-17

Week of 8/22
Do Now -
Welcome!
Make sure you pick up the handout by the door and you sit at desk with your number on it.

Begin the activity on the handout; we'll review in a few minutes. (Voice Level: 0)
Do Now -
Complete the Plot Diagram Do Now that you picked up on your way into class.

The first section is matching; the second section is labeling.
Do Now - Voice 0
Answer the three questions on the handout you picked up on your way into class. Use complete sentences!
Do Now -
Answer the questions on the half sheet you picked up on your way into class.

Do your best on question 2!
Week of 8/29
Do Now -
Think about good stories you’ve been TOLD (not watched or read--think about lunchroom convos, stories from parents).

Week of 9/6
Do Now -
Add do now here...
Do Now -
Do Now -
1. Cross out Monday on your DO NOW sheet (back of last week's).

2. Copy the following sentences with the correct word from the parenthesis ().
I’m so excited about going too/two/to the big show tonight. There/Their/They’re will be so many people though.
Do Now -
Week of 9/12
Do Now -
Do Now -
Do Now -
1. Write at least two sentences that use each of the common error words and adjectives. (Ex: it's/its and your/you're).

2. When done, go back through your WNB and look for places you used the common error words.
Week of 9/19
Do Now -
Do Now -
Do Now -
How do you know a sentence is complete?

(A sentence is complete if...)
Do Now -
Week of 9/26
Do Now -
Do Now -
Do Now -
1. Write REVISIONS on your Do Now sheet.

2. Read through your rough draft or other WNB entry and underline/highlight any sentences that you are unsure if they’re complete or you think could be improved.
Do Now -
Introduce yourself to your neighbor(s) using a LEVEL 1 voice.






Listen carefully! You may be called on to introduce someone from your area.
Remember, I will release you (not the bell)
and please push in your chair on your way out!
Take out your name tent!
Use these sentence starters if needed:
1. One thing in ELA that has been fun for me is... because...
2. One thing in ELA that has been difficult for me is... because...
3. One goal I have in ELA is...
EQ: Why are classroom expectations set up the way they are?

Objective: I will take notes and speak to my group members about classroom expectations.
Go back and read your answers to your Do Now. Check:
Name???
Did you capitalize?
Did you use punctuation?
Circle any words you might have misspelled.
Turn this paper in on your way out of class!
After discussing with group, is there anything you want to expand that you said?
Did you write in complete sentences?
Did you use punctuation and correct grammar?
At your table, pair-share your answers (voice level 2).

Bring your binder with 3 dividers for ELA on block day this week!
We will go to the library next week, but you can go any day at lunch or before/after school.
NAME???
G
D
C
E
I
H
A
F
B
Exposition
Rising
Action
Climax
Falling Action
Resolution
EQ: What motivates the main character of "Seventh Grade" to act as he does? What does he WANT to happen?

Share your answers at your table. Copy down a neighbors if you did not get to complete your answer.
Take out your Core Class Binder
You will have THREE sections for ELA:
Class Work
Writer's Craft
Reader's Craft
Label these binders now, and place your Do Now in the CLASS WORK section.
Put your plot diagram into the READER'S CRAFT section.
#1 First Week Reflection 8/29/16
Think of your first week in 7th grade.
Make a list of surprises--good or bad things that didn't go as expected.
Choose one of those "surprises" or unexpected events. Describe what happened, your reaction, and how it made you feel.

Write in detail! Your entry should be half a page MINIMUM.
Friday
Wed/Thurs Block
Tuesday
Monday
What made those stories good?
(Ex: The storyteller made me feel like I was there.)
Share your ideas at your table starting with the tallest student.
Have at least 4 ideas within 45 seconds!
All good stories must have a POINT, or a REASON for telling the story.
At your table, take turns telling "pointless" stories.
Do Now -
What is a memory?
In this reading of "Wilfred Gordon McDonald Partridge", a young boy learns what it means to have memories.
Review the story
Who were the two main characters in this story?
How did WG's parents describe memories? Do you agree with their definition
What was the main conflict?
Remembering memories
On the sticky notes at your desk, write 1 - 2 words that describe objects that bring about memories for you.

Try to think of OBJECTS (not people or memories) that:
are warm
make you laugh
are from a long time ago

Place the sticky note on the poster that corresponds with that type of memory.
Kernel Essay
Where was I
What happened 1st?
What happened next?
What happened last?
What did I learn?
Now, write a kernel essay for at least 2 of those memories.
Write each memory on the colored paper that goes with that type of memory. Get a new colored paper when you're done.
NO SCHOOL
Writing territories
This year, we will all keep a list of Writing Territories--or ideas for written pieces--that you want to "explore" for WNB entries and other assignments.
EXAMPLES
Begin a new WNB entry -- #3

For each question, list as many TERRITORIES (ideas) that it brings to mind. List the genre(s) you want to write in as well.
Find a partner to share your new Writing Territories with!

Voice Level: 1
Friday
Block Day
Tuesday
Monday
Gallery Walk
There are seven personal narratives spread throughout the room. At each table, read the essay's "hook" and respond:

How did the author try to "hook" the reader?
(The author hooked the reader by...)

How effective was their hook on a scale of 1 (not effective) to 5 (very effective)? Explain.
(We rated the hook a ___ because...)
Expectations:
Voice Levels: 2
Share your opinion, but be nice
Different writer at each station (until you need to repeat)
Begin a new WNB entry like the one below:

# 11 ___________ DATE
(You will title this later)
You will now write a rough draft of your personal narrative below, using your graphic organizer from last week to guide you.

Remember to use a solid hook, have a clear plot, and a reflection that shows the importance of the event.
Also includes: flipping screen, changing font size/color, messing with neighbors' computers.
Remember that you are TYPING your personal narrative in the computer lab. That is your FOCUS.

Your typed PN should be between 3/4 of a page and one page long--let me know if you think it will be longer!
Get out your INTERACTIVE READER and turn to page 105.

Review the "Make Inferences" section.
What is an inference?
Why are they important to make as we read?
As you read, answer the following questions in the columns:

Pause and Reflect (p. 108), C, D, F, G
FIRST AND LAST NAME!
Answer 1 - 6 below.
Begin a WNB entry like the one below: board = paper!

#11 Ba Da Bing, Bang, Boom 9/27/16
Ba Da Bing

Ba - where your feet were right then

Da - what your eyes saw right then

Bing - what you thought right then
EXAMPLE:
Moment - I went to a school dance.

Ba Da Bing - I stepped through the doorway and saw crazy lights and hundreds of students dancing. I thought, this is going to be the best night of my life!
Now let's put it all together... Be creative and use sentence variety in doing this!

Pedal down to hurry to the river, I watched as the dogs stuck their heads out the window and knew they were in for the time of their lives.



Bing - what you thought right then
Ba Da Bing
Ba - where your feet were right then
I pressed the pedal down to hurry to the river.
Ba Da Bing
Da - what your eyes saw right then
I watched as the dogs stuck their heads out the window.
Ba Da Bing
Ba Da Bing
I knew that they were in for the time of their lives.
Da - use any of the five senses to add variety to your story!
Variations
Ba - Pedal down to hurry to the river,

Da - I heard the happy panting from my dogs as the breeze rushed in through the open windows.
Bang - what you said in reaction


Variations
Boom - a physical reaction to what you saw, heard, etc.
I turned to my wife and said, "Those dogs have no idea how much fun they're about to have."
I tightened my grip on the steering wheel as a smile crept onto my face.
Think back to the areas of your story that need added details. If you can't find anything your personal narrative needs, try other WNB entries.

Write 3 - 5 Ba Da Bings, Ba Da Bangs, or Ba Da Booms that would give your story more clear details.

Make sure you clearly mark where in the story you would add the revisions.
(Ex: Third paragraph of PN - Ba da bing...)
FINAL DRAFTS DUE NOW
Please turn in your personal narrative work in the following order (top to bottom):
FINAL DRAFT of personal narrative - name and title?
Extra Credit (optional)
Peer Review Handout
ROUGH DRAFT of personal narrative.
Place your name tent in your bag--
please bring it for the rest of the week.
It's a new year and we need some rules to guide our work in ELA. Begin by listing 2 - 3 rules that would make this class great on the paper provided.

Partner #1... 5 rules
Partner #6... Revise/leave with 10 rules
Partner #5... Revise/leave with 9 rules
Partner #4... Revise/leave with 8 rules
Partner #3... Revise/leave with 7 rules
Partner #2... Revise/leave with 6 rules
Now, work with one classmate at a time to help build our list of rules...
(new partner each time)

Objective: Explain how the plot of the story develops based off of the main character's motivation (WANTS!).
Someone
Wanted
But
So
Then
Then
(and someWHERE)
remember: you will need this in core classes (ELA, Math, Science, and TX History)
Take out your Classroom expectations handout--Raise your hand if you need one.
Take turns telling the other students at your table about your favorite band or song in a level two voice. Give at least one reason why it's your favorite.
Stand up if you have seen a movie in the last week.

When called on, use a level 3 voice to describe one thing you loved or hated about the movie.
in a level 1 voice, Tell your neighbor who your favorite superhero is.
1. Read this quote:
"The beautiful part of writing is that you don't have to get it right the first time, unlike a brain surgeon." - Robert Cormier
2. Answer both questions on your DO NOW sheet:
How is writing different from brain surgery?
What point is this author trying to make?
Try these sentences stems:
Writing is different from brain surgery because...
The author is trying to say...
Do Now -
Welcome!
Make sure you pick up the handout by the door and you sit at the table that corresponds to the colored card that you received when you met me at the door.
Begin the activity on the handout; we'll review in a few minutes. (Voice Level: 0)
Teacher Desk
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Secilia
Jaylen
Maddie
Kat P
Hannah
Jimmy
Zach
Cate M
Sierra
Kate L
Caroline
Jude
David
Logan
Anthony
Ava Doyle
Ava Dorsey
Parker
Kaiya
Berg
Peyton
Henry
Brooks
Will W
Martha
Lauren
Josie
Charlie
Shay
Isabelle
Nena
Gram
Sparti
Stella
Sophia
Wendi
Carina
Katie
Ethan
Ricky
Sarah
Lizzy
Brinley
Santiago
RyalJames
Whit
Izzy
Eva
Julia
Riley
Levi
Olivia
Lily
Juliana
Sydney
Herd
Billy
Jack
Ethan
Gaby
AJ
Kyle
Mark
Gabe
Coleman
Anthony
Emre
Jade
Casey
Rose
Jacob
Ivonne
Bond
Quentin
Nick
Lauren
ReLon
Jasmine
James
Peyton
Cate
Kyla
Teagan
Zabrina
Hunter
Anna
Riley
Henry
Liliana
Stephanie
Brinley
Jaylen
Markley
Nate
Dylan
Rafael
Jack
Rey
Brandon
Angie
Sofie
Jasmine
Lainey
Josiah
Cesar
Zabrina
Aaron
Karina
Gabriel
Cohen
Zhane
Julissa
Tayler
Jose
Yoselin
Kemble
Ayden W
Nico T
Aidan
Eli
Diego
Alex
Barrett
Carlos
Sally
James
George
Owen
Nick M
Lulu
Darien
Nico L
Dashiell
Maggie
Emily
Anna
Naomi
Forrest
Xander
Adam
DJ
Sophia
Stella
Writer's Notebook
1. Take out your composition notebook.

2. Tape/paste the two pages into the front cover and first page of your comp book.
Each week, you will choose at least one trait to work on.

Read through the 7 traits shown.

Put a * next to your strongest 1 or 2 traits.

Put a ! next to your weakest 1 or 2 traits.
List as many synonyms (words with the same meaning) as you can for the word “run”.

Write "Synonyms for run:" and then begin your list.
Grammar Keepers
When have you been treated unfairly?
Make a list of times when you felt like life was unfair. Choose one, and tell the story. Be sure to make it clear why you think you remember this event.
WNB Entry #2
Library Orientation Expectations
No more than four students per table.
Track to the speaker; voice-level: 0.
You must have an independent reading book you can finish in 4 weeks by Friday!


Required Reading - "The Time I Rode Down Sand Hill"
WNB Entries (3) - decorate first 2-3 pages; first week reflection; time you were treated unfairly
Independent Reading Book - BRING FRIDAY!
Do Now -
Do Now -
1. Write the grammar rule that we learned this week.
(The grammar rule from the week was...)

2. Go through your "Treated Unfairly" WNB entry and attempt the proof on at least 3 verbs.
(I ___, You ___, She ___s)
Take out your required reading HW
Jacob
Michelle
1. Describe this image in detail on your DO NOW sheet.

2. Write an inference (educated guess) about what's happening in this picture.
3. If you found out that this duck had been picked on by the others, how would that affect your inference?
Tape/paste on the back cover and last page of your WNB!
"The Scholarship Jacket" is a true story written by the main character. What genre would that make this story?
What are some key elements you may notice in this story if it truly is a memoir or personal narrative?

BOARD = PAPER

1. 2. 3. 4. 5.
We will now take a quick reading check quiz to be a part of your HW grade. Write the following on the bottom of your paper.
1. The narrator went on a bike ride by himself. T/F

2. What did the narrator learn from his bike wreck?
a. to go 40 mph on a bike.
b. to be careful when biking
c. always wear a helmet.

3. Where was the narrator going on his bike ride?
a. a friend's house. b. a lake. c. a convenient store.

4. The narrator was able to bike home on his own. T/F

5. This is a true story. T/F
•Do you want to go with me too/two/to? There/Their/They’re paying for it.
•I’m getting too/two/to new pets this week. There/Their/They’re names are Jack and Jill.
As you read, make INFERENCES about the story. Test your inferences and revise them as you get more information.
We will now enjoy independent reading for the next 20 minutes or so.

You should be reading the book you plan to finish by the end of the six-weeks!

Have our your WNB so I can check to make sure you're getting it (not for a grade)
3. How would your inference change if you learned the man kissing the woman is a sailor who just returned from war?
1. Describe the image in detail.
(The photo shows...)

2. Make an inference (educated guess) based off of what you know and what you see.

Write the proofs on your grammar keepers chart (WNB!)
Take out your WNB and turn to your Keepers 101 chart
They're



They're leaving in an hour.
(they are)
Ex:
they're = they are
Proof:
(they are)
(they are)
Examples cont.


I don't care what they're doing tonight. You're doing your homework!


If we don't start serving better, they're going to win.

Examples cont.

(here)
On block day, there will be a test over two short stories.

(Here)
Have you read "There Will Be Bears" by Ryan Gebhart?

There
Proof:
there = here
Ex:
(here)
There they are.
Their friends moved to California.
(our)
Ex:
Their
Proof:
their = our
Examples cont.

(our)
Students should make sure they finish their homework.


(Our)
Their teacher didn't give them that much homework!

Return to your seat and add any ideas you got from your partners.
First Six-Weeks Test
Take the test independently (voice level: 0)
Do not give any indication you are looking at another student's test.
Answer the questions on the test; bubble in the answers on the SCANTRON.
You may use a dictionary on the test; raise your hand if and when you need one.
Work on your Reading/Thinking Log and enjoy your independent reading book when done.
WNB Entry #4 - for homework!

Choose one topic or idea from your list of writing territories and write for at least one page about it. If you get lost, try drawing a picture (no more than 1/4 of the page).

While writing, you should be focused on one of your weaker areas of writing (see list in your WNB).
1. Explain the grammar rule from this week.

2. Write at least two examples of the words used correctly.

3. Go back through your WNB, underline one of the words, and write the proof above it. Try to do at least 5! (to, too, two; they're, there, their)
Find a partner and show them at least three of your proofs.

When done, find another partner!

Check each other's work to make sure you did it correctly.
Independent Reading
You will now have 20 or so minutes to enjoy your independent reading book.

Do not stop reading except if I come to conference with you! It's very important that you build your reading stamina!

HAVE OUT YOUR WNB FOR ME TO CHECK! This is for a grade. No WNB = ZERO.
Write the due date: 9/23
Reminder: you are expected to be doing at least 30 minutes of independent reading every day (school and home)
We will focus on 1 - 2 sections per week. Don't get too far ahead so you know you're doing it correctly.
We will work on these in class, but you may need to work on them outside of class (especially if you're not reading enough)
Sol
Read back through your WNB entries.
Try to find one of each word.
Underline the word and write the proof above it.
1. On your new DO NOW sheet, explain what you think this quote means.
(This quote means...)
Do Now
Monday
1. List as many adjectives (describing words) that relate to summer that you can think of. (Ex: hot, sunny)

2. Write 2 - 3 sentences that use some of those words. (Ex: Most days were really hot and sunny this summer)
2. In what way do you see the world that is different from others? (One way I see the world differently is...)
Take out your WNB
Scan the personal narrative and put a dot next to any words you don't recognize.
Take out your WNB and set up entry #5 like below:


1. Look back over the characteristics of a great WNB from the front of your notebook.

2. In your WNB respond in complete sentences:
Which area is your strongest? How can you tell?
Which area is your weakest? How will you improve?
#5 Writing Reflection 9/9/16

1. Describe the image in detail.

2. Why do you think these children are smiling?
3. If you found out that these are Syrian refugees, how would that affect your inference?
Can't find any/some of the words to prove?
Use any you don't find in complete sentences.
FIRST AND LAST NAME!!!
(What is the main problem the narrator faces?)
(What did the narrator learn from the experience?)
Expo
RA
C!
FA
Res
[
]
Reflection - what does the author mean? Write your response at the top of the paper.
Required Reading/Questions - "My Life in Dog Years"
Writer's Notebook Entry #6 - Write a full page about a territory
Writer's Notebook Entry #7 - Respond to cactus/balloon prompt (1/2 page minimum)
Follow along on your notes.
Look back through your WNB entries:
Look for common errors (it's/its, your/you're)
Underline them and write the proof above them.
Correct them if needed.
Find two places your writing could use a strong adjective. Add the adjective and write the proof to make sure it's correct.
Read back over the personal narrative "Ditching Class" from yesterday.
(Voice Level: 0)

When done, start looking over the graphic organizer on the back of that page.

We are going to fill in the graphic organizer as if we are the author of the story. Why? Because the author actually used this organizer to plan the story!
"Ditching Class"
constantly tried to look cool... it is definitely what led to my truck ending up in that ditch.
One of the things I remember best about high school is how everyone
Junior year HS, parking lot of HS, going out to "take photos"
Car ended up in a ditch because author trying to look cool
Author saw cheerleaders and decided to drive over curb to look cool.
Author drove into ditch on accident. Truck got stuck.
Author pulled friend out of class who helped him get truck out of the ditch.
With a partner, find details that the author used to expand on each part of the story.
Author's friend helped pull him out but made fun of him.
Author learned that trying too hard to impress people can lead to looking stupid. But he's glad there's no photos to prove it :)
Cambria
Syria is a country in the Middle East that has been in civil war since 2011. Over 250,000 Syrians have died in fighting, and over 6 million have left their country in order to try to survive.
Objectives:
Students will understand how objects can remind them of stories from their pasts.
Students will brainstorm memories from their past and write short personal narratives about them.
Also, look for places where you could use a strong adjective. Use the adjective proof as needed to check the words!
Check to make sure your FIRST and LAST name are on your HW and turn it in!

You will have the rest of the class period for independent reading and to work on your Reading/Thinking Log.
Do you agree or disagree with the above quote? Explain your answer.
(I agree/disagree with the quote because...
WNB Entry #9 & 10 (see paper slip for prompts)
Finish personal narrative graphic organizer by block day (if not done in class)
HOMEWORK:
Personal Narrative Brainstorming
Turn to your Writing Territories entry in your WNB (Entry #3).

Take one minute to circle any ideas that would make a good personal narratives.

When done, add any additional ideas you have under a list titled "PN Ideas".
This week we will be drafting personal narratives.

Remember that a personal narrative should:
be a TRUE story about YOU
be able to be told fairly quickly (one to two pages)
have some conflict; it doesn't have to be huge, but there needs to be at least some tension
have a "point" or "reflection"; basically something you learned from the experience
Personal Narrative Week
Take your WNB with you and find a partner.
Tell them your top 2 - 3 ideas.
Your partner picks one story and asks:
Is it true and about you?
Is it a story that can be told in 1 - 2 pages?
Does it have conflict and a point?
Switch roles when done.
Find a new partner if you have time.
Pair / Share
Personal Narrative
Graphic Organizer
Choose a story to tell and start filling in your graphic organizer.

Remember:
This is still just pre-writing! You may decide to tell a different story.
You don't have to fill out the organizer in order. Some parts may come easy while others may not.
This doesn't need to be your only planning paper. Use your WNB to jot down ideas, sketch pictures of the plot/setting, or come up with ideas for your hook, reflection, etc.
Dialogue
Thought-shot
Snapshot
In media res
Action
Identify at least 3 nouns in your WNB.
Underline each and write the proof above in parenthesis.
If you find a noun that could be stronger, replace it with a word that works better.
Leads
&
Hooks
They're pretty much the same thing!
Purpose is to
lead
the reader into the writing. Usually refers to
informational
writing.
Purpose is to
hook
the reader and make them want to keep reading. Usually refers to
narrative
writing (
stories
).
There are MANY types of leads & hooks, but today we'll cover the most common. Always consider the purpose of your writing when choosing a lead or hook.
What other types of leads & hooks have you learned in the past?

Add them to this area of your notes!
1. List 4 - 7 details you notice in this image.
(Details I notice:)

2. In complete sentences, explain what you KNOW about those details.
3. Review your list and sentences. Make an
inference
based off of what you noticed and what you know.
Using only the words below, make as many 2-word sentences as you can. Only use words once.
(Note: you may need to add an -s or -es to some)
lost
won
watch
I
slept
dance
Rihanna
Antonio
we
dogs
tigers
sing
stalk
they
Alice
Hook Gallery walk
1. With your group, read JUST THE HOOK of the first personal narrative.

2. On your paper, explain how the author tried to hook the reader and rate how well they did. Explain your rating.

3. Repeat above steps with at least 3 PNs.
make you cry
are as precious as gold
How did the old folks describe memories to WG?
Remember - memories are things you remember because they're IMPORTANT.
1. Have out your WNB to entry # 6.
If your notebook isn't out, it's late!

2. Finish your personal narrative on the back of the graphic organizer. These need to be done by Tuesday!

3. Enjoy silent reading for the remainder of class. I will send a few students to the library at a time.
1. Copy the quote: “We read to know we're not alone.” William Nicholson

2. Respond: Explain how reading can mean you're "not alone". Give examples to support your answer.
#11-Truisms: This will be done in class.


WNB ENTRIES FOR THIS WEEK:
#13- Expanded Territory 3: Pick one of your writing territories to expand. Consider doing something other than a story: poem, opinion, letter, rap, etc.
*Must be at least a page.
#12- Ba-Da-Bing: Write at least 3 additional Ba-Da-Bings that could based in your Personal Narrative, or in past WNB entries.
*Must be at least ½ a page.
*Response must be written in complete sentences.
Begin a WNB Entry like the one below:
#11 Truisms 9/26/16
Copy the notes when I ask you to.

Later, we'll look at 4 photos. For each, you will describe the photo in a sentence or two and then write a truism that would work for it.
https://prezi.com/cc3z1jfpzhic/truisms-from-the-brisenos/?utm_campaign=share&utm_medium=copy
Below are actual reflections written by O. Henry students.
Now, write your original reflection and a new one that includes a truism.
The Psst! Test
In the mall.

In case of emergency.
When he hollers.
They left.
Any time it rains.
There was a dog.
I will say, "Psst, ________ (name)!"
That person will say, "What?"
I will read a few words.
You tell me if it was a statement (complete thought).

Do the Psst! test in your head to see if it passes or not.

psst test
Add "psst test" to your Grammar Keepers chart.
Pick one sentence from your last WNB entry that you think may be incomplete (fragment). Underline it.
Nothing failing the Psst! test? Change one of your complete sentences into a fragment to try to test your classmates.
I ___, you ___, he ____s
Add the verb proof to your Grammar Keepers chart.
EQ: What makes a complete sentence? What is a fragment sentence?

Obj: Students will understand what makes a complete sentence; they will recognize fragment sentences.
What is a complete sentence?
A complete sentence:
is a complete thought.
has a subject and a verb (that agree)
starts with a capital letter; ends with . ? !
Psst, ____!
What?
[Sentence.]
Statement?
Take a few minutes to look through your latest draft of your personal narrative to look for incomplete sentences. Fix any errors with a different color pen/pencil.

Remember, a sentence is only complete if it:
begins with a capital letter and ends with . ! ?
sas a least one verb (I ___, you ___, she ___s
has a complete thought (psst! test)
Take our your WNB!
Your Turn
Try writing a Ba Da Bing for the moments below.
This is part of your WNB entry.


Moment: Scoring the winning point in a game.
Moment: Seeing your crush holding the hand of another boy or girl.
1. Describe the image in a sentence or two.
2. Write a truism that could apply to the story the photo is telling.
1. WRITE YOUR NAME, DATE, and PERIOD
2. Number the lines of your personal narrative
1. Write down your 2 best sentences from your WNB entries for the week on your do now sheet

2. Why did you choose these sentences?
Take the next 20 minutes or so for independent reading.

Raise your hand if you need to go to the library or need help finding a new book.
You have the remainder of the day to begin on your final draft of your personal narrative.

Remember that it should show revisions based off of the feedback your peers and teacher have given you.
Anissa
Reese
Full transcript