WEEK SIX
MS. ROBERSON
MS. RICHARDS
MS. COLLIER
OUR
STUDENTS
ROCK!
RUTH COLLIER COPYRIGHT 09/2014
OBJECTIVES AND SPIS FOR THIS WEEK
3001.8.6 IDENTIFY AND ANALYZE STANDARD LITERARY
ELEMENTS: LITERARY TERMS AND ELEMENTS
3001.1.5 USE COMMAS, SEMICOLONS AND COLONS
CORRECTLY
3001.1.10 RECOGNIZE CORRECT PLACEMENT OF END MARKS
WITH QUOTATION MARKS
3001.1.11 RECOGNIZE CORRECT USAGE OF QUOTATION
MARKS IN DIRECT AND INDIRECT QUOTATIONS.
3001.5.1 MAKE INFERENCES AND DRAW CONCLUSIONS
BASED ON EVIDENCE IN
P.
“THE INTERLOPERS” P. 268-279 AND
282-283
3001.5.4 ANALYZE CAUSE AND EFFECT MAY USE TEXT P.
284-289; USE “SINGLE ROOM EARTH VIEW” P. 468
THURSDAY

Write anything and everything you learned the
past three days!
MONDAY BELL RINGER

Take the DO, IO, PN and Prep phrase review sheet
and check your answers with your teammates.
PUNCTUATING TITLES


Grammar book p. 366, 358, and 359.
Memorizing lists can be tough. How about
thinking about something you already know to
help you use a rule of thumb?

Remember time lines from social studies class?
First –sixth grades
9th through 12th grades
We use timelines to show hunks out of people’s
lives. Use the same logic to decide what should
get underlined (italicized) verses only getting put
in quotation marks.
BIG THINGS TAKE A HUNK OUT OF
PEOPLE’S LIVES TO MAKE, RIGHT?
Look at the list of items we underline (italicize)
Books
Newspapers (periodicals)
Long poems (so long they are often bound like books)
Plays
Films
Television series
Long musical works and recordings
Works of art (major works only)
Ships
Trains
Aircraft and spacecraft

ONE LITTLE EXCEPTION


If you want to draw attention to a word,
especially a foreign word, people will often
underline it just to draw attention.
See page 359 in the grammar book.
HOW LONG DO YOU THINK IT TOOK TO
BUILD THE TITANIC?
10 YEARS! MOST SHIPS, SPACESHIPS, AND
AIRCRAFT TAKE A LONG TIME TO MAKE, SO
TO SHOW THAT IT TOOK A HUNK OUT OF
SOMEONE’S LIFE, WE UNDERLINE THE
NAMES OF THEM. (THINK TIMELINE.)
LAST FRIDAY’S BELL RINGER
Bell ringer: Remember not to disturb others during
independent work. Do this on a separate piece of paper
and sit quietly while your peers finish. Keep the paper at
your desk.
Write and label 2 sentences with direct objects
 Write and label 2 sentences with predicate nominatives
 List 10 prepositions. You may use your grammar book if
you cannot remember them off the top of your head.
Page 74.
 List 5 compound prepositions. Page 75. You may use
your grammar book if you cannot remember them off the
top of your head.

THINGS THAT TAKE A WHILE, BUT NOT SO
VERY LONG TO CREATE….

We put other titles in quotation marks to show
that the items are worthy of notice, but they do
not deserve underlining (italicizing) because they
did not take too long (think timeline) out of a
person’s life to create.
Quotation marks go around the following:
Articles
Songs
Essays
Episodes of TV series
Short stories
Chapters
Poems

SO YOU JUST HAVE TO ASK YOURSELF,
WHICH IS BIGGER, AS IN WHICH WOULD
HAVE TAKEN LONGER TO CREATE?
Book War and Peace
chapter out of a book “Life”
A book is larger and would take longer to create than a
chapter because it contains several chapters. Underline
(italicize) names of books, but put chapter names in
quotation marks.
You tell me about these:
CD
song off the CD
Magazine
article out of a magazine
YOU TRY TO PROPERLY PUNCTUATE THE
FOLLOWING:
Ship
Poem
Newspaper
Article from a newspaper
Spaceship
Episode from TV series
TV series
Movie
Play
Very long poem like The Odyssey
Major work of art like Mona Lisa
GRAMMAR BOOK PRACTICE

Page 360 ex. 1

P. 366 and 367 ex 3 and review B
MONDAY SEPTEMBER 29, 2014
BELL RINGER


Putting academic vocabulary
to use!
Write a paragraph with at
least 5 sentences using any of
the following words.
NOTE: each sentence
MUST use a context clue
(you wrote the types in your
notes, cause and effect,
definition, example, just for
some ideas.
 Use each word once.
 Underline the context
Clue.
 Label the subject and the
verb.
In no particular order.
You don’t have to use
them in this order.
 Infer
 Analyze
 Compose
 Elaborate
 Classify
 Predict
 Formulate
MONDAY
Housekeeping
Questions
 Collect ANY
outstanding work

Menu Du Jour
Identify
Organizational
Structure p. 428
 Punctuating with
quotations
 Analyze literature for
Cause and Effect p.p.
468

USE YOUR LITERATURE BOOK TO DEFINE THE
MOST COMMON ORGANIZATIONAL STRUCTURES


Literature book p. 428, second column
Define in your own words from the book’s
definitions the following organizational patterns:
Chronological organization
Comparison and contrast organization
Cause and effect organization
HOW DO YOU CORRECTLY USE COMMAS AND END
MARKS WITH QUOTATION MARKS? REMEMBER
WHEN WE TALKED ABOUT PERIODS GOING INSIDE
THE QUOTATION MARKS AROUND TITLES
YESTERDAY?



Remember the Beyoncé song, Irreplaceable?
If you can remember the first six words of this
song, that is all you need to remember to always
get the correct answer for where commas and
periods should be placed when they are near
quotation marks.
“To the left, to the left”
CHECK IT OUT

Mary said, “I have practice after school today.”
Do you see the comma and the period are to the left
of the quotation marks?
“I have practice,” Mary said, “after school.”
Yep, it is still true when the name tag interrupts
the quote.
ANOTHER EXAMPLE WITH THE NAME TAG AT
THE END INSTEAD OF AT THE BEGINNING OR IN
THE MIDDLE
“I have practice after school today,” Mary said.
Do you see the comma still goes to the left of the
quotation mark?
WHAT ABOUT QUOTATION MARKS AROUND
A TITLE?
Good news! The same song lyrics will help
you again.

Check this bit of news:
Many people enjoy reading
“The Most Dangerous Game.”
WHAT ABOUT QUESTION MARKS AND
EXCLAMATION MARKS?

Think your way through this. Where do we put
question marks? We use them at the end of questions,
right. The same thing applies to exclamation marks;
they go at the end of exclamatory sentences.
Did Julie say, “I won’t be here tomorrow”?
What is the question? Did Julie say
OR
I won’t be here tomorrow
The question mark goes with the part that is a question.
YOU TRY…
“Will I ever win” Jane said
Where would I put a question mark? Where would
I put a period?
ANSWER

“Will I ever win?” Jane said.
TRY ANOTHER ONE…


“Turn off all electrical devices immediately”
shouted the repairman.
Where do I need to put an exclamation point?
ANSWER

“Turn off all electrical devices immediately!”
shouted the repairman.
The part he said, which is in quotation marks was
yelled, so it needs the exclamation point.
PRACTICE COURTESY OF OUR GRAMMAR BOOK.
APPLY WHAT YOU KNOW. WRITE YOUR ANSWERS
ON YOUR PAPER AND TURN IT IN QUICKLY.

You will have to write the sentences on these.
Remember, you only put quotation marks around
the exact words someone says.
Page365 number 2.
 Page 365 number 4.


Take out your literature book and turn to page
468 when finished. Please remain quiet while
your peers finish.
CAUSE AND EFFECT


Remember from pre-teaching. What is cause and
what is effect in the following scenario?
It rains and the grass is suddenly wet.
DID YOU REMEMBER?

Cause: rain

Effect: grass gets wet
TUESDAY’S BELL RINGER

Etymology and Context Clues with unknown
words.
SEPTEMBER 30, 2014
Summaries
 Read for Cause and Effect
 Practice Punctuation
 SUB VERB PRACTICE

CAUSE AND EFFECT IN LITERATURE



When finding cause and effect in literature, it is
much more challenging because there are other
elements that can distract the reader.
However, if you keep in mind the effects for
which you are searching for causes like a
detective, it can become easier with practice.
Let’s try it together. Look at page 470. The
effect is smoke rising from the entire east coast
of Africa. Analyze the passage for the cause?
DID YOU FIND IT?


Look at the first sentence in paragraph 3.
The fires raging all along the coast are so large
that the smoke can be seen from space shuttles.
Can you imagine so many fires of
such a huge size?
YOUR TURN WITH ONE PARTNER SEATED
NEAR YOU-
Effect: Saudi Arabia and Egypt are literally pulling
away from each other. At the same time, India is on its
way to crash into Asia! Analyze the passage for
cause?
DID YOU FIND IT?

Look at page 470 in the 4th paragraph at sentence 3.
TIME TO TRY IT BY YOURSELF


The effect was that our astronaut could not see
the colorful outcrops of Chad or irrigated patches
of the Sahara Desert.
Analyze for the cause.
DID YOU FIND IT?

Look at page 471 at the top of the page.
TIME FOR YOU TO ANALYZE THE CAUSES FOR
VARIOUS EFFECTS. PLEASE PUT PAGE AND
PARAGRAPH NUMBER ON YOUR OWN PAPER.
1.
Effect: Astronauts in the space shuttle see both
natural and man-made phenomenon when they
cannot be seen from the moon. What is the cause?
2.
Effect: The astronaut who wrote this story
pleased her in-laws. What is the cause?
3. Effect: Some cities look hazier now than they did
in 1973. What is the suspected cause?
CHECK YOURSELF
1.
Page 471 paragraph 2
2.
Page 471 near the middle of the page in the
middle of the 2nd new paragraph on this page in
parenthesis
3. p. 471 3rd paragraph from the bottom
INTEGRATION OF SCIENCE AND REAL-LIFE
CONNECTIONS: ANY SCIENCE LOVERS OUT
THERE? WHAT ABOUT PEOPLE WHO LIKE LIVING
ON EARTH? HOW ABOUT PEOPLE WHO LIKE TO
BREATHE?



Have a look at p. 472 to put what we have heard
the astronaut say about the continental drift in
context.
We cannot change continental drift. What about
pollution? Does it affect you? What can you do?
See if you can apply cause and effect to yourself and
the environment. Our non-fiction story mentioned
pollution and its effect on our planet.
THINGS WE CAN ALL DO
Recycle: We do this here at school. You can do
this at home too.
 Conserve power and materials
 Travel only when necessary to conserve fuel and
make fewer emissions.
 Explore other energy options: geo-thermal, wind,
solar, and others as they become available. Some
people are even making their own diesel fuel
from left-over restaurant oil. Some agriculture
classes teach people how to do this for
themselves.

BEFORE WE CHANCE GEARS TOO
QUICKLY…


Class wrap-up discussion. (Think of this as a
verbal exit ticket before we move onto our next
item.)
How do we analyze literature for cause and
effect? How do I know which part is cause and
which part is effect?
TIME TO APPLY WHAT YOU HAVE LEARNED
AND CREATE SOMETHING NEW!
STUDENT-MADE REVIEW FOR MID-TERM
WORTH TWO TEST GRADES. SEE RUBRIC.
I STRONGLY RECOMMEND YOU MAKE A
TEST SLIDE AND SAVE IT BEFORE MAKING
SEVERAL SLIDES TO MAKE SURE YOU ARE
SAVING IT PROPERLY.
WEDNESDAY
Question marks and exclamation marks with
dialogue. See grammar book pages 360-364.
Practice page 363, ex 2
HOUSEKEEPING: THESIS SENTENCES
WHICH THESIS IS ACTUALLY A THESIS FOR AN
EXPOSITION ESSAY?
TO MAKE A GREAT SANDWICH, YOU NEED FRESH
BREAD, CRISP VEGETABLES, AND YUMMY LUNCH
MEAT.
TO MAKE A GREAT SANDWICH, YOU NEED FRESH
INGREDIENTS.
CORRECT ANSWER
To make a great sandwich, you need
fresh bread, crisp vegetables, and
yummy lunch meat.
Notice that there are three points.
Body paragraph one will be about
fresh bread. Body paragraph two will
be about crisp vegetables, and body
paragraph three will be about yummy
lunch meat.
THESIS SENTENCES CONTINUED…CHOOSE THE
SENTENCE THAT IS A REAL THESIS FOR A REFLECTIVE
ESSAY.
In thinking back about kindergarten, I realize I learned
several important lessons.
In thinking back about kindergarten, I realize I learned to
be kind, to work hard, and to play by the rules.
DID YOU CHOOSE THIS ONE?

In thinking back about kindergarten, I realize I
learned to be kind, to work hard, and to play by
the rules.

WHY?

Do all thesis sentences have to have three points?
ANSWERS
This thesis has three points, so it is a thesis.
Without three points, there would be no guide for
the reader to tell them the points that this essay
would cover.
YES! All thesis sentences have to have the number
of points that will be made in the essay. For
writing assessments in high school, three points
are expected. If I have more points, then I have to
mention all of them in the thesis. Each point gets
its own paragraph in the essay.
WHICH SENTENCE WOULD WORK FOR A
THESIS FOR AN ARGUMENT ESSAY?


I think schools need dress codes to ensure
decency, to keep the focus on learning, and to
help maintain order.
I think schools need dress codes. Schools need
dress codes so kids behave. Kids might not dress
appropriately if they do not have a code.
ANSWER

I think schools need dress codes to ensure
decency, to keep the focus on learning, and to
help maintain order.
There are several errors with the second set of
sentences. First, a thesis must be one sentence for
our purposes. Secondly, the second set of sentences
never did make three clear points.
LAST BIT OF HOUSEKEEPING…
IF YOU DON’T HAVE FIVE PARAGRAPHS IN YOUR
ESSAY, THEN YOU ARE NOT WORKING HARD ENOUGH
ON YOUR WRITING FORMAT. EACH PARAGRAPH
MUST HAVE A BARE MINIMUM OF THREE SENTENCES.
YOU NEED:
ONE PARAGRAPH OF INTRODUCTION
THREE BODY PARAGRAPHS (ONE FOR EACH POINT IN
THE THESIS)
ONE CONCLUDING PARAGRAPH TO WRAP IT ALL UP.
SEMICOLONS AND COLONS REVIEW GRAMMAR
BOOK P. 349,350 AND P. 342-346

You have studied punctuation since 2nd grade, but it
never hurts to review. We use semicolons often because
they can join two halves of a compound sentence. They
have other uses as well.
However, colons we use mostly to divide the hour and
minute (1:20)
 After the salutation of a business letter (Dear Sir: )
 Between the chapter and verse in Biblical references
(Genesis 1:12) and between the title and subtitle
 Before items in a series such as a list (I will bring:
tomatoes, lettuce, celery, and carrots.

PRACTICE

P. 343 with partners

P. 351 with partners


Independent work: When you finish, write the
vocabulary for “The Interlopers” on page 268
Then read “The Interlopers” and answer the
questions in the margin as you read. This will
help you stay focused and focus on the important
literary aspects of this story.
THURSDAY

Check independent study guide progress.
Look at the slide shows each person in your
group has created. Critique the slide shows.
Remember the academic term Critique? You
must tell each member what is strong and
what needs to be improved. Each person
should hear one of each from you. Remember
perfection is the goal, but we may never get
there, so you should have some suggestion for
improvement, but you should also
congratulate them on what they have done
well.
NEW SLIDES


Take this time to use the handouts you were
given to make slides for each learning goal we
have had this year up to this point.
You are working with your partners in case you
have a question, but remember the student to
student section of the goal setting power point.
You do not want to bother your team mates. You
have books under your desk, so you should
consult them first if you have a question.
Remember it is plagiarism to use another
person’s work.
FRIDAY
TEST TIME! I AM READY TO CHEER,
WHISTLE, HOOP AND HOLLER! GIVE ME
SOMETHING TO CLAP ABOUT WHEN I
GRADE YOUR TEST! YOU CAN DO IT! YOU
KNOW THIS STUFF REALLY WELL!