S. Mannschreck: 062B Reading and Writing, Fall Block 1, Week 2

S. Mannschreck: 062B Reading and Writing, Fall Block 1, Week 2

Day 5: Monday, September 1, 2014

No Class; Labor Day Holiday

Day 6: Tuesday, September 2, 2014

Objectives: 1. SWBAT analyze information in a reading selection using a T-chart; 2. SWBAT use a dictionary to identify new vocabulary words and to find other forms of those words; 3. SWBAT recognize and identify the proper format of a personal letter

1.) Begin by handing back corrected homework. Discuss assignments and comments about the work. Collect new homework. (5 minutes)

2.) Analyzing ideas and synthesizing materials: Refer to the discussion questions from the “What Do You Think” activity on pg 93 in the text. Read the questions aloud, and then discuss together. Make a T-chart on the board for discussing question 1; analyze the reasons for success in article 1 and reasons for discord/disconnect in article 2. Have Ss give concrete examples from the text, and talk about how this is a good way to analyze our ideas when writing responses or paragraphs. After discussion, have the Ss choose one of the two questions in part B and write 6 sentences in response. They will use information from both article 1 and article 2 as well as their own ideas to formulate a well-organized response. (30 minutes)

3.) Vocabulary Skill: Bring a dictionary as an example for the vocab skill activity. Open it to a few different words to highlight the information explained in the textbook on pg 94. Have a S read the heading and first paragraph, and I’ll read the bullet points. Then we’ll go through a few words in the dictionary and see examples of the different information we can find about each word when we use a dictionary. Use a dictionary to work through the activities in Ex A:1-3. Check answers together and ask comprehension questions about the activities and skill. (10 minutes)

4.) Writing Skill: Introduce the new skill of correct format in a personal letter. Have a S read aloud the definition of a personal letter, then review the different parts of a letter. Ask comprehension questions about the material (“How many parts does a personal letter have?” “’Dear Nora’ is what part of the letter?” “Is ‘Yours Truly’ a good closing for a letter to a professor or boss?” etc) and review appropriate responses for different types of letters to specific individuals. (15 minutes)

 Homework: 1.) Ss will be assigned 6 vocabulary words, and must identify if they are countable/uncountable, what is their plural form, and what is their part of speech. They will then use them in a sentence. 2.) Ss will be given two short reading articles (approx. 2 paragraphs each) and will analyze them using a T-chart as done in class, making sure to show their work in listing the differences between the two articles in order to answer the questions that follow the article

Day 7: Wednesday, September 3, 2014

Objectives: 1. SWBAT recognize and identify the correct format for a personal letter; 2. SWBAT correctly label the different parts of a personal letter; 3. SWBAT write a heading, greeting and short paragraph for a personal letter following an example

1.) Begin by handing back checked homework and discussing Ss progress and grades. Answer any questions or concerns. Collect new homework. (5 minutes)

2.) Review learned materials: with textbook closed, have Ss identify the number of parts of a personal letter, main parts of the letter, and what they are called (if they can remember). Then brainstorm vocabulary and words that will fit into each part or category. WOB. Open the textbook and cover any forgotten or missed pieces of yesterday’s materials. Discuss the difference between a personal letter and a formal letter, and when we would use each. Discuss how the vocabulary might be different, and what words we should use or avoid using. Let Ss share their ideas and WOB as we work. (15 minutes)

3.) Application: Have Ss practice their knowledge of personal letters by completing Ex A on pg 95 in the text. Check answers together. Assess their knowledge of formal and informal letters, and ask what kind of letter this is, and to whom it might be written. (10 minutes)

4.) Writing Practice: Read aloud the instructions for Ex B on pg 96. Ask Ss who they will be writing, and if so, what kind (formal or informal) of letter they will write. Brainstorm together greetings and closings. Then allow them time to work individually on their letter, using the example in Ex A as a guide for the practice activity. (30 minutes)

 Homework: 1.) Ss will read a different letter and will answer questions on it. 2.) Ss will be given ah.o. on paragraph writing and will read it/answer simple information questions following

Day 8: Thursday, September 4, 2014

Objectives: 1. SWBAT identify a paragraph; 2. SWBAT 5 different types of paragraphs; 3. SWBAT proper paragraph format; 4. SWBAT recognize and identify comparative and superlative adjectives

1.) Begin by handing back checked homework. Discuss grades and any questions or comments. Collect new homework.(5 minutes)

2.) New Materials—Paragraphs: Review the homework materials on a paragraph, and provide a new h.o. describing what a paragraph is from the writing textbook. Ask a S to read aloud the definition of a paragraph, then I will read aloud and explain the 5 different types of paragraphs. We’ll discuss different kinds of writing, and will try to decide what examples we can think of for each type of paragraph. Discuss the format of a paragraph and look at some different examples from our textbook and another handout. As we look at the example paragraph, we’ll label the formatting pieces of the paragraph (as done yesterday for the letter format and main parts). (20 minutes)

3.) Grammar Lesson: Turn to the Q textbook pg 96 and have a S read the definition of a comparative adjective. Read the explanation on how to form the comparative, and read through the rules for one syllable, two syllable, -le and –y adjectives. Discuss examples and have a S read aloud the ones in the book. Have another S read aloud the definition of superlative adjectives, and then we’ll discuss how to form superlatives using different adjectives. Ask comprehension questions about the rules for each different kind (one syllable, two syllable, -y, -le, etc) and check understanding of the rules and form. Work through the following Ex A-C and check together. Ask questions using the comparative and the superlative, to check comprehension and understanding. (30 minutes)

4.) Homework explanation: Look at the Unit assignment explanations on pg 99 and read aloud the exercise. Go through the writing process and provide a few h.o. on graphic organizers, brainstorming tools, and outline guides for preparing to write. Explain how we can use these to begin the process. Then assign Ss to work through Ex A and B on pg 99 as homework. (5 minutes)

Homework: 1.) Ss will write 6 sentences using either the comparative or the superlative (at least 3 of each); 2.) Ss will begin working on the Unit assignment with brainstorming and planning their writing project