Warm-Up

1. Warm-Up Why might a writer include a conclusion within their writing? Use complete sentences!

2. Agenda • Review Friday’s Quiz (5mins) • Read-Aloud of Chapter 19 (20mins) • Student Reflection Sheets (25mins) • Chalk Talk (3mins)

3. LAWS • Complete this sheet in its entirety! You only have 20 minutes, so use your time wisely! • Be sure to reference the book as you are completing the sheet! The answers will not “jump out” at you! • You will share your answers with the class.

4. Chalk Talk • In your groups, you will tell all that you have learned about conclusions and anything that has happened within the conclusion from today’s text. • Have at least two things to place on our chart paper! (3 minutes)

5. Warm-Up • Write a 2-3 sentences explanation about information gathered from the Brain-Pop Video.

6. Agenda • Writing Process Notes (Prewriting, Drafting/Revising, Editing, and Final/Publishing) – 10mins • Writing Prompt & Rubric-10mins • Prewrite & Draft Papers-30mins • Monkey Lot-3mins

7. The Writing Process • Prewriting: THINK · Decide on a topic to write about. · Consider who will read or listen to your written work. · Brainstorm ideas about the subject. · List places where you can research information. · Do your research.

8. Writing Process Continued • Draft: WRITE · Put the information you researched into your own words. · Write sentences and paragraphs even if they are not perfect. · Read what you have written and judge if it says what you mean. · Show it to others and ask for suggestions.

9. Writing Prompt • Identify theme, audience, and purpose. Identify and analyze literary strategies used to convey theme and purpose including but not limited to plot, setting, characters, characterization, diction, syntax, tone, imagery, figurative language, symbols (motif). • Why did Tolkien make the choices he did, and how were those choices intended to impact readers? Use primary text only for citations (ideas must be your own); use Shanahan’s graphic organizer to identify theme.

10. Monkey Lot Identify something that you learned today and something that you predict will be your weakness!

11. Warm-Up • Discuss the two parts of the writing process that we did yesterday! • Be sure to use 2-3 complete sentences.

12. Agenda • Review Literary Analysis-10mins • Writing Prompt & Rubric-10mins • Prewrite & Draft Papers-30mins • Monkey Lot-3mins

13. The Writing Process • Prewriting: 1st Step! THINK · Decide on a topic to write about (YOU have your topic)! · Consider who will read or listen to your written work (YOUR CLASSMATES & MS. SNELL). · List places where you can research information (ONLY USE YOUR BOOK). · Brainstorm ideas about the subject. -Use Charts (Flow, T-Chart, Venn Diagrams, etc.) -Use quick-writes, free-writes, etc. -Be sure to label your work: PREWRITE

14. Warm-Up • What does the term “draft” mean? • Be sure to use 2-3 complete sentences.

15. Writing Process Continued Draft: WRITE · Put the information you researched into your own words. · Write sentences and paragraphs even if they are not perfect. · Read what you have written and judge if it says what you mean. · Show it to others and ask for suggestions.

16. PLACE THIS STATEMENT IN YOUR INTRODUCTION PARAGRAPH The Rhetorical Précis Format • a) In a single coherent sentence give the following: -name of the author, title of the work, date in parenthesis; -a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove," disprove," "explain," etc.); -a that clause containing the major claim (thesis statement) of the work. • EX: Tolkien, J.R.R., The Hobbit, (1982); proves that (state your thesis here).

17. The Rhetorical Précis FormatContinues… • b) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement). • c) In a single coherent sentence give a statement of the author's purpose, followed by an "in order" phrase. EX: The purpose of Tolkien’s writing was to (state the author’s purpose), but in order to do that he (insert story elements you are using). • d) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience. EX: The intended audience is (place who you think he is writing to) and this is true because (state the reason why you think he is writing to a certain audience).

18. Monkey Lot Reflect How do you feel about your writing so far?

19. Warm-Up • Write down some concerns for your paper for conferences. • Have at least two! • Place this on your writing prompt/rubric sheet. • Turn in your warm-up sheet to the classwork basket!

20. Agenda • Drafting and Conferences • Exit Ticket

21. Stations • We will divide into stations to work on your papers! If you need help with certain parts that is the station that we will go to! • Bring your LAWS, pencil/pen, writing folders, and rubric with you!

22. Writing Process REVISING (MAKE IT BETTER) • Read what you have written again. • Think about what others said about it. • Rearrange words or sentences. • Take out or add parts. • Replace overused or unclear words. • Read your writing aloud to be sure it flows smoothly.

23. Writing Process Continued • STEP 4: PROOFREADING (MAKE IT CORRECT) • Be sure all sentences are complete. • Correct spelling, capitalization, and punctuation. • Change words that are not used correctly. • Have someone check your work. • Recopy it correctly and neatly. • Be sure to have followed all guidelines set by Ms. Snell!

24. Writing Process Continued • STEP 5: PUBLISHING SHARE THE FINISHED PRODUCT • Read your writing aloud to a group. • Create a book of your work. • Send a copy to a friend or relative. • Put your writing on display. • Illustrate, perform, or set your creation to music. • Congratulate yourself on a job well done!