BELL RINGER—2ND PERIOD-- I CAN ANALYZE HOW
AUTHOR’S PURPOSE DEVELOPS THROUGHOUT A TEXT
• IN YOUR WRITER’S NOTEBOOK, WRITE DOWN YOUR CLASS
PURPOSE:
• IN HIS SPEECH “YOU’VE GOT TO FIND WHAT YOU LOVE,” STEVE JOBS
LEAVES HIS AUDIENCE FEELING INSPIRED WITH HIS MESSAGE OF USING
THEIR WILLPOWER TO ACHIEVE THE GOALS TO OBTAIN WHAT THEY LOVE
TO DO.
• HOW DOES STEVE JOBS CONTINUE THIS MESSAGE THROUGHOUT
THE ENTIRE SPEECH?
RI.9.2 Determine a central idea of a text and analyze its
development over the course of the text
3/23/2016
1
GROUPS
• GROUP 1– INTRODUCTION (GREEN)
• GROUP 2—FIRST STORY (ORANGE)
• GROUP 3—SECOND STORY (WHITE)
• GROUP 4—THIRD STORY (YELLOW)
• GROUP 5—CONCLUSION (RED)
RI.9.2 Determine a central idea of a text and analyze
its development over the course of the text
I can analyze how author’s purpose develops
throughout a text
3/23/2016
2
ANSWERING QUESTIONS
• AS A GROUP, ANSWER THE QUESTIONS FROM THE “QUESTIONS TO CONSIDER” PAPER.
• WRITE THE ANSWERS IN YOUR WRITER’S NOTEBOOKS.
• EVERYONE NEEDS TO WRITE THOSE ANSWERS
• WRITE IN COMPLETE SENTENCES!
• I SHOULD KNOW WHAT THE QUESTION WAS WITHOUT LOOKING AT THE QUESTION
• ANSWER THE QUESTIONS THAT ONLY PERTAIN TO YOUR GROUP TOPIC.
RI.9.2 Determine a central idea of a text and analyze its
development over the course of the text
I can analyze how author’s purpose develops throughout a text
3
BELL RINGER– I CAN CREATE AN ANALYTICAL
PARAGRAPH.
• IN YOUR WRITER’S NOTEBOOKS, RESPOND TO THE FOLLOWING
PROMPT:
• WHAT IS REQUIRED TO CREATE A STRONG ANALYTICAL PARAGRAPH?
• GIVE THREE REQUIREMENTS.
• EXPLAIN HOW EACH REQUIREMENT IS NECESSARY.
• ANSWER ME TOO!!
w.9.5-- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, focusing on addressing a specific
purpose.
GROUP WRITING
• AS A GROUP, CREATE A ROUGH DRAFT OF THE PARAGRAPH YOU ARE IN
CHARGE OF CREATING.
• INTRODUCTION– INTRO.
• 2ND STORY– ANALYSIS OF 2ND STORY
• YOU HAVE 10 MINUTES TO COMPLETE THIS!!!
• NO EXTRA TIME!
• WHEN FINISHED, HAND TO MS. ETHINGTON FOR THE READ ALOUD.
w.9.5-- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, focusing on addressing a specific
purpose.
I can create an analytical paragraph
READING ALOUD
• DURING THE READ ALOUD, (IN YOUR WRITER’S NOTEBOOK) RATE
THE FOLLOWING QUALIFICATIONS (1= NEEDS A LOT OF WORK TO
5= DISTINGUISHED):
• HOW DOES EACH PARAGRAPH TRANSITION INTO THE NEXT?
• DOES EACH BODY PARAGRAPH INCLUDE TEXTUAL EVIDENCE?
• DO ALL THE PARAGRAPHS RELATE DIRECTLY TO THE THESIS
STATEMENT?
• DO THE WORD CHOICES ADVANCED AND PORTRAY AN ACADEMIC
TONE?
w.9.5-- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, focusing on addressing a specific
purpose.
I can create an analytical paragraph
REVISING
• WITHIN YOUR GROUPS, REVISE YOUR PARAGRAPH BASED
ON THE QUALIFICATIONS RATED.
• YOU WILL HAVE 5 MINUTES TO DO SO
• NO EXTRA TIME!
• WE WILL DO ONE MORE READ ALOUD TO MAKE SURE
THAT EVERYTHING IS COHESIVE.
w.9.5-- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, focusing on addressing a specific
purpose.
I can create an analytical paragraph
READING ALOUD #2
• DURING THE READ ALOUD, (IN YOUR WRITER’S NOTEBOOK) RATE
THE FOLLOWING QUALIFICATIONS (1= NEEDS A LOT OF WORK TO
5= DISTINGUISHED):
• HOW DOES EACH PARAGRAPH TRANSITION INTO THE NEXT?
• DOES EACH BODY PARAGRAPH INCLUDE TEXTUAL EVIDENCE?
• DO ALL THE PARAGRAPHS RELATE DIRECTLY TO THE THESIS
STATEMENT?
• DO THE WORD CHOICES ADVANCED AND PORTRAY AN ACADEMIC
TONE?
w.9.5-- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, focusing on addressing a specific
purpose.
I can create an analytical paragraph
FINAL COPY
• CREATE A FINAL COPY OF YOUR PARAGRAPH ON A PIECE
OF CONSTRUCTION PAPER.
• MAKE SURE TO WRITE LEGIBLY (PRETTY) AND TAKE UP
THE ENTIRE PIECE OF PAPER.
• TURN INTO MS. ETHINGTON ON YOUR WAY OUT THE
DOOR.
w.9.5-- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, focusing on addressing a specific
purpose.
I can create an analytical paragraph
EXIT SLIP
• ON A HALF PIECE OF PAPER, ANSWER THE FOLLOWING:
• DID WRITING IN GROUPS (OR WHOLE CLASS) BENEFIT YOU
AND YOUR WRITING SKILLS? PROVIDE EVIDENCE.
• HOW DID YOU PARTICIPATE IN THE WRITING PROCESS
WITHIN YOUR GROUP? BE HONEST!!!!
• DOES AN ACTIVITY LIKE THE CLASS COLLABORATIVE ESSAY
ENGAGE YOU IN LEARNING HOW TO WRITE? EXPLAIN!