Candy for the brain and eye candy t

Candy for the brain – and eye candy, t Reading and Writing help Grades 6 -12, Especially for 1 st generation college bound teens Estimated 1 st time Presentation: 45 min visual Supports the Brain. Candy Study. Guide Write a response paragraph in under 15 minute AND KNOW THAT IT IS CORRECT!

Students: Are you ready to follow 5 easy steps for success with written responses? § How would you like to be able to write an effective “response” in under 15 minutes and § Would you like to KNOW that it is 90% accurate (or more)? § Writing is personal, with every word needing to communicate as well as express personal understanding. Would you feel more confident with A ROCK SOLID FOUNDATION upon which you CAN RELY? § “Methodical writing” may seem to be restrictive to some, but to those who are lost, having an easy to follow, CONSISTENT structure that GUARANTEES SUCCESS AS A STUDENT WRITER is what is needed – and it is RIGHT HERE, RIGHT NOW!

R © 2016 K. Pariseau, Legacy Productions, Tp. T Kathy Step 1: RESPOND to the question: address the prompt without personal opinion phrases like “I think, ” “I feel, ” or “in my opinion. ” Your response IS your opinion, but since your name is on your paper, you do not have to be obvious! Flip Tip: Flip the question and turn it into a statement or claim, using most of the same structure and key words. Example: Q: What is an electrical conductor? A: An electrical conductor is… (Drop the ‘what’ and move the “is” behind the item and then define it!)

A © 2016 K. Pariseau, Legacy Productions, Tp. T Kathy Step 2: ADD REASONING (now add your reason, preferably in a new sentence, starting with something like “This is because…” or “This is due to…”) You are basically justifying why you think what you think!

C © 2016 K. Pariseau, Legacy Productions, Tp. T Kathy Step 3: CITE EVIDENCE from the text or video’s script (“word for word” in quotation marks, or when paraphrasing, accrediting the borrowed text properly like, “According to the video I’m No Fool with Electricity, …”) A response should neither be 100% opinion NOR 100% “borrowed, ” but rather, a balance between the two. A good writer offers an opinion (without opinion phrases) but then offers support from published experts to use as ‘evidence. ’

E © 2016 K. Pariseau, Legacy Productions, Tp. T Kathy Step 4: EXPLAIN the evidence, making a connection to your reason (starting with something like, “This means that…” or “An example of…” “In other words, …” or “If A is true, then B must…” or “When considering X, Y, and Z, . . . ”) Good writers offer commentary on their findings. It is not enough to simply copy text from a source; reveal to the reader what that information really means. Another way to do this is to offer an Example, too.

S © 2016 K. Pariseau, Legacy Productions, Tp. T Kathy Step 5: SUMMARIZE, close (using the same key terms from your opening statement that follow a transitional sentence like “In conclusion, …” or “To sum it all up, …” “All in all, . . ”) Every effective writing is composed of three main parts: the intro (tell them what you are ABOUT to tell them), the body (tell them the information) and then tell them what you told them (the summary closing).

Introducing the R. A. C. E. S. guide This is the set of standards for answering questions or reporting info in a first draft response (argumentative, informational, or explanatory). USE IT TO GUIDE your rough copy, THEN, use the multiple paragraph outline to improve it! R y RESPOND to the prompt: Flip the question and turn it into a (TS) topic sentence statement without personal opinion phrases like “I think, ” “I feel, ” or “in my opinion. ” Be sure to include source (title & author) if available. CE EN in ID rd” , EV wo rks TE for ma CI ord tion ting “w ota edi qu accr S CC C. W . E SUM clos MARIZ ing E, as o similar l pen ing y . 8. 1 EX co PL n A ev nec IN, i d en tion mak ce b in & etw g a cla ee im n . 8. 1. B CCS. W . 8. 1. B CCS. W A ING SON REA ise ADD ing prec d an us uage s lang nt point a relev S CCS. W. 8. 1. A RESPOND to the prompt. Flip the question Into a Topic Sentence 1 draft Response st CC . C 8. 1 S. W. E Carry it with you and use it, WEEKLY! ADD REASONING (now add your reason, using precise language and relevant points that support your position preferably in a new sentence, starting with something like “This is because…” or “This is due to…”) You are basically justifying why you think what you think! (if you are writing a response to an argumentative, you may start, “Although. . ) CITE EVIDENCE, key words from the text or video’s script (“word for word” in quotation marks, or when paraphrasing, accrediting the borrowed text properly like, “According to the video, “WWII…”) as RELEVANT EVIDENCE supporting the Topic Sentence (TS). Offer 45 concrete details (CD) EXPLAIN the evidence, making a connection to your reason (starting with something like, “This means that…” or “An example of…” “In other words, …” or other commentaryexplanation (CE)) SUMMARIZE, close as you opened (using the same key terms from your opening statement in a concluding statement (CS) that follows a transitional phrase like “In conclusion, …” or “To sum it all up, …” “All in all, . . ”) © 2016 K. Pariseau, Legacy productions, Tp. T Ultimate-English

R A C E S ! s k r a m k o o B RESPOND to the question: address the prompt without personal opinion phrases like “I think, ” “I feel, ” or “in my opinion. ” (The response IS your opinion, but do not be obvious!) Flip the question and turn it into a statement. ADD REASONING (now add your reason, preferably in a new sentence, starting with something like “This is because…” or “This is due to…”) You are basically justifying why you think what you think! CITE EVIDENCE from the text or video’s script (“word for word” in quotation marks, or when paraphrasing, accrediting the borrowed text properly like, “According to the video I’m No Fool with Electricity, …”) EXPLAIN the evidence, making a connection to your reason (starting with something like, “This means that…” or “An example of…” “In other words, …” or “If A is true, then B must…” or “When considering X, Y, and Z, . . . ”) SUMMARIZE, close (using the same key terms from your opening statement that follow a transitional sentence like “In conclusion, …” or “To sum it all up, …” “All in all, . . ”) © 2016 K. Pariseau, Legacy Productions, Tp. T Kathy’s Legacy

r e d n i m e R s d r a c

RUBRIC For any question you cannot answer “yes” to, YOU MUST CORRECT THE SITUATION. An answer of “no” is unacceptable and means go back and fix it. R R A A s c i r b u r t e e h C s C 2 1 E E S S Does your writing RESPOND to the question: address the prompt without personal opinion phrases like “I think, ” “I feel, ” or “in my opinion”? _______________ Were you clear in ADDING REASONING, starting with something like “This is because…” or “This is due to…”) DID YOU justify why you think what you think? ____________________________________________ Did you remember to CITE EVIDENCE from the text or video’s script (“word for word” in quotation marks, or when paraphrasing, accrediting the borrowed text properly like, “According to the video I’m No Fool with Electricity, …”)? _____________________________ Were you able to properly EXPLAIN the evidence, making a connection to your reason (starting with something like, “This means that…” or “An example of…”? _____________________________________ Did you provide a SUMMARY, closing using a transition and the same key terms from your opening statement such as “In conclusion, ” or “To sum it all up”? ______________________________________ © 2016 K. Pariseau, Legacy productions, Techers. Pay. Teachers. com/store/Brain. Candy-Study. Guide

So, how does this method stack up against the state test’s rubric?

CAASPP Rubric Standards The response rubric: • gives sufficient evidence of the ability to make a clear inference / draw a conclusion • includes specific examples / details that make clear reference to the text • adequately explains inference / conclusion with clearly relevant information based on the text

CAASPP Rubric Standards • gives sufficient evidence of the ability to make a clear inference/draw a conclusion means I must make a claim in response to the question! Aka: Do I know what I am being asked to do? Am I capable of understanding not only the question, but how to answer it? IF SO, THEN MY FIRST RESPONSE STATEMENT MUST ADDRESS THE PROMPT!

CAASPP Rubric Standards • gives sufficient evidence includes specific examples/details that make clear reference to the text Aka: I MUST have 4 -5 citations! My citations MUST be relevant!

CAASPP Rubric Standards • adequately explains inference / conclusion with clearly relevant information based on the text I MUST explain how those evidences support my claim. I need to offer a conclusion that logically follows what was just written.

So, the bottom line is…. I must make a claim in response to the question! I MUST HAVE A REASON FOR ANSWERING THAT WAY – what gave me that idea? I MUST have 4 -5 citations to show where I got that idea from! My citations MUST be relevant – directly connected to what I am saying! I MUST explain how those evidences support my claim. I need to offer a conclusion that logically follows what was just written.

CAASPP Rubric Standards R A C E S I must RESPOND with a claim in response to the question! I MUST ADD A REASON FOR ANSWERING THAT WAY I MUST have 4 -5 CITATIONS! My citations MUST be relevant! I MUST EXPLAIN how those evidences support my claim. I need to SUMMARIZE with a conclusion that logically follows what was just written.

Some terminology for clarification • Prompt: the task or the question to be answered. • Statement or claim: answers the prompt by flipping the question around, taking “what does (this) mean…? ” questions and turning them into “(This) means that. . . ” claims. • Support: key points from within the text (found in topic sentences if it comes from an essay), or key ideas if coming from a paragraph. • Evidence: words taken from the text that proves those supporting points (written using quotation marks) • Quote Quotation MARKS: the superscript double marks like “ this. ” • Quotation: something notable someone SAID. • Citation: giving credit to someone for what THAT AUTHOR said…in quotations! © 2018, K. Pariseau, Teachers. Pay. Teachers. com Ultimate-English (store)

Some terminology for clarification (continued) • Citation: either details, narration, or something someone ELSE said FROM WITHIN THE TEXT, used in the response as evidence, copied WORD FOR WORD AND USING QUOTATION MARKS and ACKNOWLEDGING its origin with expressions like, “According to the text, …. ” or “the text itself supports this when it says, “XXXXxxxxx, ” or Author Soand. So explains it this way when heshe says, “Xxxxx. ” • Conclusion(s) to be drawn – this is a task in which the reader of a text must put two or more pieces of information together (like 1 + 1) and “come to a conclusion, ” or add them up (like 1 + 1 = 2). • Conclusion (the end) – to end a paper or passage. “In conclusion, ” is a TRANSITION to help the reader close the text. © 2018, K. Pariseau, Teachers. Pay. Teachers. com Ultimate-English (store)

This has been another support file for the Ultimate English Expanding information found here

What is the Brain. Candy-Study. Guide? double sided!

Foldable to meet each lesson’s need UESGBC AD

Memory devices acronyms for • • • I. A. N – an acronym for the “forms” (genres) of literature. Analysis (O. I. C. U. ) Response Writing Rubric with sample frames (R. A. C. E. S. ) Pariseau’s Pineapple Approach to Introducing the Essay Structure – utilizing ALL 5 SENSES! (Yes, even TASTE!) The High 5 Summary guide (includes physical response). The State of Being verbs located INSIDE a capital “B” designed in yellow with black stripes (looking like a bee) Using figurative language makes writing more P. O. S. H. (Personification, Onomatopoeia, Simile, Hyperbole) Color coding key concepts (go=green, use caution=yellow, stop=red, posh=purple, etc. ) Plot Line Pattern (the LESSON plan includes physical response) A Ticonderoga pencil utilizing the 3 green lines under the eraser for the 3 Essentials to know before beginning to write (TAG)

Engagement strategies images • Eye catching terms to catch the eyes of a variety of teens, like “college bound” “cheat” and for video gamers, “cheat codes” • Two siblings arguing • Using popular films to draw parallels • Comic book blow outs (onomatopoeia) • Prepositions search (pineapple page) • Trope: What’s in a nym? ” (what synonym? ) • Eyes for what is seen, ears for what is heard • Purposeful fonts: logos (logical like Spock, written in a Star Trek font), ethos (written in a founding fathers’ font), and pathos (written in childlike, emotional font)

Imagery with a purpose • A film frame for how film analysis borrows from and is different from literary analysis. • Top 7 LatinGreek prefixes set into a purple (for nobility) capital V (for vocabulary) • “Setting” established as a seed that grows into two branches TIME and place. • Double directional arrow for the SEVERAL English terms that mean the opposite within literature • Onomatopoeia blow outs from comic books. • “Mountains” that beg students to ask for help • Color symbolism used throughout

Patterns • Plot Line • Parallelism • Word Parts (prefixes, roots, suffixes) • S. T. A. R. T. as a launch to any introductory paragraph • 7 sentence outline • High 5 Summary • R. A. C. E. S. Response

Help distinguishing nuances, differences of meaning often mistaken • Literary Term, vs Literary Device, vs Literary Technique • Details vs Descriptions • Character Analysis vs Characterization • Dialogue vs dialect • Summary vs Synopsis • Internal conflict vs external • Literal language vs Figurative language

Get your teens a copy today! An all in ONE, “single page” guide! For $14. 95 you can make as many copies as you want, or for $250, you can buy a class set of 30 already printed in color and assembled. Just remember, DASH the store Brain. Candy-Study. Guide Go to Teachers. Pay. Teachers. com/store/Brain. Candy-Study. Guide

One author’s mission: accountability to develop and hold beliefs deeply! It is often said that in order to “keep the peace” at family and social functions, it is necessary to avoid discussing religion and politics…yet these are the two areas of our lives that help not only define us to ourselves and others, but reflect our own personal held beliefs – so these should be the two areas we discuss the most. Our moral compasses are set by our beliefs. Politics and religion, however, require deep understanding before there can be deep belief. This can only be achieved through reading and comprehending what is meant by claims and promises in the texts. All the talk in the world does not replace the written word, and in fact, most legal contracts will state that no matter what is said, the written word supersedes any verbal claims or promises. Both the Bible and the United States Constitution, as examples, are referred to as “living documents, ” meaning that they address every aspect of the human condition or belief (political & foundations of Judeo, Christian, and Muslim faiths). If people swear an allegiance to one group or religion, or disavow any, then they NEED to read up on not only what they claim allegiance to, but what exactly it is that is being disavowed. If we discuss (or argue) any topics within these two realms WITHOUT being informed, we are not only ignorant, but arrogant as well. That ignorance and arrogance may cost citizens their freedoms, their lives, and (for those who believe in more than this earthly world) their eternity. For this reason, this author encourages students to read, ask questions, do primary source research, make observations, and base their political and belief judgments on sound logic and reason applied to that information, not tradition, media hype, or trend in order that they will have the ability to believe deeply. In the end, everyone must be accountable for his or her own life, so we all have to make what we read, write, think, and say count!