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  • 1. February 10, 2010
  • 2. Brainteaser
    What phrase can the above line and the characters’ position represent?
  • 3. Introduction to Writing
    What is the difference between talking and writing?
  • 4. Introduction to Writing
    start with an opening point called a topic sentence
    followed by a series of sentences containing specific supporting points
  • 5. Introduction to Writing
    Activity 1 (p. 5 of handout)
    Complete the outline of the sample paragraph (p.5 of the handout). You may answer in phrases or point form.
    You have approximately 10 min. Then we will go over it together.
  • 6. Point: She won’t meet Tony again
    Reason 1: He was not on time
    Details: 50 minutes later than he said
    Reason 2: He was bossy
    Details: He decided on a movie that he liked even though she didn’t like that type
    Reason 3: He was abrupt
    Details: took her to a parking lot to make out
    as soon he cut his finger he wanted to go home
  • 7. Introduction to Writing
    Activity 2 (p. 6 of handout)
    Complete the statements. You have approximately 5 minutes.
  • 8. Introduction to Writing
    Write a paragraph on the best or worst job you have ever had.
    Provide three reasons why it was the best or worst.
    Give plenty of details to develop each of your reasons.
    You have approximately 30 minutes to write this paragraph.
  • 9. 10 minute break
  • 10. Parts of Speech Review #1
    Nouns, Verbs, Adverbs, and Adjectives
  • 11. Nouns
    Nouns are words that name people, places, or things.
    Ex: students, classroom, computer
    Write down three nouns that you can find in this room
    Ex: screen, clock, plant, file cabinet, cups, pen, teacher, chairs, Michele
  • 12. Verbs
    Verbs are words that express an action*
    Ex: talk, walk, teach, listen
    What are three more action words that describe what we do or could do in the classroom?
    Ex: learn, sit, brainstorm, write, laugh, analyse, concentrate, escape, drink, express, awaken, look, hear, notice
    *Some verbs express “states of being” rather than actions: am, was, appears, seems, etc.
  • 13. Basic Sentences
    A simple sentence has a noun part (subject) and a verb part (predicate).
    Ex: The teachertalks.
    Write a simple sentence right now.
  • 14. More Interesting Sentences
    We can add some words to our basic sentence to tell more about the teacher and how he/she talks.
    Ex: The crazy teacher talks loudly.
  • 15. Adjectives
    Adjectives give more (or “add”) information about nouns.
    Ex: The crazy teacher talks loudly.
    What are some other adjectives that we could use instead of crazy?
  • 16. Adverbs
    Adverbs give (“add”) more information about verbs.
    Ex: The crazy teacher talks loudly.
    What other adverbs could we use instead of loudly?
  • 17. Add some adjectives and adverbs to the sentence you wrote earlier.
  • 18. Student Sentences
    The tall child listened carefully.
    The white dog sits calmly.
    The old filing cabinet shut mysteriously.
    The window is almost closed. closes automatically
    closed tightly.
    [Be careful. You should be careful. You are careful. You will be careful. ]
    The nice student writes nicely.
    The bored student escaped secretly.
    The sick student sleeps in the class deeply.
  • 19. Grammar Assessment
    Complete the assessment by writing C beside correct sentences and X beside incorrect sentences.