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MONDAY, OCTOBER 29

MONDAY, OCTOBER 29. Mon., Oct. 29, 2012 Expository Text Analysis “ How do I read an expository text and understand it?”. TODAY : Changes to Friday’s Notes Review purposes of expository writing Review DO NOW Article Analysis (& Video?) Quiz over Expository Notes

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MONDAY, OCTOBER 29

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  1. MONDAY, OCTOBER 29

  2. Mon., Oct. 29, 2012 Expository Text Analysis “How do I read an expository text and understand it?” • TODAY: • Changes to Friday’s Notes • Review purposes of expository writing • Review DO NOW • Article Analysis (& Video?) • Quiz over Expository Notes • What you need: • Pen/pencil • Scissor and glue • Notebook • YOUR BRAIN! • REMINDERS: • Write the EQ in your agenda! • Panther Prep every Wednesday • Vocab Quiz #7 on Thursday Don’t forget to section this space off! Q: C: R: • DO NOW: • Receive a handout from Mrs. C. • Read the article. DO NOT ANSWER THE ?’s. • Paste the article into your notebook using an anchor tab, and fold it in half if need be. • Underneath the article (or in an empty space on the same page), write down 1 QCR (1 question, 1 connection, and 1 reflection)

  3. Fri., Oct. 26, 2012 Expository Texts Organizational Patterns “How is an expository text organized?” “Why are expository texts written? • Expository writing is used to take an idea • and expand on that idea in order to: • Persuade – convince the audience to do • something • Inform – give new insight about a topic or issue • Explain - give details or steps on how to • complete a task • Describe – give details about a subject or • main idea • LOOK BACK TO FRIDAY’S NOTES AND MAKE THESE CHANGES!!! Write your questions here!

  4. Mon., Oct. 29, 2012 Expository Text Analysis “How do I read an expository text and understand it?” • REVIEWING THE DO NOW: • What was your QCR? You don’t have to section this off for today. Q: C: R: • DO NOW: • Receive a handout from Mrs. C. • Read the article. DO NOT ANSWER THE ?’s. • Paste the article into your notebook using an anchor tab, and fold it in half if need be. • Underneath the article (or in an empty space on the same page), write down 1 QCR (1 question, 1 connection, and 1 reflection)

  5. Let’s take a look at: ANALYZING AN EXPOSITORY PIECE

  6. “Analyzing Expository Writing” • With your partner, answer the questions at the bottom of your handout. YOU MUST COPY THE PARTS IN RED AS A PART OF YOUR ANSWER. • Compare your answers with that of a neighboring pair. What/how did you answer similarly/differently? • What is this piece about? • This piece is about… • What is the author’s position on the topic? Find the sentence toward the beginning of the piece that states what the author is talking about and that the rest of the piece connects back to. (We will do this together as a class.) • The author’s position is that… He states that … • List 3 points that the article contains that relates back to the sentence that you wrote down for #2. • One reason is • A second reason is • A third reason is • 4. Explain how this piece is organized and why. • 5. What is the point of this piece…what should the take-away be for the reader?

  7. What is this piece about? • This piece is about… • The dangers of overfeeding pets • Why people shouldn’t overfeed their pets • What could happen if you overfeed your pet • What is the author’s position on the topic? Find the sentence toward the beginning of the piece that states what the author is talking about and that the rest of the piece connects back to. (We will do this together as a class.) • The author thinks that people should not overfeed their pets. He says, “Doing so (letting your pet eat as it wants) can be very hazardous to the health of your pet.” • List 3 points, or reasons, that the article contains that relates back to the sentence that you wrote down for #2. • One reason is because pets can develop heart problems. • A second reason is because your pet may develop arthritis. • A third reason is overfeeding can result in liver disease. • 4. Explain how this piece is organized. • This piece is organized where the author introduces the cause of animal owners not paying attention to how they feed their pets, and then he uses the rest of the piece to explain the effects of this cause. • What is the point of this piece…what should the take-away be for the reader? • To avoid harmful affects to a loved animal, pet owners should take precautions when feeding their pets. • “Analyzing Expository Writing” • With your partner, answer the questions at the bottom of your handout. • Compare your answers with that of a neighboring pair. What/how did you answer similarly/differently?

  8. Mon., Oct. 29, 2012 Expository Organizational Patterns “How does the organization of a text make it effective?” • TODAY: • “Four Sides”; Review Organizational Patterns • Review DO NOW • Article Analysis & Video • Quiz over Expository Notes • What you need: • Pen/pencil • Scissor and glue • Notebook • YOUR BRAIN! • REMINDERS: • This is the beginning of a new grading period…report cards come out at the end of this week • Vocab Quiz #6 will be on Friday instead of Thursday Don’t forget to section this space off! • DO NOW: • Receive a handout from Mrs. C. • Read the article. • Paste the article into your notebook using an anchor tab. • Underneath the article, write down 1 QCR (1 question, 1 connection, and 1 reflection)

  9. Let’s take a look at: A CAUSE AND EFFECT SITUATION

  10. Obie, • The • Obese • Dog • As you watch the clip: • Write down one cause/effect situation. • Explain how the author of the article “The Dangers of Over-Feeding Your Pet” could use this clip? http://www.cleanvideosearch.com/media/action/yt/watch?videoId=7VA3i6ncQis

  11. Obie, The Obese Dog Now, choose one paragraph from the article to rewrite and insert information gathered from this clip. http://www.cleanvideosearch.com/media/action/yt/watch?videoId=7VA3i6ncQis

  12. TUESDAY, OCTOBER 30

  13. Tues., Oct. 30, 2012 Expository Text Analysis “How do I read an expository text and understand it?” • TODAY: • “I See You” (Avatar theme song) by Leona Lewis • Review purposes of expository writing • Review DO NOW • Article Analysis (& Video?) • Quiz over Expository Notes • What you need: • Pen/pencil • Scissor and glue • Notebook • YOUR BRAIN! • REMINDERS: • Write the EQ in your agenda! • Panther Prep every Wednesday • Vocab Quiz #7 on Thursday Don’t forget to section this space off! Q: C: R: • DO NOW: • Receive a handout from Mrs. C. • Read the article. DO NOT ANSWER THE ?’s. • Paste the article into your notebook using an anchor tab, and fold it in half if need be. • Underneath the article (or in an empty space on the same page), write down 1 QCR (1 question, 1 connection, and 1 reflection)

  14. Tues., Oct. 30, 2012 Expository Text Analysis “How do I read an expository text and understand it?” • REVIEWING THE DO NOW: • What was your QCR? You don’t have to section this off for today. Q: C: R: • DO NOW: • Receive a handout from Mrs. C. • Read the article. DO NOT ANSWER THE ?’s. • Paste the article into your notebook using an anchor tab, and fold it in half if need be. • Underneath the article (or in an empty space on the same page), write down 1 QCR (1 question, 1 connection, and 1 reflection)

  15. Let’s take a look at: ANALYZING AN EXPOSITORY PIECE

  16. What is this piece about? • This piece is about… • What is the author’s position on the topic? Find a sentence or two that shows what the author’s position is and shows what the rest of the article will relate back to. • The author’s position is…. He/She states that… • How does the author support his/her position. • The author supports his opinion by… • Complete the chart below. (on a later slide) • How is this piece organized? • This piece is organized…. • What is the point of this piece…what should the take-away be for the reader? • The point of this piece is… • “Analyzing Expository Writing” • With your partner, answer the questions at the bottom of your handout. YOU MUST COPY THE PARTS IN RED AS A PART OF YOUR ANSWER. • Compare your answers with that of a neighboring pair. What/how did you answer similarly/differently?

  17. What is this piece about? • This piece is about… • a young boy having the opportunity to live a normal life at school. She states that, “Devon’s parents knew that there was no way the young boy would be able to survive in a normal classroom…until they heard about this incredible avatar.” • What is the author’s position on the topic? Find a sentence or two that shows what the author’s position is and shows what the rest of the article will relate back to. • The author’s position is…. • …that thanks to a robotic device, a young boy has the opportunity to enjoy the near- normal school life that he thought he would never have. • How does the author support his/her position. • The author supports her opinion by… • …showing how the robotic device’s two-way audio/visual capabilities allows for the boy to be a part of the school setting • Complete the chart below. (on a later slide) • How is this piece organized? • This piece is organized…. • …by connecting the reader to a common sentiment about school, then presenting the problem that … has, and finally showing how the problem was overcome. The author also shows the downside to the situation, but the positives are presented to outweigh the negatives. • What is the point of this piece…what should the take-away be for the reader? • The point of this piece is… • …every child should have the opportunity to engage in a normal childhood while at school. • “Analyzing Expository Writing” • With your partner, answer the questions at the bottom of your handout. YOU MUST COPY THE PARTS IN RED AS A PART OF YOUR ANSWER. • Compare your answers with that of a neighboring pair. What/how did you answer similarly/differently?

  18.  Although people complain about it, school is actually a place where we enjoy going because we get to see our friends and have some level of freedom. The author is hooking the reader by connecting to our sense of familiarity about school…whether we liked it or not, we have all had some ambivalent feelings toward school, and yet looked forward to each new year. • “Analyzing Expository Writing” (question #4) • With your partner, answer the questions at the bottom of your handout. YOU MUST COPY THE PARTS IN RED AS A PART OF YOUR ANSWER. • Compare your answers with that of a neighboring pair. What/how did you answer similarly/differently? The author gives this information so that the reader now feels some empathy for Devon. Although the reader may not have liked school, he/she still (more than likely) led a fairly normal childhood that allowed him/her to go to school and have friends. The author introduces us to Devon and the host of allergy issues that he faces that prevent him from going to school. The author gives details about the technology that turned out to be a solution to Devon’s inability to have a normal childhood by going to school. The author gives these details to show that Devon does, in fact, lead a life parallel to that of another 2nd grader, even though he is confined to his home.

  19. The author gives this information to show that although his life may have drastically been improved with the use of this technology, the technology cannot replace everything. There are still limitations and precautions that Devon must take.  The author gives the alternative side to Devon’s situation by sharing what his is still not capable of doing, even though he has the avatar. • “Analyzing Expository Writing” (question #4) • With your partner, answer the questions at the bottom of your handout. YOU MUST COPY THE PARTS IN RED AS A PART OF YOUR ANSWER. • Compare your answers with that of a neighboring pair. What/how did you answer similarly/differently? The author uses humor to lighten the graveness of Devon’s inability to consume most foods. She jokes that he does not have to eat vegetables. She wraps it up by touching on the fact that he hopes to lead a more normal life one day. The author uses humor to maintain a connection with the reader and maybe to encourage the reader to realize that , although Devon has limitations, his life is not all that bad.

  20. DEVON CARROW and the VGo ROBOT

  21. WEDNESDAY, OCTOBER 31

  22. Wed., Oct. 31, 2012 Expository Text Analysis “How do I read an expository text and understand it?” • TODAY: • Review DO NOW • Dance Steps • Expository Article Analysis • Instructional Activity • What you need: • Pen/pencil • Scissors, glue, colored pencils/markers/crayons • Notebook • YOUR BRAIN! • REMINDERS: • Write the EQ in your agenda! • Panther Prep every Wednesday • Vocab Quiz #7 on Thursday DO NOW: “What Character is It?” Don’t forget to section this space off! DO NOW: (follow these directions and complete this in your notebook) 1. Draw a big circle for the head. Add in ears on either side by drawing tiny half-circles with nothing inside them. 2. Draw a wavy "3" shape for the hair. It should lie flat in the middle of the head, right above where the eyebrows will go.3. Add facial features. Draw eyebrows that look like short, upside down smiles, two dots for eyes, a backwards "C" shape for the nose between the eyes, and a big, somewhat crooked smile that stretches across the character’s face. 4. Draw the body like a bottle but with a wider neck. The body should be fairly round in shape, with no differentiation between articles of clothing, so don't include a line of separation or anything like that. 5. Add a short arm with three round fingers on the left side and two short legs. Draw flat ovals (that look like potatoes) for the feet. 6. Sketch the clothes. These should be a simple, short-sleeved shirt with a collar and a stripe. Add baggy shorts. Draw a line on the legs for socks. 7. Color and outline your drawing using yellow and black for the shirt, blue for the socks and shorts, and brown for the shoes.. Make sure no excess guidelines remain. CAN YOU GUESS WHAT CHARACTER THIS SHOULD BE A PICTURE OF?

  23. Charlie Brown What was difficult in doing this? What was easy? http://www.wikihow.com/Draw-Charlie-Brown

  24. So…. you think you can… Watch this video to see if you can follow the steps! http://www.cleanvideosearch.com/media/action/yt/watch?videoId=m8aDILocjZI Charlie Brown ?

  25. Let’s take a look at: ANALYZING AN EXPOSITORY PIECE

  26. Receive a handout from Mrs. C. • Read the article. DO NOT ANSWER THE ?’s. • Paste the article into your notebook using an anchor tab, and fold it in half if need be. • Underneath the article (or in an empty space on the same page), write down 1 QCR (1 question, 1 connection, and 1 reflection) • REVIEWING THE DO NOW: • What was your QCR?

  27. What is this piece about? • This piece is about… • What is the author’s position (or goal) on the topic? Find and underline a sentence or two that shows what the author’s position is and shows what the rest of the article will relate back to. Rewrite that sentence as your text evidence for the author’s position. • The author’s position is…. He/She states that… • How does the author support his/her position. • The author supports his opinion by… • How is this piece organized? Highlight key words that show you how this piece is organized. • This piece is organized…. • What is the point of this piece…what should the take-away be for the reader? • The point of this piece is… • “Analyzing Expository Writing” • Receive and read the handout on “How to Make a Balloon Ghost” • With your partner, answer the following questions.

  28. What is this piece about? • This piece is about…making a Halloween ghost craft. • What is the author’s position (or goal) on the topic? Find and underline a sentence or two that shows what the author’s position is and shows what the rest of the article will relate back to. Rewrite that sentence as your text evidence for the author’s position. • The author’s position is…. that making a Halloween ghost can be a fun and simple project. He/She states that…”a Halloween ghost is cool and easy craft for anyone of any age to make, and it can be done in four easy steps.” • How does the author support his/her position. • The author supports his opinion by…going through directions on how to make a Halloween ghost. • How is this piece organized? Highlight key words that show you how this piece is organized. • This piece is organized….in sequential order because it tells you what to do first, second, and so on. • What is the point of this piece…what should the take-away be for the reader? • The point of this piece is…that making a Halloween craft can be fun and easy. • “Analyzing Expository Writing” • Receive and read the handout on “How to Make a Balloon Ghost” • With your partner, answer the following questions.

  29. Let’s take a look at: FOLLOWING THE DIRECTIONS OF A “HOW-TO” PIECE

  30. Halloween is often a fun time for young people because there are so many exciting (and scary) things to see and do. One of those exciting things is to make a Halloween ghost. A Halloween ghost is a cool craft for anyone of any age to make, and it can be done in four easy steps. Before you begin making the Halloween ghost, you will need to gather five supplies: A white balloon Scissors 2 white plastic grocery bags Tape A black marker Once you have gathered the supplies, then you may begin to make the ghost. First, take the grocery bags and cut the handles off of them. Next, starting on the opposite end of the bag’s seam, cut strips of medium to thick widths all the way up until you have about a 1” distance between the end of the strips and the seam of the bag. Once you have the strips cut, blow up your white balloon. Hold the balloon so that the tied end is at the top. Then, starting a few inches from the bottom, tape the seamed end of the plastic bags going around the balloon as though you were putting a skirt on it. Once you have taped the bags to the balloon, take the black marker and give your ghost a face. If you plan on hanging the ghost up as a decoration, then the last step is to tie a string to the top of the ghost, hang it up, and watch it hover! Making Halloween decorations is another way to have good holiday fun. You can do this by yourself or with friends and family. Either way, you are sure to have a festive time and a cool product to show for it. “How to Make a Halloween Ghost”: 1. Collect the necessary materials from Mrs. C. 2. Then follow the directions from the article to see if you can make a Halloween Ghost!

  31. THURSDAY, NOVEMBER 1

  32. Thurs., Nov. 1, 2012 Expository Text Analysis “How do I edit an expository text for clarification?” • TODAY: • Vocab Quiz 7 • Review/Revise an Expository Text • What you need: • Pen/pencil • Notebook • YOUR BRAIN! • REMINDERS: • Write the EQ in your agenda! • Panther Prep every Wednesday • Vocab Quiz #7 on Thursday TODAY! • CBA #1 on next WEDNESDAY!!! Don’t forget to section this space off! DO NOW: Review for your vocabulary quiz.

  33. Thurs., Nov. 1, 2012 Expository Text Analysis “How do I edit an expository text for clarification?” • TODAY: • Vocab Quiz 7 • Review Expository Texts • Revise an Expository Text • What you need: • Pen/pencil • Notebook • YOUR BRAIN! • REMINDERS: • Write the EQ in your agenda! • Panther Prep every Wednesday • Vocab Quiz #7 on Thursday TODAY! • CBA #1 on next WEDNESDAY!!! Revision of “How to Make a Halloween Ghost” Don’t forget to section this space off! DO NOW: 1. Look at the expository piece from yesterday (“How to Make a Halloween Ghost”. 2. Reflect on what was easy and/or difficult for you while you were completing this task. 3. In your notebook, rewrite the entire paragraph with changes that you think would help to improve the effectiveness of this piece. You may take out, add, or change words and sentences in order to do this.

  34. Halloween is often a fun time for young people because there are so many exciting (and scary) things to see and do. One of those exciting things is to make a Halloween ghost. A Halloween ghost is a cool craft for anyone of any age to make, and it can be done in four easy steps. Before you begin making the Halloween ghost, you will need to gather five supplies: A white balloon Scissors 2 white plastic grocery bags Tape A black marker Once you have gathered the supplies, then you may begin to make the ghost. First, take the grocery bags and cut the handles off of them. Next, starting on the opposite end of the bag’s seam, cut strips of medium to thick widths all the way up until you have about a 1” distance between the end of the strips and the seam of the bag. Once you have the strips cut, blow up your white balloon. Hold the balloon so that the tied end is at the top. Then, starting a few inches from the bottom, tape the seamed end of the plastic bags going around the balloon as though you were putting a skirt on it. Once you have taped the bags to the balloon, take the black marker and give your ghost a face. If you plan on hanging the ghost up as a decoration, then the last step is to tie a string to the top of the ghost, hang it up, and watch it hover! Making Halloween decorations is another way to have good holiday fun. You can do this by yourself or with friends and family. Either way, you are sure to have a festive time and a cool product to show for it. • “Rewriting How to Make a Halloween Ghost” • After completing your revision, share it with your partner and offer constructive feedback on how the piece was changed. • After everyone has had an opportunity to share with his/her partner, we will discuss this in whole group.

  35. FRIDAY, NOVEMBER 2

  36. Fri., Nov. 2, 2012 Poetry Analysis “How do I write a response to a poem?” • TODAY: • Vocab Quiz 7 • Review Expository Texts • Revise an Expository Text • What you need: • Pen/pencil • Notebook • YOUR BRAIN! • REMINDERS: • Write the EQ in your agenda! • Panther Prep every Wednesday • Vocab Quiz #8 on Thursday ! • CBA #1 on next WEDNESDAY!!! DO NOW: “Execution” Don’t forget to section this space off! DO NOW: “Execution” Read and think about the word above. Write one QCR about this word! (Yes, that’s right! Write a question about this word. Write a connection to this word. And write a reflection about this word. Go ahead. You can do it. Don’t ask me, “How are we supposed to do this?”…Don’t whine and complain. Take a few moments. Let your mind mull over the word (What does it mean? When have you heard it before? What does it look like?), and then go for it. =)

  37. Let’s take a look at: ANALYZING A POEM

  38. Execution by Edward HirschThe last time I saw my high school football coachHe had cancer stenciled into his faceLike pencil marks from the sun, like intricateDrawings on the chalkboard, small x's and o'sThat he copied down in a neat numerical handBefore practice in the morning. By day's endThe board was a spiderweb of options and counters, Blasts and sweeps, a constellation of playersShining under his favorite word, Execution,Underlined in the upper right-hand corner of things.He believed in football like a new religionAnd had perfect unquestioning faith in the fundamentals Of blocking and tackling, the idea of warfareWithout suffering or death, the concept of teammates Moving in harmony like the planets — and yetOur awkward adolescent bodies were always canceling.The flawless beauty of Saturday afternoons in September, Falling away from the particular grace of autumn,The clear weather, the ideal game he imagined. And so he drove us through punishing drills On weekday afternoons, and doubled our practice time,And challenged us to hammer him with forearms,And devised elaborate, last-second plays — a flea-Flicker, a triple reverse — to save us from defeat. Almost always they worked. He despised losing And loved winning more than his own body, maybe evenMore than himself. But the last time I saw himHe looked wobbly and stunned by illness,And I remembered the game in my senior yearWhen we met a downstate team who loved hittingMore than we did, who battered us all afternoonWith a vengeance, who destroyed us with timingAnd power, with deadly, impersonal authority,Machine-like fury, perfect execution.

  39. Execution by Edward HirschThe last time I saw my high school football coachHe had cancer stenciled into his faceLike pencil marks from the sun, like intricateDrawings on the chalkboard, small x's and o'sThat he copied down in a neat numerical handBefore practice in the morning. By day's endThe board was a spiderweb of options and counters, Blasts and sweeps, a constellation of playersShining under his favorite word, Execution,Underlined in the upper right-hand corner of things.He believed in football like a new religionAnd had perfect unquestioning faith in the fundamentals Of blocking and tackling, the idea of warfareWithout suffering or death, the concept of teammates Moving in harmony like the planets — and yetOur awkward adolescent bodies were always canceling.The flawless beauty of Saturday afternoons in September, Falling away from the particular grace of autumn,The clear weather, the ideal game he imagined. And so he drove us through punishing drills On weekday afternoons, and doubled our practice time,And challenged us to hammer him with forearms,And devised elaborate, last-second plays — a flea-Flicker, a triple reverse — to save us from defeat. Almost always they worked. He despised losing And loved winning more than his own body, maybe evenMore than himself. But the last time I saw himHe looked wobbly and stunned by illness,And I remembered the game in my senior yearWhen we met a downstate team who loved hittingMore than we did, who battered us all afternoonWith a vengeance, who destroyed us with timingAnd power, with deadly, impersonal authority,Machine-like fury, perfect execution. • “Execution” by Edward Hirsch: • Read the poem • Answer the following questions in your notebook: • What is this piece about? • What is the author’s purpose in writing this piece? • How does the author use language to express his/her purpose? • What could the take-away (theme) be?

  40. Execution by Edward HirschThe last time I saw my high school football coachHe had cancer stenciled into his faceLike pencil marks from the sun, like intricateDrawings on the chalkboard, small x's and o'sThat he copied down in a neat numerical handBefore practice in the morning. By day's endThe board was a spiderweb of options and counters, Blasts and sweeps, a constellation of playersShining under his favorite word, Execution,Underlined in the upper right-hand corner of things.He believed in football like a new religionAnd had perfect unquestioning faith in the fundamentals Of blocking and tackling, the idea of warfareWithout suffering or death, the concept of teammates Moving in harmony like the planets — and yetOur awkward adolescent bodies were always canceling.The flawless beauty of Saturday afternoons in September, Falling away from the particular grace of autumn,The clear weather, the ideal game he imagined. And so he drove us through punishing drills On weekday afternoons, and doubled our practice time,And challenged us to hammer him with forearms,And devised elaborate, last-second plays — a flea-Flicker, a triple reverse — to save us from defeat. Almost always they worked. He despised losing And loved winning more than his own body, maybe evenMore than himself. But the last time I saw himHe looked wobbly and stunned by illness,And I remembered the game in my senior yearWhen we met a downstate team who loved hittingMore than we did, who battered us all afternoonWith a vengeance, who destroyed us with timingAnd power, with deadly, impersonal authority,Machine-like fury, perfect execution. “Execution” by Edward Hirsch: In your group, share your answers to the questions. You may edit your responses based on the responses/feedback from your peers.

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