1A

Today we looked at fragments and run-ons.

1. Freewrite.

2. Simple, Compound, and Complex Sentences. About thirty minutes today playing with clauses, forming them into simple, compound, complex, and compound-complex sentences. It was totally fun.

If you’d like to play along at home, or if you were absent, here’s what to do:

1. Download the game pieces: flash fiction kinesthetic. There are two copies on this file to save paper, but you’ll only need one copy.

2. Watch the powerpoint and make your own sentences with the pieces. But your sentences must make sense!

3. Notes on Sentences. We took notes on fragments and run-ons. Here are the notes (G3):

Fragment: an incomplete sentence, missing either a subject or predicate (or both)

Run-on: a sentence that joins two independent clauses (aka complete sentences) without the proper punctuation/connectors. Two or more sentences punctuated like just one.

How to fix a run-on: 

• Add a semicolon between the sentences
• Add a period between the sentences
• Add a comma and FANBOYS conjunction between the sentences
  • For, And, Nor, But, Or, Yet, So

4. Review. We went to the computer lab and students played any of the games found at these links to practice. Reinforce these skills at home by practicing more:

* Fragments and Run-ons

FR1. http://www.quia.com/pop/37752.html

 

* Fragments

F1. http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_quiz.htm

F2. http://www.chompchomp.com/frag01/frag01.htm

F3. http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm

F4. http://www.chompchomp.com/frag02/frag02.htm

F5. http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add2.htm

F6. http://www.chompchomp.com/frag03/frag03.htm

F7. http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add3.htm

F8. http://www.chompchomp.com/frag05/frag05.htm

F9. http://www.chompchomp.com/frag06/frag06.htm

F10. http://www.chompchomp.com/frag07/frag07.htm

 

* Run-ons

R1. http://grammar.ccc.commnet.edu/grammar/quizzes/nova/nova4.htm

R2. http://grammar.ccc.commnet.edu/grammar/quizzes/nova/nova3.htm

R3. http://www.chompchomp.com/csfs04/csfs04.htm

R4. http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm

R5. http://www.chompchomp.com/csfs05/csfs05.01.htm

R6. http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/run-ons_add1.htm

R7. http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/run-ons_add2.htm

HW: None.

2AB

1. Freewrite.

2. Rereading. We took two minutes to discuss the benefits of rereading literature in the face of many students having read The Hobbit, our next work of literature, at an earlier age.

3. Vocabulary notes. Students learned numbers 17, 18, 19, and 20, found here.

4. Heroes. We discussed the hero journey and students began thinking about the qualities of heroes they are familiar with using this chart: Heroes Brainstorming. Then, students wrote for five minutes about how their hero of choice overcomes or is held back by his or her weaknesses.

HW: None. Optional: If you want your own copy of The Hobbit, bring it on Tuesday!

4A

1. Freewrite.

2. Studying for vocab test and extra credit dispersal. 

3. Vocab test!

4. Sign up to publish memoirs. Students signed their names if they wanted their memoir considered for publication.

5. Introduction to the Hero Journey Archetype. Students learned about the hero journey: Hero Journey Archetype (L9). Then, they applied stories they knew to the different parts of the hero journey using this: Applying Hero Journey Archetype (L9.5)

HW: None. Optional: If you want your own copy of The Hobbit, bring it on Tuesday!