Final Drafts

1. Students will turn their final essays in to www.turnitin.com
2. Students will print out a copy of their essay
3. Students will read their essays aloud

*Please make sure your proof and run your paper through www.grammarly.com/edu before you submit

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.

Descriptive Writing

Descriptive Essays

Objectives

• Computational:
• Learning about the data collection process used in many fields by making observations about a specific location or environment
• Learning about the data organization process by filling out a table which makes the data collected easy to access and analyze in the future
• Learning why the ability to brainstorm and visualize the “big picture” is important for pattern abstraction and generalization
• Learning why the data collection process is important for solving problems
• Creative
• Surrounding: looking at a familiar location in a new way and using all of your senses (sight, sound, smell, touch and thought) to become more aware of what is around you.
• Capturing: Making a written inventory of everything you observe at a particular place—the plants, animals, people, sounds, and smells—and also documenting your observing by taking a photo of yourself at that place.
• Challenging: using common computational tools such as arrays to store data and then considering the diverse types of data which could be captured and the multiple ways that data could be manipulated and for what purposes.
• Broadening: Increasing your ability to solve problems by looking at tables of data in new ways. What did you expect to observe at the place you chose? What did you actually observe? What does the data document about that place and your experience there? What does it leave out?

Overview

Language is one way to clearly and thoroughly describe the functions of ordinary everyday objects. In this activity, you will act like the inventor of an object that does not yet exist and trying to describe what need would be fulfilled by your (new) object and how (specifically) it functions.


GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose

Favorite Possession/ DESCRIPTIVE ESSAY
CLASS EXAMPLE:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

EGG

Part 1: Select and Describe an Everyday Object

1. Choose a common, useful, functional everyday object. (Some examples are provided in the table below.) Your challenge is to imagine that this object no longer exists and to describe in written language:
1. the mechanical function of your object
2. what need is fulfilled by this object
3. the physical attributes and characteristics of your object.

Example Objects:

zipper clothespin binder clip can opener scissors tape measure stapler umbrella

2. Describe the object’s function, the need it will fulfill and its attributes in clear, non-technical language which any user could understand. Your description must be specific enough so that someone who had never seen the object could recognize it, understand how it works and understand what benefits it provides.

For example, if your object is a “colander” you might begin to describe it as “a circular object, approximately 12” in diameter and 9” in height, made of metal or heat-resistant plastic, which is used in cooking to drain pasta after cooking or to hold food for washing or steaming. Its holes are large enough for water and other liquids to drain but small enough so that food will not leak through. A base or foot enables it to sit on a counter or in a sink and handles allow it to be easily moved or  suspended over a cooking pot for steaming ...”

3. As you are describing this object include the following:
1. The mechanical function(s)/use(s) of the object

e.g. A hammer is used to drive nails into wood or other materials

2. What need(s) the object fulfills

e.g. Instead of using a brick to drive nails, a hammer...

3. The physical attributes and physical characteristics of the object:
1. components or parts

e.g. “A hammer has a handle and a head. The head may have a curved claw like end so that nails can be removed.”

2. shape or materials

e.g. “The head is metal. The handle may be wood or metal.”

Part 2

1. Complete step 1: Create your own THINK SHEET

2. Save it in to http://www.turnitin.com/

3.Complete step 4: Retype and organize your ideas from your think sheet.

5. Include the information listed below


Step 1: Think Sheet

The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.

THE THINK SHEET IS UNDER YOUR "LINKS"
-You may want to copy it into your One Drive notebook

1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.


2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.

3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)


4. In your essay, discuss the object's purpose without telling the reader the identity of your object


5. Tell how the object is used


Part 3: Putting It All Together

The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. Finish reorganizing the Organizing Think Sheet and including all of the details listed above.


SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose

-Students will NOT directly identify the object/ possession in the essay

-Students must use creative description. **Your description may not be obvious.

For example, you may not say: It takes pictures....for any type of camera

-be creative.


AVOID SECOND PERSON AND CONTRACTIONS!
AVOID OBVIOUS DETAILS.  EX: A CAR = DRIVE, AUTOMOBILE

CELL PHONE- PHONE, CELLULAR, TALK

BED- SLEEP (DESCRIBE SLEEP)

YOUR FAVORITE POSSESSION MAY NOT BE A PERSON

Please review the tips below:

Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.

Think Sheet

Description: Planning Think Sheet

My Name: 
  
My Topic:

1. What is my purpose for writing this essay?

2. Which pre-writing technique(s) will I use to generate ideas? 

freewriting brainstorming listing clustering looping discussing reading

charting Wh- questions outline free association*** structured questions imaginary dialog audience shift

3. What do I know about my topic? 
On another sheet of paper, use the pre-writing technique(s) you marked above to generate ideas about your topic. When you are finished, staple your paper to this Think Sheet.

4. What sensory details can I think of that I might want to put in my essay? 
One very important part of a description is sensory detail. Think carefully about all the sensory details you can use to describe your person, place, object, or animal. Write them in the chart below or on your pre-writing paper: 
 

Sight
Sound
Touch
Smell
Taste
Emotion

When you have finished this Think Sheet, you should be ready to go on to Writing Exercise 2: Organizing Think Sheet.

R and J Conclusion

To Do:

1. Study for Thursday's final R and J Test

2. Act 4 Reflections are due on Wednesday, 2/15
3. Study Island (Act 1, 2, and 3- 15 questions each and a 70%) due Wednesday, 2/15

    Study Island (Act 4, Act 5, Who Said, and Context R and J) due on Friday, 2/17

4. Act 4 Projects are due on Tuesday, 2/21

  Remember, you must complete a total of two projects throughout all five acts of the play.  Please look over project choices for Acts 4 and 5.

Act 5 test will be on Thursday, 2/15.  See below

Act 5 Test will be on Thursday.  This will be a timed essay test. 

-You must complete this essay by the end of the class (This is a double period)

            -You must turn your outline and essay in as one document to www.turnitin.com

            -You must highlight your thesis and blueprint

            -You may use your Romeo and Juliet book. No other material may be used

            -Check you work on www.grammarly.com/edu

- You may NOT discuss your ideas with any other person in the class.

Friday, 2/17 Finish Study Island.  Remember:  Answer 15 questions and receive a score of 70% in order to obtain points

NO Homework over the weekend.  Have a nice holiday!

Act 5

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

 Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 5  and packet questions

4. Review project:for Romeo and Juliet:  

5. HOMEWORK: Student should complete the questions for the play in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Oh Romeo, parting is such sweet sorrow....Act 5

To Do:

1. Review Modern English version of Act 5

2. Act 4 Reflections are due on Wednesday, 2/15
3. Study Island (Act 1, 2, and 3- 15 questions each and a 70%)

4. Act 4 Projects are due on Tuesday, 2/21

5. This week: 2/9-2/13- Read the translated version of  Act 5 of R and J to prepare for the final act

  Remember, you must complete a total of two projects throughout all five acts of the play.  Please look over project choices for Acts 4 and 5.
6. Act 5 test will be on Thursday.  See below

Act 4 Reflection:
1. Who said these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - E  do not have to be answered in three paragraphs).REM to include the Act, Scene, Line

A. “Happily met, my lady and my wife!

B. “What must be shall be.”

C. “Love give me strength, and strength will help me through.  Goodbye, dear father.”\

D. “O, look!  Methinks I see my cousin’s ghost seeking out Romeo that did spit his body upon a rapier’s point.  Stay, Tybalt, stay!  Romeo, I come!  This do I drink to thee.”

E. “Alas!  Help!  Help!  My lady’s dead!” 

ESSAYS: 
Today: We are going to reflect on Act 4.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

These essays are due on Wednesday, 2/15/17

They must be turned in to www.turnitn.com

2. We see a side of Juliet that we have not seen before. Describe what her actions reveal about the growth of her character. Make at least two references to details in the play to support your ideas.

 3. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion. Identify FOUR people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.

4. What do you think of Friar Lawrence's plan? What are its strong points and drawbacks?

Act 5

Goals:

Students will read, comprehend, and interpret elements of a play

Students will relate their personal experiences to the play

Students will identify soliloquies, asides and monologues

Students will respond to the play through writing, speaking and listening

Thinking About Thinking: (Meta cognitive Thinking)

Bell Ringer:

Friday:  List 5 logical changes that would have improved the decisions of the main characters

 Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 5 Scenes 1 and 2

2. Students will read and discuss Act 5 Scene 3

** Students should complete their work packets

3. Review packet

4. Review project:for Romeo and Juliet:  

5. HOMEWORK: Student should complete the questions for the play in the packet

-Read

-Highlight

-Take notes

**Finish entire scene

Act 5 Test will be on Thursday.  This will be a timed essay test. 

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

http://resources.mhs.vic.edu.au/romeojuliet/essay.htm

http://www.bard.org/study-guides/high-school-discussion-questions-romeo-and-juliet

http://www.krollpatrol.com/uploads/4/7/6/0/4760591/answers-to-acts-1-to-3.pdf