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Due Coop # 10

Lesson 3:
9 Narrative plot components

Lesson 4:
9 Narrative plot components

Finish paragraph/story we started in class from the perspective of the car-told in first person. Please copy this neatly or type!

Also, it is beneficial to discuss any vocabulary in the stories that may be unfamiliar to your student. This really sheds light on the meaning of the story and makes it more interesting and relatable.

Writing Assignment Due Coop #11

Lesson 3: Outline, Variations 1 & Paraphrase (with specifications in book)

I strongly encourage you to talk about/look up words that are unfamiliar to your student. Several times we have reviewed lessons we have already completed and a majority of the students do not understand all of the words. I try to go over the most obvious ones in class. This small step will go a long way toward helping your student understand the "Cause"--or moral of the story. (i.e. lesson 4-understanding what a "simpleton" is would have led them to the "cause" for this story and why Guifa put the food in his pockets!)

Writing Assignment Due Coop #12

Lesson 4
Variations Part 1 and Paraphrase

I have given your student a copy of variation patterns we covered in class, but will post here as well. Please be advised the standard of variations is changing now that we are advancing and learning new techniques.


Variations: Since we’ve been doing variations for a few lessons now, let’s work on fine-tuning our variations so that we can make the most of them in our paraphrases. The easiest variation to write is to simply replace existing word with an appropriate synonym. Remember, we’re not trying to be robot!! The sentence variation needs to make sense in the context of the entire paragraph. So, while this is acceptable, at your level, I would expect to see a more interesting use of your words than a direct substitution. Some other options might include:

• Changing the word order of the sentence
• Changing the verb tense
• Replacing more than just the highlighted words in the sentence, like replacing a weak verb with a strong verb
• Adding description in the form of adjectives, adverbs and prepositional phrases
• Using IEW techniques like adding dress-ups and sentence openers (see below)

Dress-ups
1. who-which clause
2. –ly words
3. because clause
4. clausal www.asia.buw (when, while, where, as, since, if, although, because, unless, whereas)

Sentence Openers
1. subject
2. prepositional phrase (has no verb in the clause)
3. –ly word
4. –ing (a participial phrase like: Sitting in the hot car all morning, my sandwich tastes rotten.)
5. clausal www.asia.b (has a verb and requires a comma at the end of the clause)
6. v.s.s. (2-5 words)

Writing Assignment due coop 13:

We are learning about Enallage in our class for the next few weeks. In Greek, enallage means "exchange". Word manipulation is one of the many skills that will help your student's vocabulary become more fluid and to ultimately become a better writer. The assignment is attached.

DUE COOP 14

I have attached homework assignment and also notes from class. Just a reminder, the variations exercises need to be implemented into the final paraphrase. Some students are completing the variations and leaving them out of the paraphrase!

IMPORTANT NOTE: I forgot to announce to the students- if next week each of them could bring in one fact about the brain. It can be anything- boring or interesting-whatever! Please try not to forget

DUE COOP 15

Inventive writing: Writing from the brain.

Suggested Topics to choose from:

Favorite entertainment
Favorite sport
Favorite place to go
Favorite way to be entertained
Vacation memory
A time you were scared
Tell us about your church
Tell us about your home
Your visit to the dentist
A memorable event
A music recital/performance
A hobby
ANY OTHER TOPIC YOU WANT----ANYTHING IS FINE!!!

Your students were given bookmarks in class to help them with this assignment.
This will need to be 1 paragraph in a standard paragraph format: Topic sentence, 6-8 supporting sentences, and final summary sentence that reflects the topic sentence. Because this is a fairly simple assignment, please encourage your student to edit themselves for spelling errors, punctuation errors, sentence fragments etc… BEFORE turning them in. Simple assignments are a great opportunity to hone in on mechanics and other issues or bad habits. If you have a student who really likes to write, have them write more than one paragraph, on different topics of their choice to practice the skill of inventive writing---writing without a source text.

The attachment contains notes from Mrs. Hunt's Dialectic Writing Class at Co-Op #14 on March 30.

Due COOP 16

Lessson 16- The Good Samaritan

I picked this lesson because it is a simple story with many options for the variations (enallage, metalepsis, hyperbole, onomatopoeia, and understatement.) We will be using ALL of these on this lesson.

THERE IS A CHANGE FOR VARIATIONS 1: instead of using antonomasia and metaphor, we will use 1)ENALLAGE and 2)HYPERBOLE OR UNDERSTATEMENT. Variations 2 is unchanged.

The paraphrase will include the figures of description listed in the book- there is no change there.

ONCE AGAIN---the variations are exercises intended to help your student find an alternative sentence TO INCLUDE IN THE PARAPHRASE! What I'm seeing are variations completed- or semi-completed and omitted entirely from the paraphrase. This is counterproductive.

This is the final assignment for the year. It includes many of the techniques we have learned and I would like to see an increased effort and showmanship on this finale. It is not a difficult lesson but will require some thinking and diligence.

I am attaching anything we went over in class in case your student loses the handout I gave them.

Lastly, please have your student underline/label their figures of description and figures of speech in the copy they turn in. It allows for easier grading and to keep me from guesswork.

Thanks so much to all of you. Your students are ALL such a blessing to me!