Class Presentation from October 21

1. Morning Mission

2. Miss Catherine’s Class
Tuesday, October 21, 2014

3. Today’s Objectives
• Let’s transform our 1st drafts
into a Revision
• Writing Workshop
• Pronunciation Lesson…
o Independent Reading

4. Transform…
o Turn & Talk to partner about your focus and ask if your 1st draft gives
your reader the details needed…read your partner’s draft.
o Partner…remember that the focus should be the motivation &
inspiraition within the life of the Peacemaker.
• After reading that first draft, did you feel as though you
knew more about what may have motivated or inspired the
Peacemaker into choosing the life they chose?

5. Writing Workshop…
Great writers know how to find out what they
have to say.
• Biographers try to say something about their subjects that
might inspire their readers.
• Part of the collecting process is expressing what it is that we
want to say about our subjects…so let’s reread our first drafts
and decide what do we want our readers to know about our
subjects?

6. Salt in His Shoes by Deloris & Roslyn M. Jordan
• Written by his mother & sister, I’m sure you
can imagine the amount of information about
him they must have know, right?
• Don’t you think they may have stopped and
said,
“What exactly do we want to share with
our readers?”
Reading the acknowledgment…
• Now, you read all the info you collected
about your subject and decide…
”Exactly what do you want to focus
on…exactly what do you want share with
your readers?

7. Let’s start by going over some questions you may
want to ask yourself about your subject…
1. What do you admire most about your Peacemaker?
2. What important life lessons might your reader learn by reading
about your Peacemaker’s life?
3. What surprised you about your Peacemaker or about their life?
4. What adjectives best describe your Peacemaker?
5. What do you want your readers to know about your subject?

8. Tomorrow…
• We will be continuing this project by talking about ways to
organize our biographies so that our information and ideas are
easy to follow and are meaningful to our readers.

9. How to pronounce –ed at the ends of words…
• There are 3 ways to pronounce the final -ed in a word.
1. -ed = /id/
2. -ed = /d/
3. -ed = /t/
• How do you know which sound goes with which word? Look at these
verbs:
kissed
hoped
learned
played
wanted
sounded Which sound goes with which word?

10. Here are the Rules…
• If the last sound of the word is unvoiced* (uses only air to make the sound) except t, the -ed will sound like
/t/.
• Look at the words kiss and hope. The last sound of kiss is /s/. It doesn't use the voice to make the sound.
So the -ed will not use a voice to make a sound either. The word sounds like /kist/. The word hope ends with
/p/. It doesn't use the voice so /t/ is at the end. It sounds like /hopt/.
• If the last sound of the word is voiced* (uses some noise to make the sound) except d, the -ed will sound
like /d/.
• Look at the words learned and played. The last sound of learn is /n/. It uses the voice. The -ed will also
have a voice sound like /d/. So learned sounds like /lernd/. Play also has a voiced sound at the end. Played is
pronounced /pleid/.
• If the last sound to the word is /d/ or /t/, the -ed will sound like /id/.
• Look at the words wanted and mended. They end with a /t/ or /d/. Wanted sounds like /wantid/ and mended
sounds like /mendid/.
• Note: Don't think about the spelling, only think about the final sound. For example, cough sounds like /kaf/.
/f/ is unvoiced. Coughed is /kaft/.
• *If you are not sure if a sound is voiced or unvoiced, put your hand on your throat when you say the sound.
If it is voiced, you will feel a vibration, or movement, in your throat. If it is unvoiced, you will feel nothing in
your throat.

11. Instead…how about we practice them till we learn all
of them!
-ed sound -d sound -t sound
sounded snowed laughed
cleaned cooled raked
wounded loved faxed
Anymore suggestions from the audience?