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What It Takes To Be Great

What It Takes To Be Great. Expository Reading and Writing Course. Activity 1. Quickwrite 1 – Part I. Describe something – a hobby, activity, academic skill – that you do pretty well and you feel good about doing. What do you like about it?

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What It Takes To Be Great

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  1. What It Takes To Be Great Expository Reading and Writing Course

  2. Activity 1 Quickwrite 1 – Part I • Describe something – a hobby, activity, academic skill – that you do pretty well and you feel good about doing. • What do you like about it? • How long did it take you to get pretty good at doing it? • How did you get better at doing it?

  3. Activity 1 Quickwrite 1 – Part II • Describe something – a hobby, activity, or academic skill – that you would like to be able to do better. • Why would you like to do it better? • How do you think you will get better at doing it?

  4. Activity 2 Quickwrite 2 • Consider the following questions as you view the youtube.com and makers.com clips: • By whom are you most amazed in the clips you just saw? Why? • What do you think made them so good at their field? What may have led to their greatness?

  5. Activity 2 Top Performers in Different Fields • Danica Patrick – Race Car Driver • http://www.makers.com/danica-patrick • Luciano Pavarotti – Opera Singer • http://www.youtube.com/watch?v=NQaEvbba-T8 • Connie Chung – Television Journalist • http://www.makers.com/connie-chung

  6. Activity 2 Top Performers in Different Fields • Steve Jobs – Entrepreneur / Creator of Apple • http://www.youtube.com/watch?v=KuNQgln6TL0 • Sandra Cisneros – Writer/Author • http://www.makers.com/sandra-cisneros • Michael Jordan – Basketball Player • http://www.youtube.com/watch?v=H8M2NgjvicA

  7. Activity 2 Quickwrite 2 • After viewing these clips, we will now respond to the following questions: • By whom are you most amazed in the clips you just saw? Why? • What do you think made them so good at their field? What may have led to their greatness?

  8. Activity 3 Deciding What You Think • Copy the statements on the following slide.

  9. Activity 3 Deciding What You Think • People are born great – you either got it or you don’t. • You can make yourself great if you put in many hours of practice. • If you find your natural talent, you will be great from the first day and achieve fame and fortune. • People usually do get better when beginning a particular activity but stop making improvements fairly soon after.

  10. Activity 3 Rate the Statements 1 = strongly disagree 2 = disagree 3 = neutral/in the middle 4 = agree 5 = strongly agree

  11. Activity 3 Quickwrite #3 • Think about the 4 comments we just discussed. Which comment do you feel most strongly about (either disagree or agree). Why do you feel that way?

  12. Activity 6 Making Predictions and Asking Questions Read the first three paragraphs. What are they about?

  13. Activity 6 Making Predictions and Asking Questions Michael Jordan Pro Basketball Player

  14. Activity 6 Making Predictions and Asking Questions Berkshire Hathaway Chairman Warren Buffett Considered most successful investor of the 20thcentury One of World’s Wealthiest

  15. Activity 6 Making Predictions and Asking Questions Read the first three paragraphs. What are they about?

  16. Activity 6 Making Predictions and Asking Questions Now read the last paragraph.

  17. Activity 6 Making Predictions and Asking Questions Colvin says, “But the striking, liberating news is that greatness isn’t reserved for a small few – who gifted with natural talent – were born to be great.” What does that mean?

  18. Activity 6 Making Predictions and Asking Questions From reading these few paragraphs, complete the following sentences:

  19. Activity 6 Making Predictions and Asking Questions Activity #6 • I predict the article will be about __________________. • I predict that the author will argue that greatness ________________________.

  20. Activity 8 Print Activity 8 from School Loop or get a worksheet from Mrs. Mora

  21. Activity 9 Reading for Understanding • You have read the first three paragraphs and the conclusion. Now read the rest of the article silently. • As you read, think about the predictions you made before you read the article, and then answer the questions of the next slide.

  22. Activity 9 Reading for Understanding • Of your original predictions, which were right? • Which changed as you read the entire article? • What was surprising or most interesting to you? • What part of the text or idea would you like to understand better?

  23. Activity 10 Noticing Language • Now that you have read the article, go back and circle the words from your vocabulary sheet. • Read the sentence before, with, and after the word to see if you can get a better sense of what the word means. • Rate your new understanding of the word on your vocabulary sheet.

  24. Activity 11 Considering the Structure of the Text • Now that you know what Colvin’s “What It Takes to Be Great” is about, go back and reread it. As you read, mark the following on the article:

  25. Activity 11 Considering the Structure of the Text • Where you think the introduction ends • Where Colvin notes the question researchers wanted to answer (the problem they wanted to solve) by studying great performers • Where Colvin shares the researchers findings/conclusions

  26. Activity 11 Considering the Structure of the Text • The “elite performers” Colvin includes as evidence • Where the article’s conclusion begins

  27. Activity 13 Print Activity 13 from School Loop or get a worksheet from Mrs. Mora

  28. Activity 14 Print Activity 14 from School Loop or get a worksheet from Mrs. Mora

  29. Activity 15 Post-reading: Reflecting on Your Reading Process • In what ways has your reading and understanding of the text improved as a result of our work with it? • What reading strategies have you used or learned? • Which reading strategies will you use in reading other texts. • How will these reading strategies apply in other classes?

  30. Activities 16 & 17 Print Activities 16 & 17 from School Loop or get a worksheet from Mrs. Mora

  31. Activity 18 Composing a Draft Write a draft of your summary. Use the summary guide and sentence frames to help you. You may use the sentence frames as they are written or adapt them to fit your writing style. Be sure to include all necessary information.

  32. Activity 19 Revising Rhetorically Writing is a process. Now that you have completed a draft, you will make your work as effective as can be. You will improve your writing in peer groups, in pairs, and by yourself. If you are completing this step at home, you will complete the activities on the following slides by yourself.

  33. Activity 19 Peer Group Work • Groups of 3 or 4 – Take turns • Step 1: One student reads his/her summary to the group. • Step 2: As a group, complete the summary evaluation form by circling the score that the group believes the student has earned in each section. • If you are completing this by yourself, score your own paper, using the summary evaluation form.

  34. Activity 19 Paired Work • Work in pairs to decide how you want to revise the problems that your group identified.

  35. Activity 19 Individual Work • Revise the draft based on the feedback you have received and the decisions you have made with your partner. Consider the following questions as you revise:

  36. Activity 19 Individual Work • Does your summary include all six parts of the Summary Guide? • Where do you need more details? • Did you repeat yourself or include irrelevant information that you need to get rid of? • Are parts of your summary confusing? • Did you present Colvin’s ideas clearly so that someone who has not read the article will understand it? • How is your tone? Are you too informal? • Have you used key vocabulary words?

  37. Activity 20 Editing the Draft Now that you have revised your summary, work with the grammar and mechanics of your draft to make sure that your use of language is effective and follows the guidelines of standard written English. You will edit your own work, by yourself.

  38. Activity 20 Editing the Draft: Step 1 Read your summary, sentence by sentence, starting with the last sentence, and working your way to the first sentence. For each sentence, do the following: • Correct grammar, punctuation, and capitalization errors. • Circle any words you do not know the spelling of or think you need to check the spelling of.

  39. Activity 20 Editing the Draft: Step 2 Make sure you capitalized the following: • Colvin’s name • Title of the article • Magazine where the article was published

  40. Activity 20 Editing the Draft: Step 3 Make sure you used quotation marks around the following: • Title of the article • Any words you took directly from the article (quoting the author’s words)

  41. Activity 20 Editing the Draft: Step 4 Make sure you underlined the following (italics if typing): • Magazine where the article was published

  42. Activity 20 Editing the Draft: Step 5 Use a dictionary to check the spelling of any words you circled.

  43. Writing the Final Draft Write a final draft of your summary. Everyonemust write their final draft in class. You may take your final draft home and type it, but this step is optional.

  44. Writing the Final Draft • You must write in blue or black ink. • You must skip lines. • You must write neatly.

  45. Activity 21 Reflecting on the Writing Process Once you have completed your summary, answer the following questions on a new piece of binder paper titled, Activity 21. You do not need to write the questions. • What was difficult about the assignment? • What was easy? • What did you learn about summary writing by completing this assignment? • What do you think are the strengths of your summary? Place a star by the parts of your essay that you feel are good. • What are theweaknesses, if any, of your summary? Place an X by the parts of your summary you would like help with and write questions you have in the margin. • What did you learn from this assignment about your own reading and writing process?

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