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Unit 2: Narrative On-Demand

Unit 2: Narrative On-Demand. Sup HUSTLERS?!?. Today is an ILP day. We will get on the computers shortly. It’s RED RIBBON WEEK . Monday – “Stay in the Game” (wear your favorite team jersey/college gear) Tuesday – “Team Up Against Drugs” wear FSMS/Wildcat gear

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Unit 2: Narrative On-Demand

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  1. Unit 2: Narrative On-Demand

  2. Sup HUSTLERS?!? • Today is an ILP day. We will get on the computers shortly. • It’s RED RIBBON WEEK. • Monday – “Stay in the Game” (wear your favorite team jersey/college gear) • Tuesday – “Team Up Against Drugs” wear FSMS/Wildcat gear • Wednesday – “Red Carpet Status” dress for success day • Thursday – “Red Hot to Be Drug Free” (wear all red clothing) • Friday – “Keep Your Head in the Game” (wear a hat) • ILP • - to help students understand their interests and how they relate to career choices. • - To encourages students to look beyond their preconceptions about careers and investigate alternatives they may not have considered before. • -to become more familiar with Career Cruising’s interest assessment tool, Career Matchmaker, and learn how it can provide individualized feedback on their career ideas.

  3. Monday, October 21, 2013 • No Bell Ringer today! Yay! • It’s not a library day today. We have a lot to do! • Your first AR due date is NEXT Monday. • Agenda: • ILP Learning Style Quiz • STAR testing round 2! • PLEASE BRING IN A PICTURE OF YOU AND YOUR FRIENDS AND FAMILY DOING AN ACTIVITY (not just posing and smiling) **It can be on your electronic device!

  4. 1. ILP Learning Style 2. STAR test Go to hosted54.renlearn.com/98810 Click on “I am a student” Use your AR log in Take the STAR Reading Test Log out and read AR if time • Go to careercruising.com/ILP • Enter your username and password • We have a master copy if you do not remember your information. • 20 questions about your learning style. • Record any findings and log out. Show Mrs. Gass or Ms. Duvall

  5. Reflect on today +/Δ What went well today? What did you like/learn? What could’ve been better?

  6. Tuesday, October 22, 2013 Bell Ringer: In your own words, define a paragraph. How many sentences should a paragraph have? (You will have 5 minutes to complete) Agenda: - Introduce Unit 2: On-Demand Writing - Paragraphs and Snapshots

  7. Tuesday, October 22, 2013 Bell Ringer: YOU DO NOT HAVE TO WRITE THIS. JUST THINK ABOUT IT. In your own words, define a paragraph. How many sentences should a paragraph have? (You will have 5 minutes to complete) Agenda: - Introduce Unit 2: On-Demand Writing - Paragraphs and Snapshots

  8. Plan, Do, Study, Act • Results of last unit • Goals of new unit On-Demand Basics • Write a narrative that is focused and easy to follow in a short amount of time.

  9. Paragraph Oreo • How is an Oreo like a paragraph? • Who likes the crème filling the best? • What would happen to the cookie if it didn’t have the crème filling?

  10. Record in class notes section • A paragraph is a primary unit of thought. A paragraph is a distinct unit, with one idea, and everything within that paragraph works to develop the main idea. • There are 3 parts to a paragraph: • Topic sentence (top cookie) • Supporting sentences that develop the topic sentence (FILLING) • A closing or transitional sentence (concluding/transitional sentence)

  11. So…how many sentences should a paragraph have? • As many as it takes! As long as it only has ONE main idea!

  12. Snapshots • Grouped by learning styles

  13. Adding Snapshots:How to “Show, Not Tell” in Writing • 1. Action Words = Strong verbs ◦ Examples: • Instead of run, use jogged, sprinted, bolted Instead of said, use whispered, shouted, exclaimed

  14. Adding Snapshots: How to “Show, Not Tell” in Writing • 2. Sensory Details = Strong Adjectives and Descriptions • Sight – describe what you see, color, sizeSound – boom, bang, buzz,Smell – musty, rotten, fresh • Taste – sweet, salty, sour • Touch – fuzzy, prickly, squishy

  15. Adding Snapshots: How to “Show, Not Tell” in Writing • WRITE THIS DOWN • 3. Snapshot – a specific description of an important detail in the story that creates a picture for the readers to see in their minds and experience it through writing. • Snapshots SHOW, and don’t TELL. Snapshots use SENSORY DETAILS

  16. Adding Snapshots: How to “Show, Not Tell” in Writing • “Telling”◦ Ryan was tired. • “Showing” • ◦ After a long day of school followed by a 2 hour football practice, Ryan trudged back to his dorm. His eyelids drooped, and he struggled to keep them open. His backpack felt as if it were full of huge rocks. Ignoring the piles of clothes on the floor and the mountain of homework on his desk, he dropped his backpack on the floor with a BOOM. He flopped onto his soft bed, wrapped the warm blankets around his exhausted body, and closed his eyes.

  17. Adding Snapshots: How to “Show, Not Tell” in Writing • Practice • Use the “telling” sentence for your row to “show” the situation. Use action words, sensory language, dialogue, and/or snapshots in your writing. • 1: I am nervous • 2: This weather is nice. • 3: Dinner was delicious. • 4: Lauren is scared. • 5: The ocean is beautiful.

  18. Reflect on today +/Δ What went well today? What did you like/learn? What could’ve been better?

  19. Wednesday, October 23, 2013 • Don’t write the prompt today – just the date and the answer. • Bell Ringer: Get out your picture that was assigned as homework two days ago (if it’s on an electronic device, you may turn that on). Write a snapshot in paragraph form. Remember, use all your senses! • Agenda: • Snapshots Continued

  20. Good morning, Homeroom! • It’s RED RIBBON WEEK. • Thursday – “Red Hot to Be Drug Free” (wear all red clothing) • Friday – “Keep Your Head in the Game” (wear a hat) • Today is our Leader in Me day. • You will need your Leader in Me workbooks.

  21. Leader in Me Workbooks Habit 1: Be Proactive Pg. 6

  22. Thursday, October 24, 2013 • Bell Ringer: Write out a dialogue between these two girls. What would they be saying to each other? To the best of your ability, use proper punctuation for dialogue. • Agenda: • Dialogue

  23. How to “Show, Not Tell” in WritingDialogue--Let Characters Speak for Themselves Showing: “I can’t believe it’s here! I’ve been waiting for this concert for weeks,” Lindsay shouted from her room as she was getting dressed. “I know! It’s going to be a blast!” exclaimed Chelsea, while she patiently waited for Lindsay to finish getting ready. **Here, the writer lets the CHARACTERS talk about their own feelings. The writer just shows what the characters do and say. • Telling: • Lindsey and Chelsea were really excited about the concert. Lindsey said she couldn’t wait, and Chelsea agreed that it would be fun. • **Here, the WRITER is telling us--summarizing for us--how Lindsey and Chelsea feel.

  24. Rules for Dialogue Each speaker gets his or her own paragraph; a return and indent. This mimics real conversation, indicating pauses. • Attributions (“He said, “She said,” etc..) should be used, but not too much, and varied so they’re not repetitious; they can be used at the start of quotes, in the middle, or at the end. Always use a comma after attribution (She said,) when introducing a quote. • 1. Use “quotations” • 2. New paragraph • 3. Variety of attributions (He said, “” : She said, “” ) • 4. Comma after the attributions • 5. Always place the end punctuation inside the last quotation mark. (She said, “Hi, Mom.”)

  25. “OK guys!” Ms. Duvall shouted as the students entered the room,” Please get your agendas out!” “ But Ms. Duvall,” whined D’mon, “We’ve been playing dodge ball all morning!” “I know you’re tired,” agreed Ms. Duvall.

  26. Rules for Dialogue Each speaker gets his or her own paragraph; a return and indent. This mimics real conversation, indicating pauses. • Attributions (“He said, “She said,” etc..) should be used, but not too much, and varied so they’re not repetitious; they can be used at the start of quotes, in the middle, or at the end. Always use a comma after attribution (She said,) when introducing a quote. • 1 • 2. • 3. • 4. • 5.

  27. #overheard #overheard

  28. Thursday, October 24, 2013 • Bell Ringer: Watch video and discuss • http://youtu.be/UHMD_EqM61I • Agenda: • Pacing

  29. Which part of the race is the most exciting?

  30. Pacing • Pacing is a writer’s way of manipulating time and details to keep the reader interested in the story. • This prevents the reader from being bored by unimportant details • being confused by too many details • being overwhelmed by a story that spans a long period of time

  31. Exploding Moments • Using snapshots and thoughtshots to EXPLODE the moment!

  32. Exploding the Moment • What is it? • When a moment is slowed waaaay down for the purpose of painting a frame-by-frame pictures for the reader. • Uses baby steps (a series of tiny moments in a larger event)

  33. Explode THIS moment • The full moon was in the sky.

  34. Reflect on today +/Δ What went well today? What did you like/learn? What could’ve been better?

  35. Friday, October 25, 2013 • No Bell Ringer today! • Agenda: • On-Demand Scrimmage

  36. Reflect on today +/Δ What went well today? What did you like/learn? What could’ve been better?

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