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CONVENTIONS COMMANDO TRAINING MANUAL IT’S INTENSE! LESSON 1: STANDARDS Essential Question: • How does efficient and correct grammar improve my writing? • How can I become a Conventions Commando? • ELACC8L1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • ELACC8L2 – Demonstrate command of the conventions of standard English capitalization, punctuation , and spelling when writing. LESSON 1: COMMANDO BASIC TRAINING • Grammar Girl Audio Clip – “Ten Grammar Myths”: • As you listen, write down one grammar myth that you thought to be true. Sergeant Fogerty: 10 Grammar Myths LESSON1: SCAVENGER HUNT DEBRIEFING Warning: Highly Classified For Your Eyes Only Answer these questions from your Scavenger Hunt: You may use your resources! 1.) On what day will you break down the enemy’s (i.e. the sentence’s) Parts and Phrases? 2.) What procedure do you use to mark: • Complete subjects • Complete predicates • Phrases 3.) When does a VERB function as a transitive verb? 4.) How do linking verbs ALWAYS function? DEBRIEF CONTINUED: 4.) On what day will you break down a verb’s TENSE? 5.) What exactly is an APPOSITVE PHRASE? Report! 6.)When is an appositive phrase NONESSENTIAL? 7.) List THREE REASONS why I would use QUOTATION MARKS? 8.) Would I use an APOSTROPHE to make words PLURAL? Explain yourself, Soldier! (Why or why not?) 9.) How would I mark a PROPER NOUN? Why is this different from the way I would mark a COMMON NOUN? Report! 10.) What in the world is an INDEFINITE PRONOUN? Lesson 2: Basic Training Continued from Lesson 1 Essential Question: • How can I enhance my writing with “Yoda” grammar? Standards: ELACC8L2 – Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling. Lesson 2: Goals Learning Targets: Today I am Learning… • to edit work for correct standard English capitalization, punctuation, and spelling. • to play with semantics (word order); using object-subject-verb format to create style in my writing. Lesson 2: Physical Training What exactly is Yoda Grammar? Activator: (10 min.) Grammar Girl Audio Clip - Yoda Grammar: http://grammar.quickanddirtytips.com/subjectverb-object-order.aspx Task: Rewrite these sentences using “Yoda grammar”: • I like to swim. • I am really excited to see you. • We will go to the park after lunch. TRAINING SESSION 2 • Go forth, Soldiers! Become communicators that your country can be proud of! • You MUST now execute the training and instructions that are provided to you to exceed: A Week’s Training in a Day Report to Grammar Warm Up PowerPoint immediately! Practice Sentence: "Matthias drew himself up to his full height, which admittedly wasn't much." - Margaret Peterson Haddix. Among the Enemy. (79) One Week’s Training in One Day: • Write the sentence in your journals – leaving space between lines for text marking. • Monday – label parts of speech – use the abbreviations from Appendix B and your Notes. • Tuesday – Sentence Parts & phrases: underline complete subjects 1X; complete predicates 2X; label simple subject & simple predicate; put ( ) around phrases – label type of phrase. • Wednesday – Clauses, Sentence Structure, Purpose • Thursday – Capitalization, punctuation, spelling • Friday – Commando Commendations (Assessment): Write a complex sentence using a relative pronoun to start your introductory, subordinate clause. Hint: set off introductory phrases or clauses with a comma. Lesson 2: Closing (“At Ease”) Ticket Out the Door: Identify the purpose of PUMPED UP Conventions Commando training and how it will help you to become a better writer. Basic Training Lesson 3: Essential Question: • How do writers breathe life into their sentences? • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Training Session 3: Goals Learning Targets: Today I am Learning… • to determine how words, phrases, or clauses used as modifiers enhance the author’s message. • to identify and find new homes for dangling and misplaced modifiers • to evaluate the modifier’s use in language. Training Session 3: Physical Training (P.T.) • Hip-Hop review of the parts of speech: www.flocabulary.com =>Language Arts =>grammar=> “Running Through the Parts of Speech” • View • Challenge – use the challenge link to review information (flashcard style) Training Session 3: Warm Up Conventions Commando Mission 1: Monday • Directions: Write out the sentence; leave room to label each word. Identify parts of speech including: noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjections and articles. • Sample Sentence: everyone should listen to the teacher • Challenge: What kind of pronoun is everyone? Training Session 3: • Modifiers: are words, phrases, or clauses that provide description in sentences. • Purpose: Modifiers allow writers to “take a picture” that they have in their heads and transfer it accurately to the minds of their readers. • Use: Modifiers breathe life into sentences! Take a look at this “dead” sentence: Stephen dropped his fork. UGGHH!! What effect do several well-placed modifiers have? Poor Stephen, who just wanted a quick meal to get through his three-hour biology lab, quickly dropped his fork on the cafeteria tray, gagging with disgust as a tarantula wiggled out of his cheese omelet; this was a sight requiring a year of therapy before Stephen could even eat eggs again! • Pick out modifiers that function as single words • Pick out phrases that function as modifiers • Pick out clauses that function as modifiers. Mistake #1 with modifiers: The dreaded Dangling Modifier… Dangling Modifiers: Unintentionally say something they don’t mean; words are left out. EX: While driving on Greenwood Avenue yesterday afternoon, a tree began to fall toward Wendy’s car! This modifier is dangling because the word it modifies is “tree”, not “Wendy”. The way this is written, it appears as if the tree were driving! HUH???!! Mistake #2 with Modifiers: The mean-spirited Misplaced Modifier… Misplaced Modifiers: occur when the word, phrase or clause is not placed close enough to the word it is meant to modify. • These modifiers aren’t dangling – no extra words are needed to clarify the meaning • These modifiers are in the wrong place! EX: I had to take down the shutters painting the house yesterday. Yikes! It sounds as though the shutters painted the house!? • Quick Fix: move the modifier painting the house near the word it is meant to modify: Correction: While painting the house yesterday, I had to take down the shutters. • Now the modifier works with the person doing the action - “I”. Your Mission: Rewrite these sentences to correct any misplaced or dangling modifiers 1.) Looking back, the dog was following us. • Hint: Who was looking back? • Correction: Each time Dante and I looked back, the dog was still following us. 2.) Lying on a stretcher, they carried Zion out. 3.) Flying out the window, he grabbed the papers • Hint: What was flying out the window? 4.) Mollie came over while I was playing the piano with a piece of pound cake. 5.) I tried calling to tell you about the TV show five times. Deployment: Time for you to practice your skills for real! Warning: Highly Classified For Your Eyes Only (That means this is a Quiz!) *On a separate sheet of paper, write the sentences on the worksheet correctly, fixing any misplaced or dangling modifiers. QUIZ DEBRIEF: Ex. 2 – Worksheet A: 1. I got stopped by the guard at the door because I had left my invitation at home. 2. Arlene, wearing her new leather boots, got into the blue car. 3. After serving dinner, the crew of the ship signaled to the captain to continue on our journey. 4. I always prefer a room with a window in a motel. 5. I missed the appointment, because of my alarm failing to go off. QUIZ DEBRIEF: Exercise 2: Worksheet C 1. The writer wearing glasses read from his new book. 2. Every day except Thursday, you are welcome to visit the cemetery where famous composers, artists and writers are buried. 3. Please take time to look over the enclosed brochure with your family. 4. After staying out late, I had a hard time finding the house again. 5. The room with a view of the lake is too expensive. Training Session 3: “At Ease” (Closing) Sticky Note Reflection – how do I take a “dead” sentence and breathe “life” into my sentences? • Write in complete sentences. • Place reflections on the Conventions Commandos bulletin board before you leave. TRAINING SESSION 4: Essential Question: What happens when verbs go on strike? • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.) explain the function of verbals in general and their function in particular sentences. TRAINING SESSION 4: GOALS Learning Targets: Today I am Learning… • to distinguish gerunds and infinitives from verbs • to create sentences enhanced with gerunds and infinitives to clarify meaning in writing. VERBS OF THE WORLD UNITE! STRIKE! TRAINING SESSION 4: P.T. Hip-Hop Review of Subjects and Predicates: www.flocabulary.com =>Language Arts =>grammar=> “Subjects and Predicates” • View • Challenge link – review (flashcard style) TRAINING SESSION 4: Tuesday: underline the complete subject once; Underline the complete predicate twice; Put ( ) around phrases – label them. Find and label any complements: D.O., I.O., P.N. or P.A. Everyone should listen to the teacher. TRAINING SESSION 4: TACTICAL APPLICATIONS *Read this paragraph; in your journals, write a list of as many verbs as you can find in this paragraph: The laughing girl was the only one we could hear. Everyone else stood in a stunned silence. All around the yard were the tree’s fallen branches. To think that the only thing left of the house was the roof, sitting majestically on top of a small pile of steaming rubble. Calling to the crowd, the policemen attempted to remove the neighbors who had come out to gaze upon the destruction. Humming and singing, the formerly laughing girl played hop-scotch, dancing around the debris that the storm had deposited in the street. Enjoying this new excitement was she; blissfully unaware, the little girl served as a symbol, that though great, the damage was only propertybased. Reminding us all that life goes on was her message. DEBRIEF: VERBS FOUND The laughing girl was the only one we could hear. Everyone else stood in a stunned silence. All around the yard were the tree’s fallen branches. To think that the only thing left of the house was the roof, sitting majestically on top of a small pile of steaming rubble. Calling to the crowd, the policemen attempted to remove the neighbors who had come out to gaze upon the destruction. Humming and singing, the formerly laughing girl played hop-scotch, dancing around the debris that the storm had deposited in the street. Enjoying this new excitement was she; blissfully unaware, the little girl served as a symbol, that though great, the damage was only property-based. Reminding us all that life goes on was her message. VERBS ON STRIKE: VERBALS VERBS GERUNDS PARTICIPLES INFINITIVES Was (5) enjoying Laughing To think Could hear reminding Stunned To remove stood fallen To gaze Were Steaming attempted laughing Had come sitting played humming Had deposited Singing served dancing Played calling goes CLASSIFIED: EXCERPT FROM THE COMMANDO TRAINING MANUAL • Verbals are VERBS ON STRIKE: meaning that the form of the word is a verb (usually with an –ing or – ed added) that functions as another part of speech. • See! Even verbs like to take a break and try something new! • Gerund: a verb form ending in (-ing) that functions as a noun. • Ex: My best friend and I love swimming in the pool every day. (The gerund functions as a noun, the d.o.) • OR: Writing is my favorite subject. (The gerund functions as a noun, the subject) GERUNDS AND INFINITIVES • An infinitive is a verb in its basic form that usually functions as a noun. Adding a (to) prior to the basic verb form is the infinitive. EX: To grow To gain To extrapolate Sentences: • To grow flowers in my garden is very relaxing. • Geoffrey has everything to gain by making good grades. • The quiz instructs us to extrapolate information from a text. GERUND/ INFINITIVE REVIEW: IDENTIFY THE VERBAL IN EACH SENTENCE 1.) There are few people who question the benefit of encouraging teens. 2.) Kristen’s dream was singing in the local musical. 3.) Her idea of breakfast is to have a cup of coffee. 4.) Some people enjoy mowing the lawn. 5.) He had no choice except to go. TRAINING MISSION 4: Highly Classified (Quiz) For Your Eyes Only Directions: Write down the gerund or infinitive phrase in each of these sentences. 1.) There are few people who question the benefits of encouraging teens. 2.) Working hard is often its own reward. 3.) Ayinde decided to see the movie tomorrow. 4.) My father’s job is managing the New York office. 5.) To reach that number is not possible on this phone. PRACTICE: IN YOUR JOURNALS, WRITE THE FOLLOWING SENTENCES CORRECTLY BY ADDING EITHER GERUNDS OR INFINITIVES. IF THE SENTENCE IS CORRECT, JUST MARK C ON YOUR PAPER NEXT TO THAT NUMBER. 1.) I want helping you, but I just don’t have time today. Correction: I want to help you, but I just don’t have time today. (I replaced the gerund “helping” to the infinitive “to help”). 2.) Fishing is Derek’s favorite sport, and he’s done it all his life. 3.) Every night, Louise enjoys to read a book before she falls asleep. 4.) After dinner, the cat wants going outside. 5.) This Science project has had me to work late every night! CRCT-STYLE QUESTIONS THAT ADDRESS CORRECTIONS WITH GERUNDS AND INFINITIVES • Read the hand out with the passage titled: “Amsterdam: a Very Bike-Friendly City”. • Answer the Multiple choice questions, located on the back of the passage, on your own paper. CLOSING: TIMED MANEUVERS, LESSON 4 Timed Brainstorming: In 5 minutes, create as many infinitive and gerund phrases as you can on one sticky note. Place on the Commando Training Wall! TRAINING SESSION 5 “Readers want a picture – something to see, not just a paragraph to read… A good author writes with a camera, not with a pen.” HOW IS WRITING LIKE PAINTING? • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • explain the function of verbals in general and their function in particular sentences. Learning Targets: Today I am Learning… • to distinguish participles from verbs • to evaluate what quality participles bring to descriptive writing. SUMMATIVE MISSION 5: WARM UP ASSESSMENT • Students will create a simple sentence employing an indefinite pronoun as the subject and including at least one participle and a prepositional phrase. PARTICIPLES A participle is a verb with an (-ing) ending that functions as an adjective in order to describe. EX: Sliding on the loose gravel, the car went into the parking lot. DESCRIBE THIS CAR USING PARTICIPLES DEBRIEF: The rusting, parked car in front of my neighbor’s yard sat there mocking all of the expensive SUVs in the sleek driveways. DEBRIEF: Using the following images, create sentences that use vivid participles to describe the objects or people. DESCRIBE WITH PARTICIPLES DESCRIBE WITH PARTICIPLES DESCRIBING WITH PARTICIPLES TRAINING MISSION #5 Poetry Journals: While we review for our CRCT assessment, you will be creating poetry to demonstrate your skills. Poem 1: Diamante – follow the directions on the worksheet to create a Diamante using participles in the 3rd and 5th lines. TRAINING SESSION 5 CLOSING Student volunteers share Diamante poems – student peers evaluate their use of participles by engaging in a P.Q.S. session. • P = praise • Q = question • S = suggestion • TRAINING SESSION 6: H.O.T. “When all is said and done, will you have said more than you have done?” - Respond in Writing TRAINING SESSION 6: Essential Question: How do writers give verbs a voice? ELACC8L3: Use knowledge of language and its conventions when writing, speaking or listening. a.) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action) • TRAINING SESSION 6: GOALS Learning Targets: Today I am Learning… • to determine the proper occasions to write in the passive and active voice. TRAINING SESSION 6: P.T. Conventions Commando Mission 2: Monday • Directions: Write out the sentence; leave room to label each word. Identify parts of speech including: noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjections and articles. • Sentence: “The pole beans looked better and the squash leaves spread like wide green hands shortly after I watered them." Laurie Halse Anderson. Fever 1793. (135) Training Session 6: “Active vs. Passive Voice” – Flocabulary =>L.A.=> Grammar Active vs. Passive Voice • View • Review with Challenge questions Guided Training Exercise: Lesson 6 Missing Lines – guided practice: • Training Exercise: this important communication (the lyrics to the “Active vs. Passive Voice” rap) has been compromised. • Fill in the missing lyrics using the correct verb voice: active or passive to put emphasis on the speaker or the action. Training Session 6 1.) Independent Practice – students are given Lesson 22: Verb Voices and Moods (from Crosswalk Coach). Students practice activities and writing tasks choosing the active and passive voice where appropriate. 2.) Students will use the resources from Lesson 22 to identify the Moods verbs create: indicative, imperative, subjunctive, conditional and interrogative. Training Mission 6: Highly Classified (quiz) For Your Eyes Only I will show evidence of my learning by… • engaging in a CRCT-style quiz to evaluate and correct errors in mood; • switching from active to passive voice to meet the purpose of a writing task. Training Session 6: Closing Create two CRCT review goals: • one in the passive voice, subjunctive mood • the other in the active voice conditional mood. • Write your goals on a note card. Submit to instructor. Training Session 7: H.O.T. “When you are her age, what will be most important to you?” Training Session 7 Essential Question: • How can you tell what mood a verb is in? Standards: ELACC8L3: Use knowledge of language and its conventions when writing, speaking or listening. a.) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action) Training Session 7: Goals Learning Targets: Today I am Learning… • to evaluate the author’s tone and meaning from the verb voice and mood used. • To determine the proper writing purpose for using both active and passive voice. Training Session 7: P.T. Commando Mission 2: Tuesday • Underline complete subjects 1X • underline complete predicates 2X • Label simple subject (ss); simple predicate (sp) • Label each verb as transitive (carries a d.o.)or intransitive • Place ( ) around phrases – label type • Find complements, objects – label type Sentence: “The pole beans looked better and the squash leaves spread like wide green hands shortly after I watered them." Laurie Halse Anderson. Fever 1793. (135) Training Session 7: Modeled Instruction • Refer back to the descriptive paragraph (from verbals lesson 4). • Find main verbs – identify as action or linking • What voice (active or passive) is this account of the event written in? • What is the impact of using this voice? • Where is the emphasis in this paragraph? The laughing girl was the only one we could hear. Everyone else stood in a stunned silence. All around the yard were the tree’s fallen branches. To think that the only thing left of the house was the roof, sitting majestically on top of a small pile of steaming rubble. Calling to the crowd, the policemen attempted to remove the neighbors who had come out to gaze upon the destruction. Humming and singing, the formerly laughing girl played hop-scotch, dancing around the debris that the storm had deposited in the street. Enjoying this new excitement was she; blissfully unaware, the little girl served as a symbol, that though great, the damage was only property-based. Reminding us all that life goes on was her message. PARAGRAPH 1 DEBRIEF The laughing girl was the only one we could hear. Everyone else stood in a stunned silence. All around the yard were the tree’s fallen branches. To think that the only thing left of the house was the roof, sitting majestically on top of a small pile of steaming rubble. Calling to the crowd, the policemen attempted to remove the neighbors who had come out to gaze upon the destruction. Humming and singing, the formerly laughing girl played hop-scotch, dancing around the debris that the storm had deposited in the street. Enjoying this new excitement was she; blissfully unaware, the little girl served as a symbol, that though great, the damage was only property-based. Reminding us all that life goes on was her message. PASSIVE VOICE VS. • Use of “to be” verbs, helping verbs or linking verbs. • Reader is an observer • Focus of writing is not the storm’s destruction, but rather a little girl. • Sentences are constructed with an unclear, or unnamed subject OR The subject of each sentence comes after the verb. ACTIVE VOICE • Use of strong, action verbs • Reader is part of the action • Focus is the destruction of the storm and how the neighbors react to it. • Sentences are constructed in standard Sub.-VerbObject order. Read this account of the same event; answer the same questions from the previous slide: The neighbors stood around in a stunned silence, except for the laughing, little girl. She sang and hummed as she played hop-scotch, dancing around the debris the storm deposited in the street. Fallen tree branches littered the yards, but most houses remained intact, except for one. The roof of the house at the end of the block sat majestically on top of a pile of steaming rubble, all that remained of the Johnson’s home. Policemen called to the crowd, encouraging the gawking neighbors to disperse. The playful child, blissfully unaware of the destruction around her, continued to marvel at the new surroundings she found herself in. As neighbors migrated back to their own homes, the girl’s parents gently touched her shoulder. She smiled back at them, reminding us all that amidst the destruction, we still had our health and our lives; that property could be replaced. Active vs. Passive debrief The neighbors stood around in a stunned silence, except for the laughing, little girl. She sang and hummed as she played hopscotch, dancing around the debris the storm deposited in the street. Fallen tree branches littered the yards, but most houses remained intact, except for one. The roof of the house at the end of the block sat majestically on top of a pile of steaming rubble, all that remained of the Johnson’s home. Policemen called to the crowd, encouraging the gawking neighbors to disperse. The playful child, blissfully unaware of the destruction around her, continued to marvel at the new surroundings she found herself in. As neighbors migrated back to their own homes, the girl’s parents gently touched her shoulder. She smiled back at them, reminding us all that amidst the destruction, we still had our health and our lives; that property could be replaced. *Is this written in Active or Passive voice? What is the impact? Where is the focus? *Determine the parts of speech for the green words and phrases. *find prepositional phrases; circle prepositions, label their objects (O.P.) Training Mission 7: Highly Classified (quiz) For Your Eyes Only I will show evidence of my learning by… • evaluating the short selection “Your Grandma Can’t Cook” for voice shifts • correcting errors to maintain unity in the paragraph. • Mark your evidence on your own paper; do not write on the quiz paper. Training Session 7: Closing Give Me Five • take 5 minutes for quiet thinking • share your reflections on the activities: =>What skill have we practiced so far do you think you could apply to your writing immediately. Training Session 8: H.O.T. (get pictures with reflective questions from Ruh; select one for each of the remaining H.O.T. slides) Training Session 8: Essential Question: • How do I breathe life into my writing? Standards: ELACC8L3: Use knowledge of language and its conventions when writing, speaking or listening. a.) Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action) Training Session 8: Goals Learning Targets: Today I am Learning… • to create written accounts that represent different points of view on one event, using both the passive and active voice. • to breathe life into my written narratives by using verbals to create imagery. Training Session 8: Warm Up (P.T.) Conventions Commando Mission 2: Wednesday • Put ( ) around the different clauses – label them as independent clauses or dependent (subordinate) clauses • Count clauses to determine sentence structure: s, cd, cx, cdcx • Identify sentence type (purpose): dec., imp., inter., excl. Sentence: “The pole beans looked better and the squash leaves spread like wide green hands shortly after I watered them." Laurie Halse Anderson. Fever 1793. (135) Training Mission 8: Summative Assessment I will show evidence of my learning by… • Creating two short narratives that explore the same (one) event: (see handout) 1.)one paragraph written in the passive voice; 2.) the other in the active voice • Incorporating verbals – (at least) two gerunds, participles and infinitives into writing to create vivid description and imagery. • Final drafts must be handwritten and doublespaced; label your verbals; circle passive verbs in paragraph 1; circle active verbs in paragraph 2. • Submit at the end of the period Training Session 9: H.O.T. Training Session 9 Essential Question: • Why does the clock mock me? ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Training Session 9: Goals Learning Targets: Today I am Learning… • to identify personification as a figurative language device • to evaluate the impact personification has on the meaning of the text. Training Session 9: P.T. (warm up) • Conventions Commando Mission 2 – capitalization, punctuation, and spelling Sentence: “The pole beans looked better and the squash leaves spread like wide green hands shortly after I watered them." Laurie Halse Anderson. Fever 1793. (135) 8TH AC ENGLISH WARM UP: WEEK 3 Monday: Label each word for its part of speech (form). "They called him Moshe the Beadle, as though he had never had a surname in his life." Ellie Wiesel. Night. (1) 8TH ELA WARM UP: WEEK 3 Monday: Label each word for its part of speech (form); ALSO correct punctuation, capitalization and spelling both of the classes are noisy but mrs jacksons class is noisier Training Session 9: Flocabulary – “Figurative Language” Figurative Language • View • Challenge link (reviews info. flashcard style) Training Session 9: How to Train Your Dragon: How to Cheat a Dragon’s Curse (Book 4) by Cressida Cowell: • “On this particularly cold morning several hours before breakfast, it was as if the whole world was holding its breath, frozen in time” (Cowell 1). • This is an example of … • Personification Training Session 9: Mission TASKS: 1.) I will work through the poems “Hope is the Thing with Feathers”, “Dreams”, and “The City is So Big” in the Reader’s Journey (pgs. 314 - 316 ) – quoting and citing examples of personification from the texts. EX: “Car engines coughing and sputtering/ fighting against the blizzard” (McShane l.4-5 322). 2.) I will create a poem based on personification in order to showcase this skill in my poetry journal. Directions on the worksheet. PURPOSE: I will show evidence of my learning by… • correctly identifying personification in poetry and prose. • creating my own examples of figurative language (making a picture come alive in words) in a personification poem. Training Session 9: Closing Personified: • Look around the room; focus on an object • Use the object as the subject in a statement using personification • Write your example on a sticky note • Place it on or near the object you personified. Training Session 10: H.O.T. Training Session 10: Essential Questions: • How do Similes change smiles into imagery? • How do metaphors make moments? Standards: ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Training Session 10: Goals Learning Targets: Today I am Learning… • to identify simile and metaphor in both prose and poetry. • to evaluate how the comparisons that similes and metaphors make enhance the theme of the text. Training Session 10: Mission 1 Conventions Commando: Summative Grammar Assessment: • Create a compound-complex sentence that includes a simile, metaphor, or personification. Training Mission 10: How to Train Your Dragon: How to Cheat a Dragon’s Curse (Book 4) by Cressida Cowell: • “The air was a sharp as broken glass; no sound disturbed the pure snowy silence”(Cowell 2). • In the first clause, what figurative language technique is used? • Simile • Challenge: In the second clause, what technique is used? • Alliteration – repetition of the “s” sound. Training Mission 10: Guided Practice • “[Gobber] was an enormous monster of a man wrapped up in furs…”(Cowell 3). • What technique does this demonstrate? • Metaphor • What two unlike things are being compared? • Gobber to a monster Challenge 1 • “One gigantic furry arm lashed out with a whip that curled through the air like a great black serpent..” (Cowell 3). • What image device is being used here? • Simile • What two things are being compared? • His arm to a black serpent Challenge 2 • “ ‘I will be staying here to guard the sleigh,’ yelled Gobber. ‘Hiccup Horrendous Haddock the Third will be in charge of the hunting party when you get to the mountain’” (Cowell 8). • What poetic device is used in the character’s name? • Alliteration Training Session 10: Mission 2 I will show evidence of my learning by… • I will revisit the three poems from the Reader’s Journey (pgs. 314 - 316) – find, quote, and cite examples of simile and metaphor from each one. EX: “light/ like a green/lattice work of branches…” (Neruda l.3-5 313). • I will work on creating a poem or a rap using similes and metaphors to create comparisons and establish tone. Both of these pieces will be added to my poetry journal to demonstrate mastery of simile and metaphor. Training Session 10: Closing Poetry Reading (volunteer): Student volunteers can read their poems to the whole group for “feed-forward”. • P. = praise • Q. = question • S. = suggestion