January 9: A Day January 9, 2013Posted by garvoille in Uncategorized.
2. Freewrite about what visuals we will use in our altered book project to show our theme.
3. Work time on altered book. We used art supplies to work on our books. They are due at the beginning of class next Tuesday. I will stay after school to make art supplies available Friday from 2:15-4:00 in room 213. I will also be available on Thursday by appointment.
2. Finding keywords. Students worked in their motif groups to identify keywords in their thesis statements to utilize frequently in their body paragraphs, intros, and conclusions. Students then highlighted these words in their body paragraphs.
3. Intros. We looked at W11, The Introduction Paragraph. Students chose one of the six options in their groups and began writing their intros in class.
HW: Finish your body paragraph if needed. Many students did not turn this in. One or two group members should finish writing the intro paragraph tonight.
2. Finding keywords. Students worked in their motif groups to identify keywords in their thesis statements to utilize frequently in their body paragraphs, intros, and conclusions. We reviewed these as a class.
3. Using Quotes in an English Essay: We reviewed these notes to cover the rules of incorporating quotes into a sentence.
HW: Use your Finding Evidence for a Body Paragraph homework from last night. On a sheet of notebook paper, write down your thesis and your topic sentence that you came up with as a group on W8: Basic Essay Outline. For each of your three quotes that you found, write the I section of ACE-IT, meaning the interpretation section. This will be between one and three sentences long for each quote. Here’s an example: “By using the word “cozily” to describe how the rock fit into Bilbo’s hand, Tolkien is suggesting that the hero is comfortable with violence.” Then I would do the same kind of analysis for my other two quotes.