Dress for Success
Today you are going to complete 5 steps, as listed below.
RULES FOR THIS ASSIGNMENT
- Stay focused
- Use time effectively
- Get it done
Background Information on the Topic
In the 21st century classroom, student are expected to do more than learn facts. They need to develop communication skills and success skills. The world is changing and young people are expected to use their personal resources to create success in their lives through continual growth and achievement. They must learn how to be self-sufficient, productive, and resourceful.
Research reveals first impressions have a significant impact on how we judge others. Research also reveals that self-expression is important to helping others character in alignment with their true self. With this information in mind, some believe the way we dress ultimately impacts our success.
Keep this information in mind while you complete the task list below…
Today you are going to do the following:
- Read the prompt – CLICK HERE
- Go to informational resources – CLICK HERE
- Consider your position on the topic presented in the prompt – CLICK HERE
- Print-up an outline to help you – CLICK HERE
- Create an idea flow/graphic organizer to outline your essay. This is due tomorrow.
Click on the link below to access the IAR Practice Test site.
You will not need a password.
After clicking on it, wait for further direction
Below are some links for you to investigate. Visit these site and build your background knowledge in an area of interest related to the Holocaust and Wordl War II.
Get your head phones. There are great videos with Holocaust Survivors on the site.
This is loaded with a boatload of important dates and events surrounding and including the Holocaust.
Many interviews are shared on this YouTube Play List. Explore Elie Wiesel’s experience from a first hand account.
EdPuzzle – Your New Learning Platform
You are going to sign up for EdPuzzle, a resource you will be using for the rest of the school year.
You must click on the link for your specific class period.
Enter your name.
The teacher will provide you with your specific class code.
The Subordinate Clause
Recognize a subordinate clause when you see one.
A subordinate clause—also called a dependent clause—will begin with a subordinate conjunction or a relative pronoun and will contain both a subject and a verb. This combination of words will not form a complete sentence. It will instead make a reader want additional information to finish the thought.
Here is a list of subordinate conjunctions:
Subordinate Conjunctions after
in order that
Here are your relative pronouns:
Relative Pronouns that
Now take a look at these examples:
After Amy sneezed all over the tuna salad
After = subordinate conjunction; Amy = subject; sneezed = verb.
Once Adam smashed the spider
Once = subordinate conjunction; Adam = subject; smashed = verb.
Until Mr. Sanchez has his first cup of coffee
Until = subordinate conjunction; Mr. Sanchez = subject; has = verb.
Who ate handfuls of Cheerios with his bare hands
Who = relative pronoun; Who = subject; ate = verb.
Remember this important point: A subordinate clause cannot stand alone as a sentence because it does not provide a complete thought. The reader is left wondering, “So what happened?” A word group that begins with a capital letter and ends with a period must contain at least one main clause. Otherwise, you will have written a fragment, a major error.
After Amy sneezed all over the tuna salad.
So what happened? Did Amy throw it down the garbage disposal or serve it on toast to her friends? No complete thought = fragment.
Once Adam smashed the spider.
So what happened? Did Belinda cheer him for his bravery or lecture him on animal rights? No complete thought = fragment.
Until Mr. Sanchez has his first cup of coffee.
So what happens? Is he too sleepy to work, or does he have a grumpy disposition? No complete thought = fragment.
Who ate handfuls of Cheerios with his bare hands.
So what happened? Were the roommates shocked, or did they ask him to pass the box so that they could do the same? No complete thought = fragment.
Correctly attach a subordinate clause to a main clause.
When you attach a subordinate clause in front of a main clause, use a comma, like this:
Subordinate Clause + , + Main Clause.
Even though the broccoli was covered in cheddar cheese, Emily refused to eat it.
Unless Christine finishes her calculus homework, she will have to suffer Mr. Nguyen’s wrath in class tomorrow.
While Bailey slept on the sofa in front of the television, Samson, the family dog, gnawed on the leg of the coffee table.
When you attach a subordinate clause at the end of a main clause, you will generally use no punctuation, like this:
Main Clause + Ø + Subordinate Clause.
Tanya did poorly on her history exam Ø because her best friend Giselle insisted on gossiping during their study session the night before.
Jonathon spent his class time reading comic books Ø since his average was a 45 one week before final exams.
Diane decided to plant tomatoes in the back of the yard Ø where the sun blazed the longest during the day.
Punctuate carefully when the subordinate clause begins with a relative pronoun.
Subordinate clauses can begin with relative pronouns [and thus are called relative clauses, a type of subordinate clause]. When a subordinate clause starts with who, whose, or which, for example, punctuation gets a little bit trickier. Sometimes you will need a comma, and sometimes you won’t, depending on whether the clause is essential or nonessential.
When the information in the relative clause clarifies an otherwise general noun, the clause is essential and will follow the same pattern that you saw above:
Main Clause + Ø + Essential Relative Clause.
Nick gave a handful of potato chips to the dog Ø who was sniffing around the picnic tables.
Dog is a general noun. Which one are we talking about? The relative clause who was sniffing around the picnic tables clarifies the animal that we mean. The clause is thus essential and requires no punctuation.
When a relative clause follows a specific noun, punctuation changes. The information in the relative clause is no longer as important, and the clause becomes nonessential. Nonessential clauses require you to use commas to connect them.
Main Clause + , + Nonessential Relative Clause.
Nick gave a handful of potato chips to Button , who was sniffing around the picnic tables.
Button, the name of a unique dog, lets us know which animal we mean. The information in the relative clause is no longer important and needs to be separated from the main clause with a comma.
Relative clauses can also interrupt a main clause. When this happens, use no punctuation for an essential clause. If the clause is nonessential, separate it with a comma in front and a comma behind. Take a look at these examples:
After dripping mustard all over his chest, the man Ø who was wearing a red shirt Ø wished that he had instead chosen ketchup for his hotdog.
After dripping mustard all over his chest, Charles, who was wearing a red shirt, wished that he had instead chosen ketchup for his hotdog.
Use subordination to combine ideas effectively.
Writers use subordination to combine two ideas in a single sentence. Read these two simple sentences:
Rhonda gasped. A six-foot snake slithered across the sidewalk.
Since the two simple sentences are related, you can combine them to express the action more effectively:
Rhonda gasped when a six-foot snake slithered across the sidewalk.
If the two ideas have unequal importance, save the most important one for the end of the sentence so that your reader remembers it best. If we rewrite the example above so that the two ideas are flipped, the wrong point gets emphasized:
When a six-foot snake slithered across the side walk, Rhonda gasped.
A reader is less concerned with Rhonda’s reaction than the presence of a giant snake on the sidewalk!
Below is a recap of Writing Tools #5: Gerunds. Gerunds and Infinitives as Writing Tools are structured in a similar fashion. Take time to apply these in assigned 10 Minute Journal Writing to gain more experience with them to master them over time.
Writing Tool #5: Gerund:
- A verb ending in “-ing”
- First word in the sentence
- Gerund is the subject, acting as a noun
Walking is effective exercise for old people.
Create your own sentence.
Jogging each day strengthens endurance.
Create your own sentence.
Reading horror stories may cause nightmare.
Create your own sentence.
Compare the the Structure of Gerunds and Infinitives
It is easy switch the writing tool of gerunds and infinitives because both features act as the subject. Listed below are examples of Infinitives inspired from the sentences above.
To jog each day strengthens endurance
To walk is effective.
To read stories may cause nightmares.
Prompt: What is the most important needed skill for academic success in 8th grade?
academic success – Big idea
in 8th grade? – Focus
Brainstorming: What is academic success? What does it consist of?
An Introduction to Writing Introductions
- Basic Requirements:
- Length: 4 – 6 Sentences. (Your conclusion must mirror the length)
- First Sentence: A reference to a “big idea” (Not restating a prompt)
- It can never be a quote
- It can never be a question in formal writing
- Second Sentence: More information about the “big idea”
- Third Sentence: a Bridge Statement
- Fourth Sentence: background information on issue/topic related to “big idea”
- 3rd and 4th Sentence can be switched depending on cohesion of ideas
- Fifth/Last Sentence: ALWAYS the thesis statement
The Rhetorical Transaction :
According to Aristotle, the rhetorical transaction consists of three basic components:
Ethos (Author/Point of View)
representing the author’s ability to reveal his or her credibility in the text, demonstrates ethics
- Note how the author establishes a persona
- Note how the author establishes credibility
· Note any revelation of the author’s credentials or personal history
Pathos (Intended Audience)
representing the author’s ability to appeal to the audience through the text through the use of emotions and other methods
- Note the primary audience for the text
- Note the emotional appeals the author makes
- Note the author’s expectations of the audience
representing the author’s ability to reveal logic and reason in the text;
- Note the claims the author makes, the exigency.
· Note the data the author provides in support of the claims.
- Note the conclusions the author draws.
When reading nonfiction, note the language the author uses to establish logos, ethos, and pathos.Annotating everything you read for the Rhetorical Appeals, also called modes of persuasion, will reveal information about the author, the author’s purpose, and the author’s methods of persuasion and argumentation.
Your goal: apply these new annotation tools to a primary document…
More Possibilities for Analysis: Ethos, Pathos, Logos
So you’re wondering how to structure and essay…
If you’ve mastered the basic paragraph structure, you can easily transfer this knowledge of macro-structures to a lengthier composition.
In the video below you’ll learn how to structure an your essay, including the best way to generate an introduction and conclusion to strengthen focus in your writing.
Here’ How You Will Use the Video Below
Watch the video below the first time WITHOUT taking notes. Just watch to get a wide perspective of what’s being addressed.
THEN… watch it a second time, taking notes. The second time…
- record notes as you watch
- start and stop the video as needed
- consider creating graphics or visuals with your notes
- record any connections you make between the structure of a paragraph and the structure of an essay
How to Structure an Essay: Introduction, Body Paragraphs, Conclusion
Here’s the Work You Completed Today…
You continued reading Esperanza Rising. Each chapter has a dedicated video. CLICK HERE to access the Esperanza Rising Audio Literature page.
Esperanza Rising: worked on booklet and completed chapter 6 using audio of literature.
AR Test is due Thursday, November 29th. We will do our novel project in class on November 30.
Verbs Unit started today. Notes were taken your English spiral. If you were absent, Ask 3, Then Ask Me. After you record the notes we can discuss the application and purpose of this unit.
Classwork: you completed pages 13 & 14 in the verbs packet. This will be collected and evaluated tomorrow.
You were reminded that this is DAY 1 of Unit 6 Vocabulary and Spelling. You recorded the test date of December 13th in your planner and recorded reminders of daily studying in your assignment notebooks.
Be sure to be preparing by review the words for Units 4 and 5 as needed.
- 5 Minute Study Strategy
- Quadrant Chart
- 5 Times Each
The above work was for classes 2/3 and 4/5
8/9 Here’s what you all did today…
Ms. Noonan wrapped up her Ebook Unit with you. You were down there for 8th period.
The same as above work for other classes
We will take the English notes tomorrow in Advisory tomorrow.
Homework – all classes
Read from your novel or take the AR test while in school. AR test is due THURSDAY.
Review study strategies and think about how you can use them in our class as well as other classes