February 24, 2010

Housekeeping

1. Homework – vocabulary sentences

2. Web page

- accounts

- how to view lessons

3. Dictionaries

Writing Support for Paragraphs

• The first step in writing a paragraph is making a point (Topic Sentence)

• The second step is supporting that point with specific evidence.

Writing Support for Paragraphs

Supporting reasons and details should

• support and explain the writer’s point of view

• be specific enough that the reader can really “see” and imagine the writers details and examples

Writing Support for Paragraphs

Read paragraph A and B on p. 47 and 48.

Activity, p. 49-50

• Each of the five points is followed by two possible details.

• For each point, we will take turns reading the choices aloud.

• We will discuss which choice provides specific details.

Activity, p. 61Rewrite the sentences, replacing the underlined words with more specific words.

Read Example.

Student Sentences:

1. At the shopping center, we visited several stores.At the shopping center, we visited Safeway, London Drugs,

ToysRus, and a Payless shoes.. . . .Roots, Nike, and Superstore.

Activity, p. 61

2. Sunday is my day to take care of chores.. . . cleaning, laundry and preparing Sunday dinner for my

parents.. . .vacuuming the floors, cleaning the kitchen and

throwing away trash.

3. Lola enjoys various activities in her spare time.4. . . . playing guitar and using the computer.. . . playing electric guitar and using the computer to chat

with friends.

Activity, p. 61

4. I spent most of my afternoon doing homework.

. . . .reading a news article from last class, brainstorming for a paragraph, and studying for dictation.

5. We returned home from vacation to discover that several pests had invaded the house.

. . . bed bugs, cockroaches, and centipedes . . .

How to make sentences more specific

• Use exact names

• Use lively verbs (powerful)

• Use descriptive words (modifiers) before nouns

• Use words that relate to the five senses: sight, hearing, taste, smell, and touch

Activity, p. 63

1. The lunch was assembled of poor quality food.Today’s spoiled salmon sandwich which I

prepared three days ago was sick.The lunch was very spicy, halfway cooked and

very watery.

2. John saw a wild pig in the jungle and it bolted away when the bullet hit its back.

Activity, p. 63 (Cont’d.)

3. While I was playing hockey I suffered a left leg fracture which changed my life forever.

4. Our English instructor snuck (shuffled, wandered) into to our tiny classroom slowly and nervously.

5.The new model of Canon copy machine we just bought blew up with smoke suddenly.

6.The crowd of young red Canadian hockey fans * grew resltess minute after minute watching the first competition between Canada and the United States in 18 months at BC Place.

Activity 6.3, (Cont’d.)

7.I took a warm bath and had a cup of green tea and watched the Olympic games.

8.Yestereday afternoon, when I decided to clean my small room, I found everything was cluttered with piles of english grammar books, dictionaries, school papers, 24-hours newspapers and fashion magazines.

9. An angry six year old boy threw the ball into the window. (hurled, catapulted, . . . )

10. The drunken driver shouted and tore the ticket the police gave him.

Activity, p. 641. I could tell I was coming down with the flu.- I had 38 degree celsius fever- I had a runny nose- My whole body was aching

2. The food at the cafeteria was terrible yesterday-the broccoli was a little overcooked-some shrimp were still frozen-only spicy potatoes, no rice, no noodles

3. I had car problems recently.-I had a flat tire-a few days after the engine broke down-and then this weekend someone broke the window

4. When your money gets tight, there are several ways to economize.-you can shop when you get a flyer-you can use your credit card and you will have some time to pay it back later.-you can plan to shop until there are sales.-you can use public transit-try to make your lunch instead of going to a restaurant-stop using credit cards; use cash

5. Some people are dangerously distracted when they drive -talk on their cell phone and send text message -some ladies drive while putting makeup on -eat foods such as noodles and rice while driving

“My Proudest Accomplishment”

1. Review your outline now

• Transfer it to the outline template, making any changes suggested by my comments (or that you think would improve it).

2. Write a first draft paragraph

• Make sure you support your topic sentence with specific evidence.

Break

“The Possibility of Evil” – Other Vocabulary

Are there any other words would it be good to discuss?

•chipper (adj.) – happy, perky

Ex: He was in a chipper mood this morning.

•amused (adj.) – entertained, experienced enjoyment

Ex: The young boy was amused by the circus.

• amusing (adj.)– funny, entertaining

Ex: The circus was amusing.

“The Possibility of Evil” – Other Vocabulary

• daintily (adv.) dainty (adj.) – delicately, elegantly

Ex: She held her teacup daintily, which her little finger sticking out. g

• gracefully (adv.) – with style or beauty

• engrave (v.) – etch – scratch a design into the surface

• ask after – ask about

• sloppiness (n.) – messiness, cluttered, untidiness

sloppy (adj.) sloppily (adv.)

“The Possibility of Evil”

• Before you read the story, what did you think the title might suggest?

• Now that you have read the story, what do you think the title suggests?

• What about the word “possibility” in particular?

• What about the line in the top right hand corner?

“The Possibility of Evil” – DiscussionPoint of view

• Is the story told from first person or third person? Third person – the writer is an outsider using “She” to narrate the story.

Setting

• Where and when is the story set? How does this setting affect the story?

Small town. Everyone knows one another – knows about each other’s lives.

Characters

• Is the main character

– flat or round? How much do we know about her? We know she is sneaky, organized, two-faced, deceitful, judgemental, neat, clean, proud, so we could say she is round.

– dynamic or static? Not enough information.

• What about the other charcters? We don’t know much about them. Flat.

“The Possibility of Evil”– DiscussionConflict • What kind of conflict(s) is/are present in the story? internal or external?

External. Character vs. Society. Outcome• Is the ending positive or negative for the main character? Negative. Theme• What is the author’s message about people who act like the main character?

The author disapproves of people like Miss Strangeworth. • She may also be saying

– Someone who does harm to others can be harmed in turn– Sometimes people believe they are doing good, but there is evil in their

actions

Homework

• Questions for The Possibility of Evil. Due Monday, March 1st.

• Outline and rough draft of a paragraph on the topic “My proudest accomplishment.” Do as much as you can for Monday.