BP 3 writing 2.2 mix

You will be able to make your writing better by revising, editing, and rewriting, and getting feedback from your peers. You will be able to properly use intensive pronouns.   CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-LITERACY.L.6.1.B Use intensive pronouns (e.g., myself, ourselves).

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BP 3 writing 2.2 mix

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You will be able to make your writing better by revising, editing, and rewriting, and getting feedback from your peers. You will be able to properly use intensive pronouns.   CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-LITERACY.L.6.1.B Use intensive pronouns (e.g., myself, ourselves).
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  1. BP 3 GAME PIECE 2.2

    Slide 1 - BP 3 GAME PIECE 2.2

    • Narrative Writing 2
  2. Skills 2:

    Slide 2 - Skills 2:

    • You will be able to make your writing better by revising, editing, and rewriting, and getting feedback from your peers. You will be able to properly use intensive pronouns.
    • CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-LITERACY.L.6.1.B Use intensive pronouns (e.g., myself, ourselves).
  3. Subject/Verb Agreement

    Slide 3 - Subject/Verb Agreement

  4. SUBJECT/VERB AGREEMENT

    Slide 4 - SUBJECT/VERB AGREEMENT

    • Watch this short video on making your subjects and verbs agree!
  5. The Rule: When using “neither/nor” and “either/or" you must use a singular verb.

    Slide 7 - The Rule: When using “neither/nor” and “either/or" you must use a singular verb.

    • Neither power nor money is important.
    • Either the teacher or the student knows the truth.
    • Go through your essay and look for “either/or” and “neither/nor” sentences and make sure they have singular verbs. If you do not have one of these sentences, ADD ONE to your essay.
    • Your Task
  6. Pronoun - Antecedent Agreement

    Slide 8 - Pronoun - Antecedent Agreement

  7. PRONOUN - ANTECEDENT AGREEMENT

    Slide 9 - PRONOUN - ANTECEDENT AGREEMENT

    • Who, Whoever = a subject
    • Whom, Whomever = object
    • EXAMPLE:
    • Who drank my milk? My milk was drunk by whom?
  8. Here is a video to help you understand whether to use WHO or WHOM when composing a sentence.

    Slide 11 - Here is a video to help you understand whether to use WHO or WHOM when composing a sentence.

  9. https://youtu.be/3wiy7efyxAE

    Slide 12 - https://youtu.be/3wiy7efyxAE

  10. Write two sentences using ‘who’ correctly.

    Slide 13 - Write two sentences using ‘who’ correctly.

    • Then, write two sentences using ‘whom’ correctly.
    • Your Task
  11. Edit a “who/whom” sentence in your essay or ADD one!

    Slide 14 - Edit a “who/whom” sentence in your essay or ADD one!

    • Your Task
  12. Reflexive and Intensive Pronouns

    Slide 15 - Reflexive and Intensive Pronouns

  13. REFLEXIVE PRONOUNS refer to the SUBJECT of a sentence.

    Slide 16 - REFLEXIVE PRONOUNS refer to the SUBJECT of a sentence.

    • INTENSIVE PRONOUNS refer to OTHER NOUNS AND PRONOUNS in a sentence for emphasis.
  14. Here is a video to help you understand reflexive and intensive pronouns.

    Slide 17 - Here is a video to help you understand reflexive and intensive pronouns.

  15. Now, try this short quiz to see if you understand! Record your score in your notebook.

    Slide 19 - Now, try this short quiz to see if you understand! Record your score in your notebook.

    • HINT: You should take it over and over until you get them all correct!
    • http://beta.englishgrammar101.com/module-2/pronouns/lesson-4/reflexive-and-intensive-pronouns
  16. Proofread this passage from a journal about a rock climbing experience. The writer wants to publish it in a magazine, but there are several reflexive and intensive pronoun errors.

    Slide 20 - Proofread this passage from a journal about a rock climbing experience. The writer wants to publish it in a magazine, but there are several reflexive and intensive pronoun errors.

    • When you find a pronoun used incorrectly, cross it out. Write the correct pronoun above it or leave it crossed out (indicating that it should be deleted).
    • Download the passage from the Activities section: WR The Climb pronoun
  17. The Climb (pronoun exercise)

    Slide 21 - The Climb (pronoun exercise)

    • Remember to download this passage from the Activities section.
    • We had prepared us for months for the climb. Many of the team members theirselves practiced every day by bouldering. Whenever possible, we all practiced our moves on large boulders. However those boulders were only several feet off the ground. This was going to be different. Our trainer told us, “You must increase your strength, endurance, flexibility, and balance to succeed, but you also need to prepare you mentally for the climb.” He was quite an experienced climber hisself. We always used ropes to protect us from falling. We used nuts, screws, and other tools to support us. Then the big day came. We started climbing a real cliff. It was difficult, but it was worth the effort. We congratulated us when we reached the top. We knew that we ourselves had what it took to be rock climbers.
  18. The Title

    Slide 22 - The Title

    • How do I develop an appropriate title for my essay?
  19. Most often, titles are written at the end of the writing process, so the first step in creating a great title is to write your essay.

    Slide 23 - Most often, titles are written at the end of the writing process, so the first step in creating a great title is to write your essay.

    • Write your essay
  20. Of course, you thought about your intended audience before and while writing your essay, but think about who will be reading your work again when choosing a title. Think about what is most likely to appeal to them: content? humor?

    Slide 24 - Of course, you thought about your intended audience before and while writing your essay, but think about who will be reading your work again when choosing a title. Think about what is most likely to appeal to them: content? humor?

    • Consider your audience
  21. If a good title doesn’t suddenly come to mind, write down your topic and key words from your essay. These words reflect the main concept or ideas of the whole essay. Join these words together in a sentence, or sentences. Convert these sentences into shorter phrases.

    Slide 25 - If a good title doesn’t suddenly come to mind, write down your topic and key words from your essay. These words reflect the main concept or ideas of the whole essay. Join these words together in a sentence, or sentences. Convert these sentences into shorter phrases.

    • What is your theme?
    • Re-read your essay
  22. Occasionally, a title will pop into your mind fully formed, but most often, titles need to be written, expanded, and edited several times. Make the title as informative as possible, even if it seems long or wordy. Don’t hold back—reveal your conclusions. Be direct and enthusiastic.

    Slide 26 - Occasionally, a title will pop into your mind fully formed, but most often, titles need to be written, expanded, and edited several times. Make the title as informative as possible, even if it seems long or wordy. Don’t hold back—reveal your conclusions. Be direct and enthusiastic.

    • Re-work your title
  23. Your Tasks

    Slide 27 - Your Tasks

    • Make a list of possible titles for your essay.
    • Ask classmates during peer editing which titles they like the best.
    • Highlight or circle the titles your classmates like.
    • Then narrow your list down to at least two possible titles.
  24. Peer Editing

    Slide 28 - Peer Editing

  25. https://youtu.be/0FqkkW2t1SY

    Slide 29 - https://youtu.be/0FqkkW2t1SY

  26. Team up with at least one other person.

    Slide 30 - Team up with at least one other person.

    • Exchange papers and use the Revise & Proofread Checklist to peer edit one another’s papers.
    • Remember to:
    • Say at least two NICE things about their writing.
    • Give USEFUL comments.
    • Your Tasks
  27. Revise & Proofread Checklist

    Slide 31 - Revise & Proofread Checklist

    • Are there words that are misspelled? Are there any confusing parts that they need to rework?
    • Did they end each sentence with appropriate punctuation (period, questions mark, and exclamation mark)?
    • Did they capitalize the first word in every sentence? Did they capitalize the pronoun I, proper nouns (names, dates, holidays, places), and the words in the title?
    • Does the essay have a topic sentence and supporting details?
    • If they used dialogue, did they use proper dialogue tags?
    • Did they include transitional words and/or phrases to help the organization of the essay flow smoothly?
  28. Here are some editing marks you can use during Peer Review

    Slide 32 - Here are some editing marks you can use during Peer Review

  29. Great job this week!

    Slide 33 - Great job this week!