Word Processing Day 4 Formatting and Tone Daily Objectives (Students will be able to) Computer Skills: Highlight and change text format. Copy, Cut and Paste text. Tasks (Students will have completed) Tone Exercises 1 and 2 Parts of Speech Exercise Vocabulary Materials & Activities (at the end of this lesson) Laptop, Mouse, headphones, LCD, Tone Exercises 1 and 2 Literacy Skills: Identify the tone of a piece of writing Writing a paragraph with a specific tone. Identify parts of speech. Parts of Speech Exercise Activity / Time Description Resources Notes Warm-Up 20 min. Demonstration 10 min. Focused Practice 30 min. Students should look at dramatic passages in a word document and bold the words or phrases that directly relate to the tone, and answer the multiple choice question accompanying each passage by bolding the correct answer. Tone Exercises at http://tinyurl.com/compandlit You may want to model for the students how to save the article to their jump drive and post step by step instructions on the board: open Internet Explorer, go to http://tinyurl.com/compandlit, click on Tone Exercises, click on save, select USB drive etc.) T. should demonstrate copy, cut and paste. These skills have been briefly included on the worksheets but they haven t been taught explicitly. Teacher could model while students narrated what is done or student could narrate while student models. Students should use copy and paste, and cut and Tone Exercises 2 at paste skills to unscramble sentences to make http://tinyurl.com/compandlit paragraphs that are coherent and have a consistent tone.
Class Brainstorm 15 min. Focused Practice 30 min. Assessment 15 min. As a class, brainstorm and review the basic parts of speech Students should choose a different font for each part of speech, and reading through a passage on the computer, they should appropriately change the fonts for each word. Have students think of an even that has a specific tone (i.e. Halloween has a spooky tone, a wedding would have a joyous tone, a tragic event might have a sad tone.) Have students type their own paragraphs describing the event. Encourage them to use nouns, verbs, adjectives, adverbs articles and prepositions. Then ask students to choose a different font for each part of speech and change the font to identify the parts of speech (as above in Parts of Speech Exercise) Parts of Speech Exercises at http://tinyurl.com/compandlit Necessary parts of speech to go over include: Noun, Adjective, Verb, Adverb, Article, Preposition Students who finish ahead of time can pair up and compare work, which will also expose students to reading the different fonts. Teacher might also ask early finishers to create lists of words for each part of speech on the board or chart paper: nouns, verbs, adjectives, adverb, articles and prepositions. Posting lists created by earlier finishers may help some students.
Parts of Speech Exercise Read the following story, then choose a specific font for each part of speech, and highlight and change the font of each word. Then make a key showing which font goes with which part of speech For Example: The brown fox quickly jumped over the lazy dog. Articles Adjectives Nouns Adverbs Verbs Prepositions Today Juan was very late for class. He came running into the room, and couldn t speak because he was breathing so hard. The teacher was a little angry, but she was still very nice to Juan, who went to get his computer, sat down and turned it on. The teacher was talking about the next lesson and Juan listened very carefully so that he could understand what to do next. After the teacher stopped talking, his classmate turned to him and quietly asked for help. Juan was a little nervous because he had missed part of class but he tried to help the student anyway. He learned very quickly that day, and went home feeling very smart.
Instructions: First, read the article. Now think of a few words that describe the tone. Read the article again. Identify the words and sentences that relate to the tone. Highlight them and make them bold. Finally, answer the questions below the article. Identify the correct answer and make it bold. Brown Eyes, Blue Eyes Nobody knew where the child came from. At least no one knew exactly where he was from. He was left on the bullet-scarred steps of an orphanage in a small town in northern Cambodia. A French nurse who worked at the orphanage found him on New Year s Eve. He was bundled up in a brightly colored cotton blanket like a gift to welcome in the coming year. He was a small boy, thin and pale. The doctor thought he was about two years old, but he looked half his age. There was no note. No one knew his parents. No one knew his name. Adapted from Read Ahead Reading and Life Skills Development by Jo McEntire. 1. Which of these words best describes the tone? a. Mysterious b. Humorous c. Scary d. Serious 2. Which of these sentences best supports the tone? a. He was bundled up in a brightly colored cotton blanket like a gift to welcome in the coming year. b. He was a small boy, thin and pale c. No one knew his parents. No one knew his name d. He was left on the bullet-scarred steps of an orphanage in a small town in northern Cambodia. 3. Which of the adjectives from this story help describe the boy? a. Small, thin, pale b. Brightly, colored c. Bullet-scarred, small, colorful d. Parents, Cambodia.
The Grasshopper and the Ants (An Aesop s Fable) All through the warm, wonderful days of summer, Grasshopper danced in the fields and sang his sweet song. Grasshopper enjoyed life and was never hungry, for he had fields of sees and sweet, green grass to feast on. Day after day, Grasshopper lazily watched the ants work. The ants busily spent their days gathering food and struggling under the weight of the seeds and grains that they carried to their nest. Grasshopper wondered why the ants so foolishly spent their days working when they could be enjoying the lazy days of summer. Grasshopper thought he was so clever, but soon it got very cold. He didn t have time to play and dance. He was very busy finding food, but he could not find any. He remembered how hard the ants worked, and decided they would share with him. So he went to them and asked. Please I am so hungry and cold, will you help me and give me food to eat. The ants said Last summer, we worked so hard to get our food, maybe you should not have played so much. Then they walked away. Adapted from: Timed Readings Plus, by Edward Spargo McGraw-Hill, 1998 1. From the tone of the story, how could we best describe a fable? a. A story that tries to teach us something about what is right and wrong, and that has a moral in the end. b. A story about two different kinds of animals and how the work together. c. A story where one of the characters is lazy and doesn t do any work. d. A story with some dialogue. 2. Which of these best describes the tone? a. Scary b. Suspenseful c. Exciting d. Moralistic 3. Which sentence from the story gives us a clue about the tone? a. All through the warm, wonderful days of summer b. We worked so hard to get our food c. Grasshopper thought he was so clever, but soon it got very cold. He didn t have time to play and dance. d. Then they walked away.
Tone Exercise 2 Read the following text (it will not make sense- it is two different paragraphs mixed together.). Read them again and then, using copy and paste again to sort the sentences into two paragraphs that each have a consistent (all the same) tone. When she was all grownup, she bought the house and chopped down the tree. She would look out the window and the branches looked like fingers stretched out to get her. There was a big tree in front of her house. Every year it bloomed with beautiful big, pink flowers. There was a big tree in front of her house. When she was little, she would always climb up the tree and look into her brother s window to see what he was doing. Her father felt bad that the tree was so scary. The summer she was 8 years old, her father helped her build a tree house. Every fall, when the leaves would fall off and the wind would blow against the branches at night, it would make a horrible noise scratching against her window. The tree house was made all of wood and was very sturdy and fun to play in. Sometimes she thought she saw someone scary in the tree, staring at her through the window. He built her a tree house to make the tree less scary, but when she was inside it she was sure that it would fall out of the tree and that she would get hurt. She and her friends used to climb up into the tree house and talk and talk for hours, her mother would even come and bring them snacks. Every time she visits the old house she sees the tree and remembers all of those great memories.
Parts of Speech Exercise Read the following story, then choose a specific font for each part of speech, and highlight and change the font of each word. Then make a key showing which font goes with which part of speech For Example: The brown fox quickly jumped over the lazy dog. Articles Adjectives Nouns Adverbs Verbs Prepositions Today Juan was very late for class. He came running into the room, and couldn t speak because he was breathing so hard. The teacher was a little angry, but she was still very nice to Juan, who went to get his computer, sat down and turned it on. The teacher was talking about the next lesson and Juan listened very carefully so that he could understand what to do next. After the teacher stopped talking, his classmate turned to him and quietly asked for help. Juan was a little nervous because he had missed part of class but he tried to help the student anyway. He learned very quickly that day, and went home feeling very smart.