🟩Module 9 - W2 - Day 5 - ELA

Lesson Instructions

You will go through all lessons (grammar, reading, and writing).

Phone.png GRAMMAR

Introduction

Hi Grammarians! Today, we will be reviewing how we list adjectives when we are trying to use many words to describe one item. 

You may ask yourself... why do English speakers organize their adjectives? Well, some say that we organize our adjectives by importance. The least important thing goes first followed by the most important adjective closest to the thing it is describing. This isn't ALWAYS true, but English can be tricky sometimes!

Visual

Adjectives, writes the author, professional stickler Mark Forsyth, “absolutely have to be in this order: opinion-size-age-shape-colour-origin-material-purpose Noun. So you can have a lovely little old rectangular green French silver whittling knife.

 

 

In Your Notebook: Find three objects in the room. Describe that object using adjective order.

Interactive

 

Phone (2).png READING
Introduction

Today, we will be reviewing how events, procedures, and ideas are used in historical, scientific, and historical texts. 

Visual

Historical Texts are nonfiction that tells about a certain time and place in the past. Ex: biographies, social studies textbook, primary (letters, diaries) and secondary sources (encyclopedias, newspaper articles) Scientific Texts are related to scientific knowledge and the natural world. It gives information based on research using technical words Ex: Research and review articles, science news, science textbook Common Topics: Magnetism, Space, Electricity, Animals Technical Texts tell readers how to do something. It often gives procedures or steps written in order. It might include a list of materials. Ex: How-to, manual

Stop and Jot

In Your Notebook:  Read a nonfiction text. Is it historical, scientific, or technical text? Summarize the text based on using the chart above.

 

Phone.png WRITING

Introduction

This week we will be reviewing informational writing.

Our goal is to write an informational/explanatory piece in the time span of a week. We should not be spending more than 20 minutes a day on this work. 

Our last step is to reread our writing using CUPS and ARMS to edit and revise.

EXTENDED WRITING-RESPONSE WRITING TASK

Movies from the late 1800s and early 1900s are very different from the movies that can be seen and heard today. Movies made long ago did not have sound.

Think about the ideas in the two passages. Then write an informational/explanatory essay explaining how introducing sound changed the experience of watching movies.

Be sure to use information from BOTH passages as you write an informational/explanatory essay.


Writer’s Checklist
Be sure to:
• Introduce the topic clearly, provide a focus, and organize information in a way that makes sense.
• Use information from the two passages so that your essay includes important details.
• Develop the topic with facts, definitions, details, quotations, or other information and examples related to the topic.
• Identify the passages by title or number when using details or facts directly from the passages.
• Develop your ideas clearly and use your own words, except when quoting directly from the passages.
• Use linking words to connect ideas.
• Use clear language and vocabulary.
• Provide a conclusion that supports the information presented.
• Check your work for correct usage, grammar, spelling, capitalization, and punctuation

Visual

ARMS sentence and words. Add words/sentences that you don't need Remove words and sentences to better places Move trade words and phrases that are better descriptors Substitute CUPS Names, beginning of sentences, places, etc. Capitalization sentences are formed correctly and words make sense Usage . , " " ! ? Punctuation words are spelled to the best of your ability Spelling

To Do

  • Open your documents from this week
  • Edit and revise your essay using ARMS and CUPS

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