September 15 (83TR)

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  • 1. September 15, 2011
  • 2. Turn in your rough draft
  • 3. Quiz
    Make sure you circle the preposition(s) and line out the prepositional phrase(s)!!!!!!
  • 4. Discuss the textbook
  • 5. Phrases
  • 6. Phrases
    If a group of words lacks a subject or a verb or both, it’s a phrase.
    A phrase is not a complete sentence.
  • 7. Notice the difference between phrases and sentences in these examples:
    Phrase: To get a good lock for my house.
    Sentence: To get a good lock for my house, I need to talk to a locksmith.
  • 8. Notice the difference between phrases and sentences in these examples:
    Phrase: To come up with the right answer.
    Sentence: Pam was unable to come up with the right answer.
  • 9. Notice the difference between phrases and sentences in these examples:
    Phrase: Making her a good dinner.
    Sentence: I want to please my girlfriend by making her a good dinner.
  • 10. Notice the difference between phrases and sentences in these examples:
    Phrase: Such as a new backpack, a Barbie, a walkie-talkie, a stuffed lizard, and even a computer.
    Sentence: My daughter says she wants a lot of things for her birthday, such as a new backpack, a Barbie, a walkie-talkie, a stuffed lizard, and even a computer.
  • 11. Notice the difference between phrases and sentences in these examples:
    Phrase: On the shelf.
    Sentence: I can’t reach the box on the shelf.
  • 12. Activity 1: Identify Phrases and Sentences
    Use your iClicker to select an answer!
  • 13. 1. To drive down the mountain at night.
    Phrase
    Sentence
  • 14. 2. Before paying the bill, she carefully reviewed the statement.
    Phrase
    Sentence
  • 15. 3. To find a new job, Felicia updated her computer skills.
    Phrase
    Sentence
  • 16. 4. On Tuesday my kindergarten students.
    Phrase
    Sentence
  • 17. 5. The anthrax scare turned out to be a hoax.
    Phrase
    Sentence
  • 18. 6. For example, a computer, a cell phone, and a DVD player.
    Phrase
    Sentence
  • 19. 7. Over there on the table.
    Phrase
    Sentence
  • 20. 8. We pushed open the gate.
    Phrase
    Sentence
  • 21. 9. To study for Spanish, English, pre-calculus, biology, and economics.
    Phrase
    Sentence
  • 22. 10. The fire in the national forest was caused by a careless smoker.
    Phrase
    Sentence
  • 23. Discuss Dog
  • 24. 1. Why is Christopher fascinated with illustrations, diagrams and maps? How do they help us understand him?
  • 25. 2. List three things Chris likes and three things he dislikes. Explain his reasons for each like/dislike listed.
  • 26. 3. How does Christopher’s father show him love?
  • 27. 4. What makes Chris feel safe? What makes him feel unsafe?
  • 28. 5. Why does Christopher find people confusing?
  • 29. Christopher asserts, “I am not a spazzer.” Do you agree/disagree and why. Give examples to support your view.
  • 30. Peer Review? What is that?
    Objective feedback
    Seeing someone’s text from your own perspective
    Explaining to them how you ‘see’ it
    Being kind, yet honest, in the process
    From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
  • 31. The ‘Why’ of Peer Review
    Why does peer review work?
    We see our writing ‘through’ another person
    We see how other students think and write
    We see others’ writing strengths and weaknesses
    We see new ideas and new ways of explaining ideas
    We learn to look at our own writing in a different way
    From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
  • 32. The ‘How’ of Peer Review
    Ways you can respond as a helpful reader:
    If you get confused or lost
    Mark an ‘X’ in the text where you are confused
    Ask the writer to explain his or her ideas
    From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
  • 33. The ‘How’ of Peer Review
    Ways you can respond as a helpful reader:
    If you cannot see the point:
    Ask the writer ‘So what?’ questions.
    In other words, ask the writer
    ‘What does this point have to do with this paragraph?’
    Offer more examples and details to the writer
    Leave the final decisions to the writer
    From Purdue OWL: Peer Review Presentation (http://owl.english.purdue.edu/owl/resource/712/1/)
  • 34. Peer Review
    Read your paragraph aloud. You are allowed to stop and write all over your paper. The rest of the group is not allowed to comment whatsoever (even after you are finished). Everyone reads aloud first.
    Decide which color highlighter will represent you in the group.
    Decide as a group how much time you have for each paragraph. Remember, you will need time at the end to discuss.
    Pass your paragraph and peer review sheet to the left. Peer review the paragraph in front of you concentrating on content, not surface errors. Highlight your comments in your color. Pretend the author of the paragraph is nowhere near you. All comments/questions/critiques should be written.
    Fill in the “Editor #1” section of the peer review sheet. Highlight your name in your color.
    Pass left again and repeat steps four and five using the appropriate editor section.
    Repeat step six.
    Review the comments on your paragraph and your peer review sheet. Make a note of any questions you have.
    Take turns being in the mush pot of your groups for a couple of minutes and discuss each paragraph.
  • 35. Homework
    Paragraph #2 final draft typed with rough draft, peer review, and rubric stapled behind it