Strategic Writer Unit
D Block GT
Mrs. Demos
2011-2012
Drill 4 9/6
• Take out binder, paper, dividers
• Homework: Parts of Speech Review
• Objective: TSWBAT organize binders in order to
find materials as needed for assignments, class
activities, and review.
• Drill: Category Yellow (talk about the
assignment). Answer in complete sentences.
• Based on the opening week lesson, what does it
mean to be accountable for your learning?
• Include examples of being accountable.
Setting up your binder
As long as you are working, Category Green
1. Make sure your first and last name and block
can be seen.
2. Label dividers: Drills, Literature, Grammar,
Vocabulary, Writer’s Workshop
3. Put dividers in notebook.
4. Put paper in each section.
5. Grade Sheet
6. Partner Clock
Letter to yourself
Category Red—Independent Work
For the rest of class you will think about your
goal and where you are. You will write a letter
to yourself about 8th grade.
– What do you see as happening?
– What do you like to do?
– Who are your friends?
– What will you accomplish this year?
Drill 5 9/7
• Take your parts of speech review out.
• Homework: Find an example of good word choice in a
song, poem, or book that you are familiar with.
Remember to cite your source. Be prepared to explain
your choice.
• Objective: TSWBAT explain the 6+1 Writer’s Traits
through a review activity in order to effectively use the
writer’s traits when composing and presenting
information.
• Drill: Category Yellow
• With your team identify as many of the 6+1 Writer’s
Traits as you can. Define them if possible.
Drill 6 9/8
• Take out word choice homework
• Homework: Read for 30 minutes
• Objective: TSWBAT explain the 6+1 Writer’s Traits
through a review activity in order to effectively
use the writer’s traits when composing and
presenting information.
• Drill: Category Yellow Focus on Word Choice
• With your team create a list of words that are
boring and general. Words that you should try to
avoid in your writing.
Drill 7 9/12
• Homework: Continue research on phrases.
Presentations 9/14. Quiz 9/16
• Objective: TSWBAT recognize phrases in order to
compose more detailed sentences.
• Drill: Category Yellow Identify the underlined
phrase and write a sentence that imitates the
sentence.
• Rainsford, reclining in a steamer chair, indolently
puffed on his favorite brier.
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(Richard Connell, The Most Dangerous Game)
Answer Drill 7
• Rainsford, reclining in a steamer chair,
indolently puffed on his favorite brier.
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(Richard Connell, The Most Dangerous Game)
• A participial phrase is a group of words consisting of
a participle (verb ending in –ing or –ed) and the
modifier(s) and/or (pro)noun(s) or noun phrase(s)
that function as the direct object(s), indirect
object(s), or complement(s) of the action or state
expressed in the participle.
• Often set off with commas.
Phrase Practice
• Write a sentence with a participial phrase for
this picture.
Ravens 35
Steelers 7
Seven turnovers
See you in November.
Drill 8 9/13
• Homework: Complete Phrase Review
Research. Presentations on 9/14. Quiz 9/16
• Objective: TSWBAT recognize phrases in order
to compose more detailed sentences.
• Drill: Identify the participial phrase. Add an
appositive phrase.
• Inspirited by this wind of promise, my day
dreams become more fervent and vivid.
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(Mary Shelley, Frankenstein)
Drill 9 9/14
• Homework: Collect and bring in a favorite
quote, interesting picture, headline, or list of
ideas. (Be prepared to glue this into your
journal.) Phrase quiz 9/16.
• Objective: TSWBAT apply and demonstrate listening skills
appropriately in a variety of settings and for a variety of
purposes in order to construct meaning.
• Drill: Take out your materials and make any final adjustments
to your phrase and grammar lessons. Be ready to present.
Drill 10 9/16
• Homework: Review phrases and parts of speech
notes. Quiz on 9/19.
• Objective: TSWBAT use writing-to-learn strategies
such as dialectic journals, quickwrites, and
mindmaps to make connections between
learning and prior knowledge in order to develop
strategies for writing.
• Drill: Take out your homework and write about
why you choose the item you did for your journal.
Drill 11 9/19
• Homework: Absolute Phrase Handout
Objective: TSWBAT use writing-to-learn
strategies to make connections between
learning and prior knowledge in order to
develop strategies for writing.
Drill: Category Yellow
Take out phrase and parts of speech notes
and prepare for the quiz. You may test each
other.
Drill 12 9/20
• Take out absolute phrase handout
• Homework: Hunter/Hunted BCR Quiz 9/26
• Objective: TSWBAT annotate a text in order to
create meaning and understanding when reading.
• Drill: : Category Yellow
• View the painting “The Hungry Lion” by Henry
Rousseau.
• Describe the emotions of the hunter and of the
hunted.
• Write in complete sentences.
• The Hungry Lion by Henry Rousseau.
Drill 13 9/22
Take out Hunter/Hunted BCR
Homework: MDG Vocabulary
• Objective: TSWBAT analyze the events of the plot:
exposition, rising action, climax, and resolution in
order to understand and interpret the text.
• Drill: Mood is the emotional response of the
audience to a piece of art. View the picture on
the next slide, identify the mood you feel and
explain why the image conveys this mood.
Drill 14 9/23
• Take out MDG vocabulary homework
• Homework: Study for Point of View Quiz 9/26
• Objective: TSWBAT identify point of view in
order to further understand the text.
• Drill: What one word would you use to
describe Sanger Rainsford? Explain your
answer. (Refer to the book if you need to.)
Point of View
Point of View
• Point of View
• First Person: The speaker is I. Told from the point
of view of one person in the story.
• Second Person: The speaker is you.
• Third Person: The speaker or narrator tells the
point of view of one character.
• Third Person Omniscient: Speaker knows what all
characters are thinking and feeling.
• What is the point of view of the Most Dangerous
Game--Support your answer with information
from the text.
Foil Character and Foreshadowing
• Foil Character: provides a strong contrast to
another character. A foil may emphasize
another character’s distinctive traits or make a
character look better by comparison.
• Foreshadowing: An author’s use of clues that
hint at events that will occur later in the plot.
Foreshadowing often helps to build suspense
as well as prepare readers for what is to come.
Exit Ticket
• What point of view is “The Most Dangerous
Game” told from?
• Support your answer with evidence from the
text.
Drill 15 9/26
• Homework: Irony Handout
• Characterization/grammar quiz 10/3
• Objective: TSWBAT analyze character traits based on what
the character says, does, and thinks and what others say
about the character in order to understand the text.
• Drill: (Write down this definition) Irony is the contrast
between what is said and what is meant or the contrast
between what appears to be and what actually is.
• With your team find an example of irony from “The Most
Dangerous Game.”
• Prepare for quiz #1
Irony
Drill 16 9/28
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Take out Irony Handout.
Homework: Complete draft of MDG paper 10/3
Characterization Quiz 10/3
Objective: TSWBAT analyze literary elements in
order to determine how literary elements
support the theme.
• Drill: (Copy the definition) A theme is a universal
truth. The author’s message about a topic within
a text. With your team, determine a theme of the
“Most Dangerous Game”? Support your answer
with information from the text.
Drill 17 9/30
Homework: MDG draft due 10/3
• Objective: TSWBAT revise and combine sentences
for clarity in order to improve sentence fluency
when writing.
• Drill: Combine the following sentences to create a
compound sentence. Use your notes if needed.
– Rainsford’s first impression was that the man was
singularly handsome.
– Rainsford’s second impression was that there was an
original, almost bizarre quality about the general’s
face.
Drill 17 answer
• Rainsford’s first impression was that the man was
singularly handsome.
• Rainsford’s second impression was that there was
an original, almost bizarre quality about the
general’s face.
• Answer:
– Rainsford’s first impression was that the man was
singularly handsome; his second was there was an
original, almost bizarre quality about the man’s face.
Drill 18 10/3
• Take out completed draft
• Homework: Final draft of paper due 10/11
• Objective: TSWBAT use the 6+1 writer’s traits in order
to revise written presentations for final presentation.
• Drill: Combine the following sentences to form a cause
and effect relationship between the two ideas.
(Complex Sentence)
– General Zaroff becomes tired of hunting.
– General Zaroff creates a new sensation.
• Because General Zaroff becomes tired of hunting, he
creates a new sensation.
Drill 19 10/5
• Homework: MDG Project Due 10/7-13 MDG paper due
10/11
• Objective: TSWBAT read critically in order to analyze
plot, mood, and characters and how they are
connected to theme.
• Drill: Combine the following sentences to form a cause
and effect relationship. (Complex Sentence)
– The irony of the hunter becoming the hunted leads to the
theme of the value of life in the short story “ The Most
Dangerous Game”.
– Rainsford and Zaroff both experience the terror of
becoming the hunted.
Drill 20 10/6
• Homework: MDG paper due 10/11
• MDG Project due 10/13
• Objective: TSWBAT read critically in order to
analyze plot, mood, and characters and how they
are connected to theme.
• Drill: Select the correct verb form for the
following sentences. Use your notes.
– The volleyball players (is, are) having fun.
– The volleyball team (is, are) practicing hard.
– The volleyball players and the coach (is, are) excited
about the season.
Drill 21 10/7
• Homework: MDG paper due 10/11
• MDG Project due 10/13
• Objective: TSWBAT collect and generate ideas in
order to compose written presentations that
express personal ideas.
• Drill: Consider the theme of “The Most
Dangerous Game” by Richard Connell. How does
the theme of the value of life connect to your
life? Category Yellow Leaders will answer.
Drill 22 10/11
• Homework: MDG Project Due 10/13
• Figurative Language quiz 10/13
• Objective: TSWBAT reflect on personal prewriting,
drafting, revising, and editing strategies in order to
engage in metacognitive exercises throughout all
stages of the writing process.
• Drill: Category A
• Complete question 1 of the reflection sheet and attach
it to the back of your paper.
• Hand in order: Rubric, Final, Draft, Outline, Reflection
Drill 23 10/12
• Homework: MDG Project Due 10/13
• Quiz 3 Figurative Language 10/13
• Objective: TSWBAT use figurative language in
order to improve writing content and meaning.
• Drill: Category Yellow
• Define the following words. Give an example for
each.
• Metaphor, Simile, Alliteration, Onomatopoeia,
Personification, Hyperbole
Drill 24 10/13
• Homework: Scarlet Ibis vocabulary flipbook
• Objective: TSWBAT develop prior knowledge
in order to understand the literature.
• Drill: Category Red
• Have you ever been embarrassed by the
actions or looks of a family member? Explain
the situation, what you felt and what you did
about the situation.
Drill 25 10/17
• Take out flip books and figurative language comics (if you did not
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turn in on Friday)
Homework: Notebook Quiz 10/24
Objective: TSWBAT analyze characterization in order to
determine the character’s personal growth and development.
Drill: Write down these definitions:
Dynamic Character: Develops and changes in the course of a
literary work. This change may result from conflict or from
newfound understanding of him or herself or others.
Static Character: Remains the same from the beginning to the
end.
With team decide if Rainsford is Dynamic or Static and explain
why.
Drill 26 10/18
• Homework: Review on-line grades with your
parents. See me about missing work. Late and
missing work due no later than 10/28.
• Finish Reading “Ibis” Complete Simile Handout
• Objective: TSWBAT analyze characterization in
order to determine the character’s personal
growth and development.
• Drill: Based on your reading so far, is Brother a
good brother to Doodle? Explain your answer.
Drill 27 10/24
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Homework: Theme BCR
Late and missing work due 10/28.
Written portion of assessment 10/26/28
Objective: TSWBAT connect the literary text to
experiences, emotions, and issues in order to
analyze universal themes.
• Drill: With your team, determine the theme of
“The Scarlet Ibis.” Support your answer with
examples from the text.
Theme BCR
• Often an author has a message that he or she
is trying to convey. There are clues
throughout the story “The Scarlet Ibis” by
James Hurst to help determine the author’s
message or theme. Identify the theme of
“The Scarlet Ibis.” Use examples from the text
to support your answer.
Notebook Quiz 30 points
1. Put a proper heading on a piece of paper.
2. What was the objective for Drill 12 on 9/20?
3. What is the definition of Irony?
4. What is an absolute phrase? Give an
example.
5. What was the answer to Drill 17 on 9/30?
6. Define dynamic and static character.
Drill 28 10/25
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Homework: Ibis Vocabulary Quiz 10/28
Late and missing work due 10/28
Written portion of assessment 10/26/28
Objective: TSWBAT connect the literary text to
experiences, emotions, and issues in order to analyze
universal themes.
• Drill: Combine the following simple sentences to form
a complex sentence.
• Doodle is physically and mentally challenged.
• Brother’s pride leads him to teach Doodle to walk.
Drill 29 10/26
• Homework: Ibis Vocabulary Quiz 10/28
• Late and missing work due 10/28
• Objective: TSWBAT demonstrate proficiency
on the county quarterly assessment.
• Clear off your desks of everything except two
pieces of paper and two pencils.
Drill 30 10/28
• Homework: Review Packet for the English
Assessment 11/2
• Objective: TSWBAT demonstrate proficiency
on the county quarterly assessment.
• Clear off your desks of everything except two
pieces of paper and two pencils.