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SAT 10_ Language Arts

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					SAT 10: Language Arts

      Lacey Hoogland
             &
        Keiz Shultz
                      Overview
• Measurements: Language
  – Prewriting
  – Composing
  – Editing
  – Narrative
  – Informative
  – Persuasive
  – Thinking Skills
 Connection to Standards/DStep
• Look at the State Writing Standards: Which
  standards address the areas below?
  – Prewriting
  – Composing
  – Editing
  – Narrative
  – Informative
  – Persuasive
  – Thinking Skills
           Focus on Writing
• To Address our Language Arts standards
  we’re going to look at an emphasis in
  writing across the curriculum
          Easy Two Column Notes
1.   Include the title and the date
2.   List main ideas, topics, and key words on the left.
3.   List information and subtopics on the right.
4.   Indent subtopics and leave plenty of empty space.
5.   Remember that each paragraph has a key idea.
6.   Use words and phrases.
7.   Use abbreviations when they are appropriate.
8.   Make notes neat and complete.
    Two Column Notes
Topic = Maps
A Map           Picture of an area
                     Shows where things are
                      located
                     Uses special marks and
                       symbols
                Design depends on purpose

Political Map    Shows earth divided into
                 countries, states
                    Indicates capitals and
                    major cities
                 Uses different sizes of text
                    for rivers, lakes, cities, etc
Nonlinguistic Representation &
      Two Column Notes



           Saints
           Two Column Notes
• Your Chance to Practice
  – Topic: Saints
  – Left Hand: Choose Two Saints
  – Right Hand: Write everything You Know about that
    Saint
• Narrative, Persuasive, Informative
• Useful when beginning a paper, preparing for
  a debate or presentation
• Now write your paragraphs about your two
  saints
          Two Column Notes
• In the group choose an individual to read
  the selection on Martin Luther King Jr.
• The other individuals in your group will
  take notes on the reading.
  – Be sure to note the main ideas and supporting
    details
• Compare your notes
                 Two Column Math
• What is the square foot of a 9 x 12 porch?
      This column will include        This column will be where
     sentences to show student         students work out their
              thinking.                        problem.
   Step 1



   Step 2



   Step 3


   This box must include the answer
   and reiterate the question.
                 Two Column Math
• What is the square foot of a 9 x 12 porch?
      This column will include        This column will be where
     sentences to show student         students work out their
              thinking.                        problem.
   Step 1                                        12
   First, we will multiply 9 x 12.               x9


   Step 2                                        12
   Next, we show the answer as                   x9
   108.                                         108
   Step 3                                        12
   Finally, we will show there is                x9
   108 square feet on the porch.                108

   This box must include the answer
   and reiterate the question.
           Two Column Science
   This column will include        This column will be where
  sentences to show student         students work out their
           thinking.                        problem.
Step 1



Step 2



Step 3


This box must include the answer
and reiterate the question.
           Two Column Notes
• Uses:
  – Comprehension before writing
  – Comparing and Contrasting species, forms of
    government, foreign language verb forms
  – What You Know, How You Know It
  – During presentations, discussions, videos etc.
  – Formative Tool to gauge where students are at
    in their learning
  – Math, Science, Social Studies, Religion
           Three Column Notes
•   Top = Topic
•   Left Column = Main Points
•   Middle Column = Supporting Details
•   Right Column = Opinions, Observations,
    Thoughts
             Persuasive Writing
• Attempts to…
   – Prove Truth
   – Motivate for Change or Action
   – Engage Thinking
• Relies on…
  – Intellect
  – Emotion
• Must have…
  – Clear Logic & Reasoning
  – Respect & Knowledge of Opposing Opinions
          Persuasive Writing
• Listen to Reading: Turn Classrooms into
  Gyms!
  – What’s the Topic?
  – What are the Main Ideas?
  – Supporting Details?
  – Conclusion?


• Use your Three Column Notes page
            Persuasive Writing
• Word Choice for Main Ideas
  – Should, Must, Ought, Since, Because, For That
    Reason
• Word Choice for Conclusion
  – Definitely, Certainly, Clearly, Therefore, For
    These Reasons, In Fact
      Persuasive Writing Strategy
Use Either – Or to Get Students Thinking!
  E    Everyone is doing this or buying this!
  I    Intelligent people agree with this!
  T    This is good for you or someone you know!
  H    Happiness: Doing this will make you happy!
  E    Entitled: Everyone is entitled to this. It is their right.
  R    Reason: Many good reasons prove this is so!
  O    Opposing point of view is wrong. I see their point, but
       the facts disprove their position.
  R    Responsibility: This is an important responsibility!
          Persuasive Writing
• Which word choices and Either-Or
  Strategies were used in: Turn Classrooms
  into Gyms!
• T – This is good for you
• R – Many good reasons
• I – Intelligent people agree
   Persuasive Writing Paragraph
• Choose one of the following:
  – Why should/shouldn’t we have AP classes?
  – Why should/shouldn’t we use technology in
    school?
  – Why should/shouldn’t we require summer
    reading?
• As a group of four pick your topic, use the
  three column note strategy for your outline
  and writing.
• Write your persuasive paragraphs as a group
  and select a reader to share.
                 Review
•   Non-Linguistic Representation
•   Cooperative Learning
•   Two Column Notes
•   Persuasive Writing
               Lesson Plans
• In your small group, choose a recorder, and
  discuss one of the following:
  – What have I done this year that utilizes some
    of todays techniques?
  – What ideas come to mind that I could utilize
    these techniques before the end of the school
    year?

				
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