e10 nov28 2011
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Monday, November 28, 2011
Grammar: PrepositionsWriting: Description
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Housekeeping
• Exams not marked yet
• Be sure to read up to the pages indicated for next class; check your novel outline!
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Prepositions, p. 592Use of On, In, and At to refer to Time and Place.
Time
• On a specific day: on Saturday, on June 12, on your birthday
• In a part of a day: in the morning, in the daytime (but at night)
• In a month, season or year: in November, in 1492
• In a period of time: in a minute, in a couple of days, in a while
• At a specific time: at 10:00 a.m., at dawn, at dinnertime.
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Prepositions, p. 592
Place
• On a surface: on the dresser, on the porch, on the roof
• In a place that is enclosed: in my bedroom, in the hallway, in the drawer
• At a specific location: at the pool, at the bar, at the racetrack.
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Activity 4, p. 592Underline the correct preposition.
1. on
2. at
3. on
4. in
5. at
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Another way of looking at Prepositions of Place
AT = an exact or specific location
ON = a street (without a house
number)
IN = a city, state, country or region
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Activity 7, p. 10 of handout.1. in California
2. in this town
3. at 60 Green Street
4. on Hanks Avenue
5.on Princeton Street
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Activity 7, p. 10 of handout.6.on Lee Road
7.at 27 Temple Street
8.on Whispering Street
9.at 445 Orange Avenue
10.in a small town like Nelson
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Freewriting #1• No topic. Write for 5 minutes.
• Write whatever comes to your mind.
• Do not judge what you write.
• Do not erase or scratch out.
• If you get stuck • write “I don’t know what to write,” or • repeat the last word you wrote down
until something else comes to mind.
• Do not stop until the time is up.
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Freewriting #2 – Object
• I will give you a familiar object.
• Freewrite about this object (Pretend it is the only one of its kind in the word; Pretend it is the first time you have ever seen this object.).
• Do not name this object or tell us what it is used for.
• Give as much specific information as you can about your experience of the object in front of you (Hint: describe what you see, smell, taste, touch, etc.).
• You have 10 minutes.
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Descriptive Paragraphs, p. 268
• a description = picture in words
• To create a picture in words, you need to observe and record specific details that relate to the five senses: sight, hearing, taste, smell, and touch.
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Descriptive Paragraphs, p. 268
• Read and compare the two descriptions of a rug on p. 269.
• What senses are involved in the second description?
• sight, hearing, and touch
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Student Questions
• Aisle (pronounced “I’ll) – the walking space between rows of chairs, shelves, etc.
• Stagnant – non-living, dead – we use it to describe things like a lake, pond that has not life in it; sometimes it means non-growing – Ex: My career is stagnant.
• Catlike creature – she looks like a cat – the writer is emphasizing her animalistic appearance.
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Descriptive Paragraphs, p. 268
• Let’s take a look at the sample paragraphs, starting with “My Teenage Son’s Room.”
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Descriptive Paragraphs, p. 271
• You should have completed the questions that follow the three sample paragraphs for homework. We will go over the answers together.
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Descriptive Paragraphs, p. 271
Unity1. My Teenage Son 2. 10 - “One reason Karla may be happy. . .”
Support 3. b. animals are crammed – sightmilky smell – smellsour and strong – smell
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Descriptive Paragraphs, p. 271
c. slender hands are tipped – sight
d. white wicker clothes hamper – sight clothing- sight sweat-stained – smellsmelly socks – smell
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Descriptive Paragraphs, p. 2714. (11) The shelves against the left-hand wall are packed with all kinds of pet-
related items. (What kinds?)
Coherence
5. To my rightacrossto my leftnext tounderaround, . . .
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Descriptive Paragraphs, p. 271
6. Her faceher feettop to bottom
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NOTE:
The following slides contain an in-class assignment. If you missed this class you must arrange to do a make-up assignment outside of class time.
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In-class Descriptive Paragraph– Part 1
• Re-read your freewrite about your object (apple/onion)
• Write a rough draft based on your freewrite.• Make sure – your first sentence gives an overall impression of
your object (topic sentence)– you give lots of specific, sensory details– you organize the details in a logical way– you use transitions to help the reader understand
what parts of the object you are talking about (On the top, next to, around, etc. . . )
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In-class Descriptive Paragraph – Part 2• Read all of p. 274 (student example and teacher feedback).
• Exchange papers with a classmate who is finished (I will help to match you up).
• Read your classmate’s paragraph.
• On the bottom of his/her page, write 2 or 3 useful, specific comments about how the paragraph could be improved.
– NOT “Your paragraph is boring,” or “Your paragraph is too short.”
– BUT “When I read this part, I want to know a bit more detail about it,” or “I don’t really understand how big your object is, or what shape it is. . . ,” etc.
• Write your name below your comments.
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In-class Descriptive Paragraph – Part 3
• On a new piece of paper, revise your draft to incorporate any of your partner’s suggestions that make sense to you. Make any additional revisions you think will improve your paragraph.
• Finally, using a different-coloured pen, edit your revised draft for sentence skills (especially grammar, spelling, and punctuation).
• If you have time, rewrite the edited draft on a new piece of paper. Hand in all your work, with your final draft stapled to the top.
Marks: /20Unity (3), Support (4), Coherence (3), Sentence Skills (10).
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Homework
• Read the second section of your novel – see your course outline
Prepositions Practice• English Skills – Review Test, p. 593• Website – Grammar Practice links