May 8, 2013 Warm Up #70: 10 minutes
Action verbs may be transitive or intransitive. A
transitive verb is followed by a direct object; and
intransitive verb is not.
Transitive
Intransitive
Many plantations in
Hawaii grow pineapples.
Pineapples grow well in
Hawaii’s volcanic soil.
Write Answer line like: # verb(s) = ; DO =(word) or blank; Type = T/I
A. Identifying Transitive and Intransitive Verbs
If the verb has a direct object, underline the direct object twice. Then write the
letter T for transitive or I for intransitive.
1.
P. T. Barnum, the circus king, brought famous performers to America.
2.
Opera stars, acrobats, animal trainers, and clowns performed in his circus.
3.
Jenny Lind, “The Swedish Nightingale,” joined about 1850.
4.
The prima donna was then considering complete retirement.
5.
Financial problems had trouble her for some time.
The Answers ARE:
1. Verb = brought; DO = performers; Type = T
2. Verb = performed; DO = blank; Type = I
3. Verb = joined; DO = blank; Type = I
4. Verb = was considering; DO = retirement; Type = T
5. Verb = had troubled; DO = her; Type = T
May 8, 2013, Periods 1 & 3
STANDARD:
Reading Standard 3.3
Analyze interactions between
main and subordinate
characters in a literary text
(e.g, internal and external
conflicts, motivations,
relationships, influences) and
explain the way those
interactions affect the plot.
SWBAT:
Openly discuss the
reading and justify the
answers.
Agenda
Grade 10 ELA Sample Assessment 3:
Homework Review Answers:
Read “Summer Rituals”.
12.
13.
14.
15.
16.
17.
18.
19.
A
C
A
A
A
D
D
A
20.
21.
22.
23.
24.
25.
26.
D
D
B
A
C
B
C
27. SCR
28. C
29. A
30. B
31. A
32. B
Copy/Draw form the Short Construction Response
May 8, 2013, Periods 1 & 3
Agenda
STANDARD:
SpringBoard: Unit 3 Community
Reading Standard 3.3
Analyze interactions between main and
TFA: Chapter 5:
subordinate characters in a literary text We will start reading Chapter 5 page 34 at
(e.g., internal and external conflicts,
“Who killed this tree?” at the top of the
motivations, relationships, influences)
page. Summarize today’s reading in a
and explain the way those interactions
paragraph.
affect the plot.
As we Read Complete as much as
Reading Standard 3.11
possible:
Evaluate the aesthetic qualities of style,
including the impact of diction and
• Activity 3.8 A Man of Prestige 157 &
figurative language on tone, mood and
158
theme, using the terminology of literary
• Activity 3.9 Okonkwo’s Family 159 &
criticism (Aesthetic approach)
160
SWBAT:
Let’s continue reading and
discussing the story called “Sweet
Write a summary of Chapter 5 today’s
Potato Pie” by Eugenia Collier
reading.
Complete Activity 3.8 and Activity 3.9. 1. Summarize today’s reading.
Language Objective:
Student will articulate by using simple Last 5 minutes:
• Write an exit summary discussing what you
and complex sentences.
did today.
May 8, 2013, Periods 2, 4, & 5
Standard:
2.3 Write reflective compositions:
•
•
•
a. Explore the significance of personal
experiences, events, conditions, or concerns
by using rhetorical strategies (e.g., narration,
description, exposition, persuasion).
b. Draw comparisons between specific
incidents and broader themes that illustrate
the writer’s important beliefs or generalizations
about life.
c. Maintain a balance in describing individual
incidents and relate those incidents to more
general and abstract ideas.
SWBAT:
Write a well developed Narrative
Autobiographical essay:
Introductory Paragraph
Body Paragraphs (3)
Concluding Paragraph
Language Objective:
Student will articulate the theme using
simple and complex sentences.
Agenda
TWC:
Turn in page 69, 437, and 439
before leaving.
Vocabulary Development Packet:: 14
Pages
•
As you do a lesson remove it from
the packet and turn it in to be
graded.
•
Packet must be completed by
Friday May 24, 2013 at the
beginning of class.
3C:
•
Culminating Task page 273
– Continue working
Narrative Essay due 5/10/13 at the
beginning of class—no
exceptions.