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6traits Friendly Letter Revision1
 

6traits Friendly Letter Revision1

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    6traits Friendly Letter Revision1 6traits Friendly Letter Revision1 Presentation Transcript

    • Agenda: Monday September 10, 2007
      • Take HW sheet and Homework out.
      • Copy learning objective into spiral notebook
      • Put your hand on your shoulder once you have finished the top two things.
      Learning Objective: Today I will be introduced to the Six Traits of Effective Writing . I will try to understand the “6 Traits” so that I can improve my writing.
    • Lets Organize!
      • I will stamp and collect your HW sheets while you are organizing your portfolios!
      • SPIRAL NOTEBOOK GOES IN FRONT
      • Divider 1: Growth/reflection
      • Divider 2: Writing
      • Divider 3: Homework:
      • Divider 4: Returned Work
      • Divider 5: Handouts (put syllabus here)
      • When finished, write your name on the LCP name tent and face it forward. Be careful not to write your name upside down!
    • Journal: In your opinion, what makes writing good? Why?
      • 3/4 of a page.
      • 4 lines from the middle
      • Explain your answer
      • Provide examples
    • Class Discussion What makes writing good?
      • Note to self, chart responses in Microsoft word for more space.
    • Welcome to Writing 101 What Good Writers Need to Know By Mrs. Milis
    • Traits of Effective Writing See rubric for details
      • Idea Development
      • Organization
      • Voice
      • Word Choice
      • Sentence Fluency
      • Conventions
    • Know Your Audience
      • Ask yourself these questions before writing
      • Who are my readers?
      • What do my readers know?
      • What do my readers need to know?
    • Know Your Exact Purpose
      • Ask yourself : What am I trying to accomplish with this piece?
      • To entertain?
      • To describe?
      • To explain?
      • To define?
      • To persuade?
    • Your Purpose and Tone Should be Connected!
      • Tone comes from the words and examples you decide to choose to convey your purpose. In the words of Jennifer St. Julian, “You could change the meaning of an essay with just one word if you do it right. (Period 5)”
      • Ask yourself :
      • What do I want my reader to know?
      • How do I want my reader to feel?
      • What do I want my reader to do?
      • Then:
      • Choose words and examples to carefully achieve these writing objectives
    • Tone
      • Informal
      • Light, humorous, comical
      • Personal
      • Casual
      • Plainspoken
      • Simple
      Formal Serious, Impersonal Logically organized Reasoned, reasonable Controlled, reserved Precise , Elaborate o
    • Appropriate and Sufficient Content
      • Ask yourself:
      • Are my examples and details suited to this particular purpose and audience? Did I provide enough information?
      • Do I know enough about my topic?
      • How can I find out what I don’t know?
    • What is Good Writing? What Makes Writing Good?
      • Good writing is clear and interesting to its particular audience.
      • Good writing successfully achieves its purposes.
    • Agenda: September 11, 2007
      • 1. Copy the “Learning Objective” into your spiral notebook. Begin each new notebook entry after the last entry. Simply draw a line to separate each entry in the spiral notebook. It is up to you if you want to use the front and backs of pages.
      Learning Objective: Today I will learn how to revise my writing by adding transition words , using conjunctions (FANBOYS), and deleting “Worn out Words” (WOW words).
    • Bloomin Tuesdays
      • Word of the day: synthesize
      • The high school exit exam asks you to synthesize information from several different articles to support your opinion.
      • What does synthesize mean?
    • What do you think?
      • What is the tone of this paragraph? What message does this writer convey? Does he achieve his purpose effectively?
      • My name is ____ ______. I’m looking forward to a good semester and I hope to pass english this year. Now let me tell you about myself.
    • What do you think?
      • My name is ______ _____, but you may call me ______. I will be one of your tenth grade students this year at La Quinta High School. Also, I am pleased to know that my knowledge will grow in this class as it did in the previous year. I know that it will be difficult at times, but my wishes for another great year are accompanied by enthusiasm and support. That said; let me tell you a little more about myself.
    • What do you think?
        • Second Paragraph
        • Last year in my english class there were a lot of things we learned, unfortunately I don’t remeber much. But im sure it’ll eventually come back to me.
        • What is the tone of this paragraph? What message does this writer convey? Does he achieve his purpose effectively?
    • Let’s Take a Break!
    • First I had to teach you what to be aware of when you write, now I’ll teach you strategies to achieve your purpose effectively.
    • Sentence Fluency
      • Circle or highlight the first letter of each sentence in your letter.
      • If you find that many of your sentences begin with the same word, you lack sentence fluency. Your sentences don’t flow smoothly.
      • Ex. I love skateboarding, but I have many hobbies. I also like to play football, and basketball, and baseball. The one I most enjoy is skateboarding. I like to have fun with my friends and just relax. I love to explore new sports as well.
    • Use FANBOYS, the X,Y, and Z sentence pattern , and transitions to create complex sentences
      • F or
      • A nd
      • N or
      • B ut, however
      • O r
      • Y et, however
      • S o, thus, therefore
      • . I have many hobbies such as playing football, basketball, and baseball; however , the one I most enjoy is skateboarding. In addition , I like to have fun with my friends and just relax, and I love to explore new sports as well.
      I have many hobbies such as playing football , basketball , and baseball X , Y, and Z
    • Transitions Words will Improve your Writing by 50% the First Time you use Them
      • Try to use these some of these words in your second draft:
      • However,
      • Nevertheless,
      • In addition,
      • Moreover,
      • Furthermore,
      • Ultimately,
      • Finally,
      • In particular,
      In fact, Specifically, Thus, Thereby, Therefore, Consequently, In retrospect, (this means looking back)
    • Transitions are Wonderful! See
      • First , I am going to tell you something about me so that you can get to know me better. In particular , I am caring, friendly, and sometimes I can be very shy! Moreover , I would like to accomplish the goals I have set forth this year. I know if I set my mind to it, I can accomplish anything I want. Overall , I am very excited to have a university next to our school and to have the opportunities that come with our special geography. Using CSUN’s equipment and facilities to learn is a once in a lifetime opportunity for a high school student!
      Hint: beginning sentences with an “ing” word also increases the sentence fluency of your paper.
    • Put Away WOW words
      • WOW = worn out words
      • Such as nice, big, great, very, really, and a lot
    • Let’s Take a Break!
    • Homework
      • Use what you learned in class today to revise the first draft of your letter.
      • When you type your next draft and all papers after this, please use the following:
      • 12pt Times New Roman Font (Black only)
      • 1-inch margins
    • Agenda: Sept. 12/13, 2007
      • Copy the learning objective into your spiral notebook.
      • Learning Objective: Today, I will learn about root words and literary terms. I will review parallel structure in sentence writing. I will practice the Peter-Elbow style for group revising, and I will learn about metaphors and symbols by creating my own mandala!
    • Literary Term
      • Literal: Write the definition for this word on your vocabulary sheet in the space provided.
      • Rate your understanding of the word!
    • Vety Vocabulary
      • Bio
      • Graph
      • auto
      What does autobiography mean?
    • Picture/ symbol: Sentence: liter Definition Words My Group Know +/-/s Words I Know Word Part
    • Weekly Grams
      • Capitalization : write the words that need to be capitalized
      • My mom went to school at mesa high school
      • Punctuation : Write the sentence with proper punctuation
      • 2. The answer in fact is in the book
      • Parts of Speech : Write down the correct past participle.
      • 3. The cat has (drank/drunk) all of his milk.
      • Sentence Combining :Combine these small sentences into a complex sentence. Use proper grammar.
      • The boy threw an eraser.
      • The boy was angry.
      • The boy threw an eraser at his sister.
      • 4. Sentence Imitation : Rewrite this sentence. Change the words, but keep the structure.
      • This is a snail shell, round, full, and glossy as a horse chestnut.
      • Ex. This is a cheetah, big, fast, and as dangerous as a razor blade.
    • Sentence Imitation
      • Original:
      • This is a snail shell, round, full, and glossy as a horse chestnut.
      • Student Samples
      • This is a motorcycle, fast, big, and shiny as a polished diamond
      • This is a kiss, moist, soft, and sweet as a strawberry.
      • This is a man, practical, sensible, and cynical as a lawyer.
      • This is a movie, thrilling, horrifying, and as colorful as blood.
    • Whole Class Sentence Imitation
      • This is a snail shell, round, full, and glossy as a horse chestnut.
      • This is a __________ ___________, ________, ________, and ________ as _____________.
    • Peter-Elbow Revision
      • Directions
      • Read your paper out loud to group members. (Members listen carefully and take mental notes about things you liked and things that confused you.)
      • Reread your paper out loud to group members. (Members listen carefully and write down things that confuse you, questions, advice for revision, areas that can be more clear, areas that can be expanded for clarity)
      • Members share feedback with reader. Give them your notes.
      • Repeat with next reader.