Unit I: Respect – A Review – 1

1. Unit I: Respect – A Review – 1 • Respect for Self • 1. respect – (v) to value, prize, honor, and or look • favorably on. • 2. SLANT – (n) acronym for SIT-UP, LISTEN, • ACTIVATE/ASK, NOD/NOTE, and TRACK THE • TEACHER. • 3. prepared – (adj) the quality of being organized and • ready physically and mentally. • Respect for Others • 4, cooperate – (v) agreeably work together towards a • common goal. • 5. patience – (n) good-natured tolerance of delay. • 6. conflict vs, bullying – bullying acts are purposely • repeated to hurt someone emotionally • & sometimes physically.

2. 2 – Unit I (cont.) • Respect for School • 7. expectations– (n) goals we believe you can achieve. • 8. conduct– (n) the way you act or control yourself. • 9. defiance – (n) intentional disregard for our • expectations.

3. Unit II: The Sentence and Its Parts - 3 • Bricks and Mortar • 10. sentence – (n) group of words expressing a complete thought; it has a subject and a predicate. • 11. simple subject – (n) main noun or pronoun that • the sentence is about. • 12. verb (simple predicate) – (n) verb or verb phrase that tells what the simple subject does or how it is. • Kinds of Sentences • 13. declarative – (n) makes a statement; ends with a period. • 14. exclamatory– (n) expresses strong emotion; ends with an exclamation point. • 15. imperative – (n) gives a command; may end with a period or an exclamation point.

4. 4 – Unit II (cont.) • Kinds of Sentences (cont.) • 16. interrogative – (n) asks a question; ends with a question mark. • Complements • 17. action verb – (n) a main verb that tells what a subject does • 18. linking verb – (n)main verb linking a subject with words in the predicate that modify/describe it. • 19. complements – (n) word or group of words completing the meaning of a verb. • 20. predicate noun – (n) noun following a linking verb and defining or renaming the subject. • 21. predicate adjective – (n) adjective following a linking verb and describing the subject.

5. Unit II (cont.) - 5 • Complements (cont.) • 22. direct object – (n) noun/pronoun following & • receiving the action of an action verb. • 23. indirect object – (n) noun/pronoun between action verb & direct object for whom/what the action is done • Sentence Errors • 24. run-on sentence – (n) two or more sentence • incorrectly joined together.

6. 6 – Unit III: Writing Process Workshop • Considering the Options • 25. purpose – (n) Why I am writing: To entertain, • inform/explain, persuade, describe, • express thoughts and feelings. • 26. audience – (n) to whom I am writing: peers, • teachers, myself, …. • 27. format – (n) The appearance of my writing: • Essays, letters, poem, research,…. • 28. topic – (n) What I am writing about. • Continuing the Process • 29. prewriting – (n) Step 1: Exploring ideas and decide • on topic focus. • 30. drafting – (n) Step 2: Rough draft using outlines • or story maps.

7. Unit III (cont.) - 7 • Continuing (cont.) • 31. revising & editing – (n) Step 3: Using rubrics to • review focus, content, organization, and • to proofread for style and conventions. • 32. publishing – (n) Step 4: Making your writing • available for others to read. • Self-checking • 33. rubric – (n) Defines expectations for assignments. • 34. ideas – (n) F & C: Focus on topic with relevant • supports. • 35. organization – (n) O: Begins with interesting • introduction, uses transitions between • ideas, and ends with satisfying conclusion. • 36. voice – (n) S: Tone (feeling) fits audience and • purpose.

8. 8 – Unit III (cont.) • Self-checking (cont.) • 37. word choice – (n) S: Use of vivid/specific words. • 38. sentence fluency – (n) S: Vary length and kind of • sentences. • 39. conventions – (n) CUPS.

9. Unit III (cont.) - 9 • Prewriting – p. 161 • 1. My bedroom • stereo with cassette & eight track, Van Halen • posters, 12” black & white tv. • * South Hills Mall • Orange Julius, the Machine Shop, parrots • OCMD • Hampden apts, boardwalk, sun • 2. South Hills Mall • I remember when I lived in Pittsburgh, my mother would load me and my friends into her station wagon for a Saturday night with the guys at the mall. We didn’t shop much, but we had fun. We spent a lot of money in the gameroom.

10. 10- Unit III (cont.) • 3. • 4. I remember the three of us tumbling out of the station wagon and strolling into the mall doors right next to the game room. The Machine Shop gaping opening was lit by the multicolored glow of the newest video games beeping and blasting and calling to you. The slight waft of soft pretzels and pizza from the food court made it seem like being at the boardwalk.

11. Unit IV: Nouns - 11 • 40. part of speech – (n) classification of a word based • on its function in a particular sentence. • Kinds of Nouns include common, proper, singular, plural, possessive, compound, and … • 41. concrete noun – (n) names a thing that can be seen, • heard, smelled, touched, or tasted. • 42. abstract noun – (n) names an idea, feeling, quality, • or characteristic; ie. happiness, liberty, justice. • 43. collective noun – (n) names a group of people or • things; ie. class, crowd, family. • Noun Jobs include subject (p. 3), complement (p. 4), and … • 44. objects of prepositions – (n) noun or pronoun • following a preposition.

12. 12 – proactive – (write definition here) • I can never forget my failures although I • would rather think about my successes. For example, • I remember the time I failed a film class . I followed • the lead of my partner, a senior who I knew was • starting to blow off his classes. Earning the F for • doing nothing in a class I actually liked still makes me • feel like a fool. However, I can look back to the time • I performed in the school play. I was new to the • school, but I overheard some girls saying they needed • more guys for the dancing scenes. I still smile when I

13. WOW #2 (cont.) -13 • think of the new friendships and dancing in front of an • audience – in tights!! Being proactive may not always • create a success, but it is worth the price for the • times you do succeed

14. 14 – Unit III & the Comparison-Contrast Essay • Prewriting (p. 289) • 1. Write a comparison contrast essay about two people, places, or objects that are familiar to you. Explain why you chose those two subjects. • 2. Both: *Penn State grads. *Have dogs. *Look more like Mom than Dad. NOTE: Circle the key point you want to focus on and use those points to write a working thesis.

15. Unit III (cont.) - 15 NOTE: Write the key point you circled. List at least two examples/ Descriptors explaining this key comparison or contrast. • Prewriting (page 289) cont. • 3. Key point: Family • Jeff: • * Kristy, wife, a teacher. • * Colin, a 4 year old son (blonde hair, • brown eyes), loves playing with Gaia and • Pap. • Amy: • * Reggie, a 4 year old Jack Russell mix. • * She says being single allows her to travel • Europe with friends whenever she can. • 4. My brother and sister, Jeff and Amy, have • completely different families.

16. 16 – Unit V: Pronouns • 45. pronoun – a word used to take the place of a noun or another pronoun. • 46. antecedent –noun/pronoun for which a pronoun stands; they must agree in number & gender. • Kinds of Pronouns • 47. personal pronouns – see Personal Pronoun worksheet for the list. They come in a variety of the following forms: • 48. person – this form shows a pronoun as first-person, second-person, or third-person. • 49. number – this form shows a pronoun as singular or plural. • 50. case – this form shows a pronoun as a subject/predicate pronoun, object (direct, indirect, of a preposition), or possessive.

17. Pronouns (cont.) - 17 • Other Pronouns • 51. reflexive – end in –self/-selves & are used as • objects in sentences; they are • necessary to the sentence’s meaning. • 52. intensive – end in –self/-selves & are used to • emphasize the antecedent; they are not • necessary to the sentence’s meaning. • 53. interrogative – introduce questions: who/whom, • what, which, whose, where, when… • 54. demonstrative – point people/things out: this, that, these, & those. • Pronoun Agreement • 55. gender – masculine (male), feminine (female), or • neuter (non-human or inanimate object). • 56. indefinite - do not refer to anything in particular, • but some are singular or plural.

18. 18 – Unit VI: Narrative Essay • Part 2: Apply the Writing Process • PREWRITING: • 1. Brainstorm ideas: • a. “Play with matches and you’re going to get • burned.” • b. How did dogs get their bark? • c. Where do snow angels come from?

19. Unit V - DRAFTING: Exposition - 19 • One morning, back in the days when the animals • could talk, kind and gentle Brer Possum came to a big • hole in the middle of the road and looked in. All at • once, he stepped back because lying on the bottom of • that hole was old Brer Snake with a brick on his back. • Brer Possum said to himself, “I best get on out of • here, because Brer Snake is mean, evil, and • lowdown, and if I get to staying around him, he just • might get to biting me.”

20. 20 – Unit VI - DRAFTING: Rising Action 1 • But BrerSnake called to him. “Help me, Brer • Possum. Help get this brick off my back.” • Brer Possum said, “Brer Snake, you’re mean, evil, • and lowdown. If I get in that hole to lift that brick • off your back, you would bite me.” • BrerSnake hissed, “Maybe not. Maaaaaaaybenot.” • Kindhearted BrerPossum looked up into a tree and • saw a dead limb hanging down. He climbed into the • tree, broke off the limb, and with stick, pushed that • brick off Brer Snake’s back.

21. Unit VI - DRAFTING: Rising Action 2 - 21 • BrerPossum thought he was done , but Brer Snake • called, “Help me, Brer Possum. Help me get out .” • BrerPossum said, “You’re mean, evil, and lowdown, • and if I was to get down into that hole and lift you • out, you would bite me.” • Brer Snake hissed, “Maybe not. Maaaaaaaybenot.” • Kindhearted BrerPossum looked in the hole and • saw the dead limb. So he pushed the limb underneath • BrerSnake and lifted him out of the hole, way up into • the air, and threw him into the high grass.

22. 22 – Unit VI - DRAFTING: Rising Action 3 • Brer Possum thought he was done when BrerSnake • crawled from the grass and said, “Help me, Brer • Possum. Put me in your pocket and get me warm?” • Brer Possum said, “You’re mean, evil, and lowdown, • and if I put you in my pocket you would bite me.” • Brer Snake hissed, “Maybe not. Maaaaaaaybenot.” • Kindhearted BrerPossum looked at Brer Snake • lying there pitifully. Brer Possum, “You must be cold. • So this once I’m going to put you in my pocket.” He • picked Brer Snake up and put him in his pocket.

23. Unit VI – DRAFTING: Climax - 23 • BrerSnake laid quiet and still—so quiet and still • that Brer Possum even forgot that he was carrying • him around. But all of a sudden, Brer Snake • commenced to crawling out, and he turned and faced • Brer Possum and hissed, “I’m going to bite you.”

24. 24 - Unit VI – DRAFTING: Falling Action • But Brer Possum said, “Now wait a minute. Why are • you going to bite me? I done took that brick offa • your back, I got you out of that hole, and I put you in • my pocket to get you warm. Why are you going to • bite me?”

25. Unit VI – DRAFTING: Resolution - 25 • Brer Snake hissed, “You knew I was a snake • before you put me in your pocket.” • Moral: When you’re minding your own business and you • spot a trouble-maker, keep on going.

26. 26 –