The following numbers correlate to topic sentences for your story. Remember you may design your own story, but these are available to anyone who needs the extra help. When you add in your choice of adverb, construct two to three sentences to support each topic sentence. Also be sure to use your SAT vocabulary words in your story: mawkish, shirk, haplography, kakistocracy, tremulous, scuttlebutt, and Jotunheim.
Topic Sentence 1. The hero ________ ran into the enemy base.
Topic Sentence 2. Unfortunately, the villain/antagonist was waiting for him/her and ________ sprung a trap.
Topic Sentence 3. Due to the ingenuity of (hero/protagonist), the people of (insert city name here) were ______ saved.
When finished please make sure you highlight your adverbs. In the next few days we will highlight verbs, nouns, adjectives, and pronouns in different colors. Here are the colors: Red - adjective, green - adverb, yellow - noun, blue - verb, magenta/orange - vocabulary, purple - pronoun. This will act as both a review and a summative assessment.
Today we start Early Man. Be sure to keep your Cornell Notes current, and be sure to jot down any questions you have while reading in class or at-home.
Describe verbs. Describe adjectives. Describe adverbs.
Today we will construct a story around our Adjective Heroes. I have started my story with this frame (adverbs in bold): Calmly, the Mclayanator approached the enemy camp. Before the brave and heroic McLayanator descended down the mountainside, he _____________. He charged boldly down the mountainside, and he ____________. The Lazy Students heard his rallying cry, and they viciously swarmed him.
Describe nouns. Friday was spent working on a superhero/protagonist that is battling with a villain/antagonist. You maybe described your hero as: aggressive, heroic, likable, intelligent, strong, impeccable, kind-hearted, obedient, popular, and tall. You then maybe described your villain as: offensive, powerful, and mean.
You had to pick a conflict: I picked battling the Lazy Students who were throwing away their futures.
Person - police officer
Place - Newberg
Thing - computer
Idea - liberty
Abstract - freedom
Concrete - shoes
Proper - Mr. McLay
Common - teacher
Subject: I, You, He, She, It, They
Plural Subject: We, You (all), They
Object: Me, You, Him, Her, It
Plural Object: Us, You (all), Them
Not exact. Examples of this type are: Singular: another, anybody, anyone, anything, each, either, everybody, everyone, everything, little, much, neither, nobody, no one, nothing, one, other, somebody, someone, something; plural: both, few, several, many others, they; singular/plural: all, any, more, most, none, some, and such.
I do not expect you to memorize your indefinite pronouns. Be aware of how indefinite they are. Each word is vague. We will review this concept throughout the year.
Just a reminder we worked on reflexive and intensive pronouns yesterday. They use the same words: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. The difference, however, is that an intensive pronoun can be removed from a sentence and it will still make sense, i.e. Did you yourself wash the car? It becomes did you wash the car? On the other hand, a reflexive pronoun, when removed, totally changes the sentence, i.e. I saw (myself) in the car's mirror. I saw in the car mirror.
Exit slip: The primary distinction between a reflexive pronoun and an intensive pronoun is that a reflexive pronoun _____________________________ whereas an intensive pronoun _________________.
I will take time out of my class Monday to talk about late work. I have many students doing really well, but I also have many students that could be doing better if they just turned in some of their missing assignments. I will talk with each of you during our free work time for "Create-A-Country."
We will start with the discussion of the parts of speech and end with the types of sentences found in writing. This will be an exercise in Cornell Notes. I am only planning to teach these concepts for two weeks. You will do a mini-project at the end of the lessons.
An attempt to flip an Integrated LA/SS classroom.