Lesson 10 and the rule of so what
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The document is notes from an 8th grade language arts class that discusses fragments, run-ons, and the importance of having a "So what?" in writing. The class agenda includes independent reading, grammar, and a writing workshop on the rule of So what. Assignments include spelling and grammar tests. Examples are provided of sentence fragments and run-ons. A student sample is given about having rheumatic fever as a child. The class discusses how good writing answers the question "So what?" and discovers the deeper meaning or significance. Writers should find the topic that intrigues them and have a reason for writing about it.
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Reading provides numerous cognitive benefits such as improving concentration, attention span, memory, discipline, knowledge, vocabulary, creativity, imagination, empathy, and school performance. It also broadens one's horizons and understanding of other cultures by exposing readers to new ideas, words, situations, and perspectives. Regular reading helps develop strong communication skills and builds confidence by enhancing our everyday use and understanding of language.
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Reading_Lesson 1.1 importance of reading
The document summarizes 10 benefits of reading: 1) Reading improves concentration, attention, and focus. 2) Reading improves discipline, memory, self-esteem, and creativity. 3) Reading expands knowledge and vocabulary. 4) Reading increases imagination and broadens horizons. 5) Reading helps develop empathy, compassion, and understanding of human nature. 6) Reading improves school performance. 7) Reading enhances communication skills through an expanded vocabulary.
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Superman and Me Sherman Alexie I learned to read with .docx
Superman and Me
Sherman Alexie
I learned to read with a Superman comic book. Simple enough, I suppose. I
cannot recall which particular Superman comic book I read, nor can I remember which
villain he fought in that issue. I cannot remember the plot, nor the means by which I
obtained the comic book. What I can remember is this: I was 3 years old, a Spokane
Indian boy living with his family on the Spokane Indian Reservation in eastern
Washington state. We were poor by most standards, but one of my parents usually
managed to find some minimum-wage job or another, which made us middle-class by
reservation standards. I had a brother and three sisters. We lived on a combination of
irregular paychecks, hope, fear and government surplus food.
My father, who is one of the few Indians who went to Catholic school on purpose,
was an avid reader of westerns, spy thrillers, murder mysteries, gangster epics,
basketball player biographies and anything else he could find. He bought his books by
the pound at Dutch's Pawn Shop, Goodwill, Salvation Army and Value Village. When he
had extra money, he bought new novels at supermarkets, convenience stores and
hospital gift shops. Our house was filled with books. They were stacked in crazy piles in
the bathroom, bedrooms and living room. In a fit of unemployment-inspired creative
energy, my father built a set of bookshelves and soon filled them with a random
assortment of books about the Kennedy assassination, Watergate, the Vietnam War and
the entire 23-book series of the Apache westerns. My father loved books, and since I
loved my father with an aching devotion, I decided to love books as well.
I can remember picking up my father's books before I could read. The words
themselves were mostly foreign, but I still remember the exact moment when I first
understood, with a sudden clarity, the purpose of a paragraph. I didn't have the
vocabulary to say "paragraph," but I realized that a paragraph was a fence that held
words. The words inside a paragraph worked together for a common purpose. They had
some specific reason for being inside the same fence. This knowledge delighted me. I
began to think of everything in terms of paragraphs. Our reservation was a small
paragraph within the United States. My family's house was a paragraph, distinct from the
other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal
School to the west. Inside our house, each family member existed as a separate
paragraph but still had genetics and common experiences to link us. Now, using this
logic, I can see my changed family as an essay of seven paragraphs: mother, father,
older brother, the deceased sister, my younger twin sisters and our adopted little brother.
At the same time I was seeing the world in paragraphs, I also picked up that
Superman comic book. Each panel, complete with picture, dialogue and narrative was a
three-dimensional p.
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Film vocab for eal 3 students: Australia the movie
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Lesson 10 and the rule of so what
- 1. Lesson 10 and so what.notebook 1 September 12, 2013 9/12/13 8th Grade Language Arts Agenda: 1. Independent Reading 2. Grammar 3. Writing Workshop- The Rule of So What! Assignments: -Spelling Test (F) -comment to 2 students' responses (F) -Grammar Test (M) -Vocabulary Bubbles (M)
- 2. Lesson 10 and so what.notebook 2 September 12, 2013 Chapter 1, Lesson 10- Fragments and Run-Ons Sentence Fragment- part of a sentence that is written as if it were a complete sentence. Ex: The Rungus people in Malaysia. Fix: Run-on- two or more sentences written as though they were a single sentence. Ex: The longhouse roof is made of palm leaves, the walls are made of tree bark. Fix:
- 3. Lesson 10 and so what.notebook 3 September 12, 2013 1. The Anasazi, a Native American people. 2. Represented by present-day Pueblo people. 3. Anasazi is a Navajo word. 4. It may mean "ancient ones" it may also mean "enemy ancestors." 5. Anasazi groups have lived in the Southwest for at least 1,800 years. 6. Built huge dwellings in sandstone cliffs. 7. These dwellings are impressive, you can still see them today. 8. Around 1300 AD, these dwellings were abandoned, nobody knows why.
- 4. Lesson 10 and so what.notebook 4 September 12, 2013 SO WHAT? I remember that when I was in fifth grade I got really sick. My throat was raw, and all my joints ached. The family doctor said I had rheumatic fever. I had to stay in bed for six months. I couldn't walk up and down stairs or even go to the bathroom by myself. When my dad came home from work at night, he'd carry me downstairs so I could watch television and be with the rest of the family, then carry me back upstairs at bedtime. Otherwise it was a lonely, boring time. All I could do was read. During the six months I had rheumatic fever I practically ate books. I made my poor mother go to the library almost every day for new ones. Finally the doctor said I could go back to school. It was one of the happiest days of my life, even though I couldn't run or play sports for a long time. -Nancie A.
- 5. Lesson 10 and so what.notebook 5 September 12, 2013 The Rule of So What? âĸ Good writing in every genre answers the question SO WHAT? Good writing has purpose, a point, a reason it was written. âĸ The good writer looks for and finds the meanings, the significances, the implications in the subject he or she has chosen. âĸ Sometimes the SO WHAT? is subtle and implicit. Sometimes it's explicitly stated. âĸ Robert Frost wrote "No tears in the writer, no tears in the reader." If you don't find the deep meaning in your life or your characters' lives, your readers won't find meaning in their own. âĸ A good writer often discovers the SO WHAT? through the thinking of the writing process. But even with hard thinking, some topics may not have a SO WHAT? These pieces can be abandoned or put on hold.
- 6. Lesson 10 and so what.notebook 6 September 12, 2013 Every time you write... âĸ an itch you're trying to scratch âĸ something the topic that intrigues you
- 8. Lesson 10 and so what.notebook 8 September 12, 2013 Observations and impressions of My Secret Garden
- 9. Lesson 10 and so what.notebook 9 September 12, 2013 "Is there a SO WHAT? Can you tell yet, as a reader, why I'm writing about this?"