Chapter Two Try It Application Exercise After reading the text and reviewing the corresponding power point slides you will now apply your knowledge in the following “Try It” exercises. These are exer

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Chapter Two Try It Application Exercise

After reading the text and reviewing the corresponding power point slides you will now apply your knowledge in the following “Try It” exercises.

These are exercises that are meant to be used with your students in the classroom.  To gain a better understanding of the process, you will complete them.

Complete Part 5 Sentence Expansion.

The document is in WORD so that you may easily type into the document, save it, and upload it to canvas once you have completed it.

TWR Try Its Week Two and Three-2.docx Download TWR Try Its Week Two and Three-2.docx

Chapter Three Try It Application Exercise

After reading the text and reviewing the corresponding power point slides you will now apply your knowledge in the following “Try It” exercises.

These are exercises that are meant to be used with your students in the classroom.  To gain a better understanding of the process, you will complete them.

Complete Part 1 Note Taking.

The document is in WORD so that you may easily type into the document, save it, and upload it to canvas once you have completed it.

TWR Try Its Part Two (word).docx Download TWR Try Its Part Two (word).docx

Chapter Two Try It Application Exercise After reading the text and reviewing the corresponding power point slides you will now apply your knowledge in the following “Try It” exercises. These are exer
Part I: Sentences Try Its Part 1: Sentences & Fragments Directions: Write “S” if the words form a complete sentence. Capitalize and punctuate the sentences. Write “F” if the words are a sentence fragment. Change the fragments into complete sentences. ____ sentence-level writing _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ____ twr strategies check comprehension _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ____ should be incorporated in all content areas _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Part 2: Scrambled Sentences Directions: Rearrange the words into a sentence and add the correct end punctuation and capitalization. learn word sentences order help can unscrambling correct students _______________________________________________________________________________________ _______________________________________________________________________________________ Part 3: Basic Conjunctions Directions: Complete the given sentence using because, but, and so. Writing can be challenging… Writing can be challenging because ___________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Writing can be challenging, but _______________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Writing can be challenging, so ________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Part 4: Sentence Combining Directions: Combine the given sentences into one sentence. Sentence combining teaches grammar. Sentence combining teaches usage. Teachers should practice sentence combining with students. Combined Sentence: __________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Part 5: Sentence Expansion Directions: Expand the kernel sentence. They are learning the Hochman Method. Who:……………………………………………………………………… When:……………………………………………………………………. Why:……………………………………………………………………… Expanded Sentence: ___________________________________________________ ______________________________________________________________________ ______________________________________________________________________ © 2020 The Writing Revolution
Chapter Two Try It Application Exercise After reading the text and reviewing the corresponding power point slides you will now apply your knowledge in the following “Try It” exercises. These are exer
Part II: Paragraphs Try Its Part 1: Note-Taking Directions: Convert the given sentences into key words and phrases, abbreviations and symbols. + or & and ↑ increase, growth, rise = means that, equal, same as ↓ decrease, decline → leads to, results in, cause-effect / new idea Note-taking is an incredibly valuable skill for students. ………………………………………………….…………………………………………………… ………………………………………………….…………………………………………………… Taking notes by hand leads to better comprehension, absorption and retention of material. ………………………………………………….…………………………………………………… ………………………………………………….…………………………………………………… Directions: Convert the given key words and phrases, abbreviations and symbols into sentences. notes by hand → extract most impt. info. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ abbreviations = shortened version of words / useful for note-taking ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Part 2: SPO Scaffold Directions: Given the details, generate the topic sentence (TS). If you need help with the content, refer to p. 11 of The Writing Revolution. T.S. __________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ provides road map / beg., middle + end ↑ ability to stick to topic easy to revise helps organize + sequence info. Part 3: SPO Scaffold Directions: Select and label the topic sentence (TS) in the group below. Then, number the supporting detail sentences in the correct order. ___ Initially, students gain a solid foundation at the sentence-level. ___ Since writing can be difficult and overwhelming, The Hochman Method provides a scaffolded approach. ___ After students have had ample practice planning and revising single paragraphs, they learn to develop a Multiple-Paragraph Outline (MPO) to plan a composition. ___ At the single-paragraph level, students learn a variety of revision strategies to improve the substance of their writing. ___ When students are ready to write a paragraph, they learn to use a Single-Paragraph Outline (SPO). Part 4: SPO Scaffold Directions: Cross out the irrelevant sentence in the paragraph. Since the proper formatting of TWR activities maximizes their effectiveness, keep the following tips in mind. For example, when providing students fragments in a list, leave out capitalization and end punctuation because you want students to supply these. When creating because, but & so activities, provide a line directly following the conjunctions, as this mimics the way the students write a sentence. Conjunction activities raise the linguistic complexity of students’ sentences and boost reading comprehension. In sentence expansion activities, provide dotted lines after the question words as a reminder for students to write in note-form. In general, make sure to give ample space on worksheets so that student responses are not constrained. If you keep all this in mind, you will be setting your students up for success! Part 5: Reading Jackie Robinson HISTORY.COM Editors (modified) In 1947, Jackie Robinson, a talented and versatile player, broke baseball’s color barrier when he began to play for the Brooklyn Dodgers. Robinson won the National League Rookie of the Year award his first season, and helped the Dodgers win the National League championship – the first of his six trips to the World Series. In 1949, Robinson won the league MVP award, and he was inducted into the Baseball Hall of Fame in 1962. Despite his skill, Robinson faced a barrage of insults and threats because of his race. The courage and grace with which Robinson handled the abuses inspired a generation of African Americans to question the doctrine of “separate but equal” and helped pave the way for the Civil Rights Movement. When general manager Branch Rickey of the Brooklyn Dodgers offered Robinson the chance to break organized baseball’s powerful but unwritten color line, the fiery ballplayer accepted and agreed to Rickey’s condition: that he not respond to the abuse he would face. Jackie Robinson’s Baseball Career Jackie Robinson’s debut in organized baseball (April 18, 1946, with the Montreal Royals of the International League, the Dodgers’ best farm club) is now a legend. In five at-bats he hit a three-run homer and three singles, stole two bases, and scored four times, twice by forcing the pitcher to balk. Promoted to the Dodgers the following spring, Robinson thrived on the pressure and established himself as the most exciting player in baseball. His playing style combined traditional elements of black sports–the opportunistic risk-taking known as “tricky baseball” in the Negro Leagues–with an aggressive style of play. In their response to Jackie Robinson, African Americans rejected “separate but equal” status and embraced integration; huge numbers flocked to see the Dodgers from great distances. African American sportswriters, many of whom had advocated baseball integration for years, focused their attentions on Robinson and the black players who followed him. His success encouraged the integration of professional football, basketball, and tennis, while the Negro Leagues, which in a sense depended on segregation, began an irreversible decline, losing ballplayers, spectators and reporters. During his first two years with the Dodgers, Robinson kept his word to Rickey and endured astonishing abuse amid national scrutiny without fighting back. His dignified courage in the face of virulent racism–from jeers and insults to beanballs, hate mail, and death threats–commanded the admiration of whites as well as blacks and foreshadowed the tactics that the 1960s Civil Rights Movement would develop into the theory and practice of nonviolence. Jackie Robinson and Civil Rights Robinson, however, finally broke his emotional and political silence in 1949, becoming an outspoken and controversial opponent of racial discrimination. He criticized the slow pace of baseball integration and objected to the Jim Crow practices in the Southern states where most clubs held spring training. Robinson led other ballplayers in urging baseball to use its economic power to desegregate Southern towns, hotels and ballparks. Since most baseball teams integrated relatively calmly, the “Jackie Robinson experiment” provided an important example of successful desegregation to ambivalent white political and business leaders. When he retired from baseball in 1957, Robinson sought to bring the same tactics to bear on increasing African American employment opportunities. His lifelong struggle continued to his last public appearance, nine days before he died: He told television viewers of an Old-Timers’ Game, “I’d like to live to see a black manager.” Adapted from: History.com Editors (2019, June 7). Jackie Robinson. Retrieved from https://www.history.com/topics/black-history/jackie-robinson Part 6: Summary Sentence Directions: Write a Summary Sentence related to the Jackie Robinson article. Who/What: …………………………………………………………………… (did/will do) What: …………………………………………………………… When: ……………………………………………………………..…………… Where: …………………………………………………………….…………… Why: ……………………………………………………………….…………… How: ……………………………………………………………….…………… Summary Sentence: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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