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KCCT Review

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Title: KCCT Review Author: lpreston Last modified by: Lauren Preston Created Date: 4/23/2012 12:58:05 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: KCCT Review


1
KCCTReview
2
PART 1
  • THE WRITING PROCESS

3
Analyzing the New Writing ProcessFocusing WR
-M-4.7.0
  • Connecting to content knowledge
  • Connecting with prior learning and experience
  • Initiating an authentic reason to write
  • What does authentic mean?
  • Thinking about a subject, experience, question,
    issue or problem to determine a meaningful reason
    to write

4
Prewriting WR-M-4.8.0
  • Selecting/narrowing topic
  • Establishing a purpose and central idea/focus
  • Identifying and analyzing the audience
  • Determining the most appropriate form to meet the
    needs of purpose and audience
  • Recording ideas (e.g., reading, journaling,
    mapping, webbing, note taking, interviewing,
    researching, writing-to-learn activities)
  • Organizing ideas- examining other models of good
    writing, text structures, and ways to organize
    information

5
Drafting WR-M-4.9.0
  • Writing drafts for intended audience
  • Developing topic, elaborating ideas, exploring
    sentence variety and language use

6
Revising WR-M-10.0
  • Reflecting to determine where to add, delete,
    rearrange, define/refine, or elaborate content
  • Conferencing
  • Checking for accuracy of content
  • Comparing with rubric criteria and models of the
    form
  • Considering effectiveness of language usage and
    sentences to communicate ideas

7
Editing (Conventions and Mechanics) WR-M-4.1
1.0
  • Checking for correctness (using resources- spell
    check, dictionaries, thesauri, handbooks)
  • Language usage
  • Sentence structure
  • Spelling
  • Capitalization
  • Punctuation
  • Documentation of sources

8
Publishing WR-M-12.0
  • Sharing final piece with intended audience

9
Reflecting WR-M-4.13.0
  • Reflecting upon
  • Goals as a writer
  • Progress and growth as a writer
  • Who or what has influenced progress and growth
  • Approaches used when composing (e.g.,
    free-writing, researching, drawing, webbing)

10
Purpose in Reading
  • Purpose in reading helps determine what is
    important in the reading.
  • Establishing a purpose helps eliminate
  • Daydreaming while reading
  • Just saying the words so you can be done
  • Boredom while reading
  • Losing focus

11
The Reading Process
  • Pre-Read Make predictions based on the text
    features (title, pictures, captions, headings,
    etc.), summary, inside cover, back cover,
    authors name, content from class
  • Read Continually make predictions about what
    will happen next, stopping occasionally to think
    about what you have read so far (chunking
    information)
  • Re-Read To double check information
  • Reflect Think about what you have read in order
    to make sense of it

12
YOU TRY! ? Review Quiz!
  • 1. We discussed 7 steps in the Writing Process.
    Number 1-7 on your paper and list them.
  • 2. Number 1-4 on your paper and name the 4
    Reading Process steps that we discussed.

13
PART 2
  • EXPERIENCES
  • PATTERNS

14
  • REVIEW QUESTIONS
  • What does Narrate mean?
  • What is a Narrative?
  • What is a Narrator?
  • What is Point of View?
  • What is a personal narrative?
  • What is the point of view ALWAYS for a personal
    narrative?
  • What is a concrete detail?
  • What is a sensory detail?
  • What is a snapshot?
  • What is a thoughtshot?

15
  • Personal Narrative Writing
  • Our experiences help make us who we are. Our
    experiences make us unique. Memories of our
    experiences evoke many feelings (some happy, some
    sad) and images (the way things taste, smell,
    look and sound). Your life is a constant chain
    of experiences and interactions with people that
    shape who you are. You need to make sure you
    remember the ones that are most important to you.
    Recording these experiences in writing is an
    excellent way to make sure you never forget who
    you are.

16
YOU TRY! ?On the chart below, fill in your
memories, details and people.
Type of Memory My memory of an experience Detail Relationship or person in memory
Warm (Comfortable)
Happened a long time ago
Sad (Crying)
Happy (Laughter)
Precious as gold
17
Review of Poetic Devices
  • Imagery Language that appeals to the five
    senses
  • Figurative Language Images that can not be
    taken literally (simile, metaphor,
    personification)
  • Simile A comparison using like or as
  • Example Night is like a chimney.
  • Metaphor A comparison that does NOT use like or
    as
  • Example Night is a chimney.
  • Personification Giving an object human
    characteristics
  • Example I looked the sun straight in the
    eye. He put on dark glasses.
  • Alliteration The repetition of a consonant
    sound at the beginning of words in the same
    line
  • Example Keeping clean is contagious.

18
YOU TRY! ?
  • Grab a literature book off of the shelf.
  • Find the poem Valentine for Ernest Mann.
  • Read the poem and identify (write down) a simile,
    metaphor, and personification in the poem.
  • Write your own example of a sentence containing
    alliteration.

19
Review of Literary Terms
  • Character
  • Person in the story
  • Protagonist
  • The character you are pulling for
  • Antagonist
  • The character you do not want to see get what
    he/she wants
  • CHARACTERIZATION How the character is developed
  • Direct characterization (TELLS) the writer
    makes direct statements about a characters
    personality and tells what the character is like.
  • Indirect characterization (SHOWS) the writer
    reveals information about a character and his
    personality through that character's thoughts,
    words, and actions, along with how other
    characters respond to that character, including
    what they think and say about him.
  • Setting
  • The time and place of the storys action

20
Review of Literary Terms
  • Conflict
  • The problem that must be resolved
  • (internal or external)
  • Theme
  • The main idea of the story or,
  • What the story is REALLY about.
  • Point of View (Narrator)
  • Viewpoint from which the story is told.
  • Symbolism
  • Something that represents more than what it
    appears.

21
Review of Literary Terms
  • Authors Purpose
  • The reason for writing (to inform, to express, to
    persuade, to entertain)
  • Irony
  • The difference between how you might expect
    something to be and how it actually is.
  • Foreshadowing
  • Using clues provided by the author to predict
    what will happen next (it builds suspense)
  • Suspense
  • A feeling of curiosity, or even dread, about what
    will happen next in a story.

22
Review of Literary Terms
  • Plot
  • Basic structure of the story a series of related
    events
  • Exposition- background information about
    characters and setting that is important to the
    rest of the story
  • Rising Action- develops the conflict (majority of
    the story)
  • Climax- point of highest interest, conflict, or
    suspense in the story
  • Falling Action- shows what happens to the
    character(s) after the climax
  • Resolution- the final outcome

23
ConflictInternal and External
  • Conflict deals with a struggle the character is
    facing. Conflict is always internal or external.
    Its also one of three things
  • If the conflict is man vs. man, its a struggle
    between people.
  • If the conflict is man vs. nature, its a
    struggle between people and the elements of
    nature.
  • If the conflict is man vs. self, the struggle
    comes from within the character.

24
YOU TRY! ?
  • Now you try. Come up with examples of each
    yourself. Also include whether the conflict is
    internal or external.
  • Man vs. Man
  • Title _________________
  • Internal or External? __________
  • Man vs. Nature
  • Title _________________
  • Internal or External? __________
  • Man vs. Self
  • Title _________________
  • Internal or External? _________

25
  • DIRECT AND INDIRECT CHARACTERIZATION
  • When you were younger, you were taught to use
    adjectives to describe something. Adjectives are
    describing words. This is called direct
    characterization because the writer directly
    tells you the adjective that describes the
    character.
  • Example of Direct Characterization
  • He was brave when he saw the bear.
  • Now that you are a maturing writer, you should
    show your character in ways that describe him/her
    for the reader. The way a character speaks,
    looks, acts, dresses, thinks, and shows the
    reader who the character is in a more subtle way.
    This is called indirect characterization because
    the writer indirectly describes the character by
    showing rather than telling.
  • Example of Indirect Characterization
  • He stared the bear in the eyes. His steady
    hands held the knife. In his mind, he knew that
    this could be it for him. Sweat poured from his
    forehead and dripped from his brow like a tear
    falling from a face. The bear had no idea how
    afraid the boy truly was.

26
We will read the following information and
discuss. Think about which form of
characterization is most effective in helping the
reader understand the character.
Indirect Characterization What do you know about the character based on the description?
Speech- I aint got no time for this. Im gunna git yall if ya dont git on outta here! he angrily said as he turned, waving his bony finger in the kids faces.
Looks and Dresses- Mrs. Mays tiny frame was draped in a formal suit. The pearls wrapped around her neck seemed to strangle her as she spoke. Her feet were stuffed in tiny Barbie-sized high-healed shoes. She carried her precious Chihuahua puppy in her arms. They wore matching hats. Mrs. Mays hat topped her silver hair.
Private thoughts- Her fears vanished as he approached her. She had hoped his glances and smiles in the hall as they passed one another meant he was interested. This is it, she thought as the moment she had waited for so long arrived.
Acts- He stomped his feet and threw himself to the ground in a rage. His head pounded the floor as he screamed at the top of his lungs. In embarrassment, his mother ripped him from the cold tile of the floor and left the store immediately.
27
YOU TRY! ? Read the adjective provided in the
column marked Direct Characterization and then
write a description of the character using
Indirect Characterization in the blanks provided.

Direct Characterization Write your own description of the character that shows, not tells. You must include in your description the way the character talks, looks, dresses, acts and thinks
Instead of saying he/she wasnt smart, describe An adult character who only has an eighth grade education
Instead of saying he/she is cold and lonely, describe A child who has been left at home alone without any heat
Instead of saying he was excited, describe An athlete who gets a new truck for his sixteenth birthday
Instead of saying she was sad, describe A young mother of 3 who has just been diagnosed with cancer
28
PART 3
  • COMMUNICATION
  • (TO PERSUADE)

29
When writing a piece of transactive writing, the
purpose will often be to PERSUADE your
audience. When reading a piece of transactive
writing, the purpose will often be to PERSUADE
you.
30
  • Argument and supporting evidence are the tools
    used in persuasion.

31
Graphic Organizer for Persuasion
Begin broadly to engage the reader. Your
opinion should be clear.
Introduction
Supporting Evidence
Reason or point one
Transition
Supporting Evidence
Reason or point two
Transition
Supporting Evidence
Reason or point three
Address other sides argument. Restate the point
youre making by summarizing.
Conclusion
2
32
  • Persuasive Techniques
  • Being able to convince
  • To bring about an action or belief
  • Propaganda Techniques
  • Spreading information to help
  • or hurt a cause.

33
(No Transcript)
34
PART 4
  • COMMUNICATION
  • (TO INFORM)

35
Text Features Examples
  • title (catchy and related to the topic)
  • subtitle (summarizes the content of the article-
    narrows focus)
  • headings (to break down the information into
    groups)
  • bullets (when a list is in no certain order)
  • fonts (for effect)
  • white space (for separation of information)
  • layout (its like designing how the article will
    look columns and placement of text features)
  • charts and diagrams (for additional information
    related to the topic of the article)
  • boldface print (for emphasis)
  • pictures (for visual understanding)
  • captions (to quickly explain the picture)

36
  • OTHER IMPORTANT INFORMATION

37
OTHER IMPORTANT INFO.
  • Synonym Words that have the same (or nearly the
    same meaning)
  • example large/massive
  • YOU TRY ? YOUR example _____/_____
  • Antonym Words that have the opposite meaning
  • example angry/calm
  • YOU TRY! ? YOUR example _____/_____

38
OTHER IMPORTANT INFO.
  • Literary Genres
  • Myths a traditional or legendary story, usually
    concerning some being or hero or event
  • Epics a long narrative poem about the many deeds
    or a great hero
  • Poems literature written in verse form
  • Novels a long work of prose fiction
  • Dramas the literary genre of work intended for
    the theater

39
OTHER IMPORTANT INFO.
  • TIPS FOR READING A POEM
  • Read from the inside out---just read and enjoy
    it!
  • The first time you read the poem, pay special
    attention to the punctuation (especially periods
    and commas). Pause only at a punctuation mark.
    NOT at the end of each line.
  • Pay attention to EACH WORD.
  • Pay attention to the title---the meaning of the
    poem sometimes hides here!

40
(Poetry Continued.)
  • Rhymechiming effect that adds to the music of a
    poem.
  • End Rhymerhyme occurs at the end of each line
  • Coupletwhen two rhyming lines are consecutive
  • Internal Rhymerhymes occur within the lines

41
OTHER IMPORTANT INFO.
  • Cause Effect
  • A cause is the reason something happens, an
    effect is the result.
  • Cause Effect Clue Words
  • since
  • reason
  • due to
  • then
  • so
  • because
  • as a result
  • therefore

42
(Cause Effect cont.) YOU
TRY! ?
  • Indicate the cause and effect for each sentence.
  • The heavy rain was the reason for the flooding.
  • She saved her money for more than a year, so she
    will now travel abroad.
  • Jeremy was badly sunburned due to being out in
    the sun without sunscreen all day.
  • As a result of eating too much food at the party,
    Maggie felt sick all night.

43
OTHER IMPORTANT INFO.
  • Point of View
  • First-personwhen a character tells the story
    using the pronoun I
  • Third-personwhen an outside narrator is telling
    the story using the pronouns they, he, and she
  • Second-personuses the pronoun you (used in some
    types of informational writing)

44
OTHER IMPORTANT INFO.
  • Fact Opinion
  • A fact is something that can be proven through
    experience, history, science, or math.
  • An opinion is based on the writers thoughts,
    feelings, values, assumptions or biases. It cant
    be proven.
  • Clue words indicating that a text is expressing
    opinion
  • everyone, most, nobody, all, none, never,
    always, feel, ever, really, very, think, feel,
    believe

45
OTHER IMPORTANT INFO.
  • Context Clues
  • When you dont know the meaning of a word, use
    CONTEXT CLUES to help figure it out. The context
    is the words, sentences, and paragraphs
    surrounding an unknown word.
  • YOU TRY! ?
  • 1.  Joan loves to buy exotic foods vegetables
    and herbs from China, spices from India, olives
    from Greece, and cheeses from France.
  • A. expensive B. seasonings C. from other places
  • 2. This third grade was full of precocious
    children. One child had learned to read at two
    and another could do algebra at age 6.
  • A. active B. backward C. ahead
  • 3. Paul is a wonderful piano player. But Kate is
    more versatile she plays the piano, sings, acts,
    paints and writes poetry.
  • A. showoff B. many abilities C. superior skills

46
OTHER IMPORTANT INFO.
  • PREFIXES SUFFIXES
  • Prefixes Suffixes can also help you determine
    the meaning of a word. A prefix is added to the
    beginning of a root word. A suffix is added to
    the end of a root word.

47
(Prefixes Suffixes cont.)
  • Common Prefixes

Prefix Meaning Example
dis- not dislike
in- in or not inhuman
mid- middle midmorning
re- again reread
un- not unforgiving
48
(Prefixes Suffixes cont.)
  • Common suffixes

Suffix Meaning Example
-able able to be comfortable
-ful full of joyful
-less without harmless
-ly like, in the manner of poorly
49
(Prefixes Suffixes cont.)
  • YOU TRY! ?
  • Using your knowledge of prefixes and suffixes,
    find the meaning of the following words
  • 1. discourage _________________
  • 2. Midwest____________________
  • 3. unthinkable_________________
  • 4. respectful___________________
  • 5. invisible____________________
  • 6. extremely___________________

50
Verbals-are words that are created from verbs,
serving the purpose of a noun, adjective, or
adverb.
  • Gerunds- A noun form of a verb that always ends
    in ing! (Not every ing word is a gerund though)
  • Example My best friend and I love swimming in
    the pool.
  • Writing is my favorite activity in school.
  • Participles Is a word that acts as a modifier
    in front of a noun. (adjective) Also, has an
    ending. (ing, ed, en, etc.)
  • The laughing girl was the only one we could hear.
  • All around the yard were the trees fallen
    branches.
  • Infinitives Basic verb with the word to in
    front, acting as a noun.
  • My best friend and I love to swim in the pool
    every day.
  • To think that way can lead to disaster.

51
Verbal Practice
  • In some countries, biking is the preferred way to
    travel.
  • What is the infinitive?

52
Verb Voices
  • Voice
  • Active In the active voice, the subject performs
    an action.
  • Nestor throws the ball across the field.
  • We threw the Frisbee all afternoon.
  • Passive In the passive voice, the subject is
    acted upon by someone or something else.
  • The ball is thrown by Nester.
  • The Frisbee was thrown all afternoon.

53
Verb Moods
  • Indicative used to make a statement.
  • Al needs to clean his room today.
  • (Ends with a period)
  • Imperative - used to make a request or command.
  • Al, clean your room today!
  • (May end in a period or an exclamation point)
  • Subjunctive Speculate or express a wish.
  • Al wishes he were finished cleaning his room.
  • (Ends in period most of the time)
  • Conditional An idea dependent on a condition.
  • If Al would have cleaned his room, he could have
    played outside.
  • Interrogative used to ask a question.
  • Have you cleaned your room yet, Al?
  • (Always ends in a question mark)

54
Mood Practice
  • Bake the bread for 20 minutes before you take it
    out of the oven.
  • If Tina makes the team, she will be really happy.
  • Is it true that Tim is moving to Hawaii?
  • Tammy wishes she had an extra day of Spring
    Break.
  • If Tom had studied, he would have passed the
    test.
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