/
  • Uses the same grammatical structure
  • Words, phrases, or clauses
  • Adjective, verbs, nouns, pronouns, prepositional phrases, adverbs
  • Must have commas to separate items

  • Bob likes chocolate, strawberry, and vanilla ice cream. (3 adj)
  • The mouse ran under the chair, down the hall, and out the door.
(3 prep ph) /
  • Max is tall, quiet, and lonely. (3 adj)
  • At the beginning of fifth grade, Walter was impulsive and violent, but by the end of the sixth grade he has found excitementand a sense of self through reading. (2adj / (2 n)

/
  • The audience sees what the main character sees.
  • This is like first-person point of view.

  • The audience sees what Max sees as he is walking down the hall. We (the audience) see the boy get hit in the head with the ball, just like Max sees it.
/
  • The audience sees what Max sees as he is walking down the city street. We (the audience) see the woman look at Max like she is scared of him.

/
  • The audience can see the main character.
  • It is like third-person point of view.

  • The audience can see Max walking in the hall.
/
  • The audience can see Max as he gets on the bus and is bullied by Blade and the Dog House Boys.

/ Always an adverb
  • Not
  • Too
  • Very
  • Rather
  • Never

Adverb Questions
  • How? He ran quickly.
  • When? She came later.
  • Where? He went there.
  • How much? He ran faster.
/ Adverbs Modify
Verbs
Adjectives
Other adverbs
/
  • First-person point of view
  • I, me, my, we, our, us
  • Third-person point of view
  • He, his, him, she, her, hers, it, its
  • they, their, theirs, them

First Person Point of View
  • The narrator is a character in the story.
  • You wrote a personal narrative in first-person point of view.
  • “Bad Boy” is written in first-person point of view. (memoir)
/ Third Person Point of View
  • The narrator is someone outside the story.
  • You wrote a short story in third-person point of view.

/ A topic sentence states the main idea of a paragraph.
Walter Dean Myers has been writing since he was a child. / At the beginning of the fifth grade, Walter was impulsive and violent, but by the end of the sixth grade, he has found excitement and a sense of self through reading.
/ Bryce tries to break away from Julie when his hand accidently gets tangled up with hers.
Julie thinks Bryce holds her hand on purpose and had even intended to kiss her.
In Flipped, Bryce did not want anything to do with Julie. / In Flipped, Julie wanted desperately to be friends with Bryce.
/ The author’s choice of words
Mrs. Conway chooses these adjectives to describe Walter: bad, rude unpredictable, violent, poetic, and surprising. / Mr. Lasher chooses these adjectives to describe Walter: bright and special.
/ An action verb expresses
Mental action
Physical action

Physical action
Jump Giggle Laugh / Mental action
Think Dream Realize
/ A study of a work of literature to evaluate or interpret elements that affect a reader’s understanding or opinion of that work
You will write a literary analysis of Walter.
In fifth grade, Walter was defensive and violent; however, in sixth grade he changed and was a bright student and a leader. / Paragraph
Topic sentence
Transition + textual evidence +commentary
Transition + textual evidence +commentary
Transition + textual evidence +commentary
Concluding sentence
/ Friendly letter written to someone you know personally
Thank you note to someone
Invitation for someone
all about summer camp to parents / Dear Grandma,
Thank you so much for the awesome CD. I listen to it every day. I can’t wait to see you again!
Love,
Billy
/ At the top of a personal letter
Street address
City, State
Date / 248 Mercer Street
Chicago, Illinois
March 8, 2013
/ After the heading of a letter
Who the letter is written to
Before the body of the letter
Dear Mrs. Conway, / Dear Mr. Lasher,
/ The main part of the letter
Might be one paragraph
Might be several paragraphs
You wrote a letter to either Mrs. Conway or Mr. Lasher. / In the body of the letter, you told your former teacher about your success as an author. You also thanked that teacher for different things that influenced you to become a writer as an adult.
/ At the end of the letter
After the body of the letter
Before the signature
Sincerely, / Your loving granddaughter,
/ Mrs. King (cursive)
Billy Bob Smith / Sally Sue Jones