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E-grāmata: Patterns of Power, Grades 68: Inviting Adolescent Writers into the Conventions of Language [Taylor & Francis e-book]

  • Formāts: 448 pages
  • Sērija : Pathways of Politics
  • Izdošanas datums: 26-Mar-2021
  • Izdevniecība: Stenhouse Publishers
  • ISBN-13: 9781032672953
  • Taylor & Francis e-book
  • Cena: 177,87 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 254,10 €
  • Ietaupiet 30%
  • Formāts: 448 pages
  • Sērija : Pathways of Politics
  • Izdošanas datums: 26-Mar-2021
  • Izdevniecība: Stenhouse Publishers
  • ISBN-13: 9781032672953
&;Is this right? Is this how it&;s supposed to look?&; Adolescent writers often ask these kinds of questions because traditional grammar instruction focuses too much on what&;s right or what&;s wrong. The fear of making a mistake hides the true power of conventions &; the creation of meaning, purpose, and effect, the ultimate reading-writing connection. Join Jeff Anderson, with Travis Leech and Melinda Clark, as they explore grammar in a new way in Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, Grades 6&;8. Let&;s lift middle school writers by focusing on possibility and producing effective writing that will transfer to the classroom and beyond.

Inside Patterns of Power, Grades 6&;8, teachers will find a quick yet comprehensive explanation of the invitational process&;the easy-to-follow, brain-based process created to invite adolescent writers to learn about and apply conventions of the English language through the celebration of author&;s purpose and craft. This process is the foundation on which 55 authentic, flexible, and effective lesson sets were built. Through practical guidance and ready-to-use lessons, you&;ll be fully equipped to teach grammar in an engaging and authentic way in just 10 minutes a day. 

Inside you&;ll find:
  • 55 standards-aligned lesson sets that include excerpts from high-interest, authentic, and diverse young adult and middle grade mentor texts 
  • Real-life classroom examples and tips gleaned from the authors&; work facilitating the Patterns-of-Power process in hundreds of classrooms
  • Resources to use in classroom instruction or as handouts for student literacy notebooks 
With hundreds of teach-tomorrow visuals and implementation supports that include quick-reference guides as well as soundtrack lists to infuse the joy of music into grammar instruction, Patterns of Power, Grades 6&;8 gives you everything you need to inspire your adolescent writers to move beyond limitation and into the endless possibilities of what they can do as writers.
Acknowledgments ix
Introduction: Wived lo Be Inspired 1(14)
Part 1 Getting Started with the Patterns of Power Process
15(76)
Chapter 1 Into Planning: What Do You Need to Do Before Teaching the Invitations?
21(14)
Chapter 2 Into the Classroom: How Do You Teach Conventions with the Invitation Process?
35(24)
Chapter 3 Into Application: How Do You Nudge Writers to Apply Conventions?
59(32)
Part 2 Into the Lessons with the Patterns of Power Process
91(320)
Chapter 4 How Do Writers and Readers Use SENTENCES?
99(28)
4.1 What's This About? Making Sense of Subjects in Sentences and Fragments
102(6)
4.2 Use Sentences. Mostly: Making Sense of Simple Sentences
108(5)
4.3 If There's No Verb, Nothing Happens ... or Exists: Sentences Need Verbs
113(5)
4.4 Adjective Pileup: Coordinate Adjectives
118(5)
4.5 The Compound Spell: Don't Allow a Noun with Two Verbs to Startle You!
123(4)
Chapter 5 Why Do Writers and Readers Need COMPOUND SENTENCES?
127(26)
5.1 Compounding Interest: The Compound Sentence
130(6)
5.2 Don't Take That Tone with Me! The Compound Sentence and And
136(4)
5.3 Two Sentences Are Better Than One: Compound Sentences
140(4)
5.4 But I Still Haven't Found What I'm Looking ... Wait, I Did! Compound Sentence and For
144(4)
5.5 I Will Not Be IgNORed: NOR-Version
148(5)
Chapter 6 How Do Writers and Readers Use COMPLEX SENTENCES?
153(36)
6.1 When Introductory Clauses ... Subordinate Opener
156(5)
6.2 To Comma, or Not to Comma: Subordinate Clause Closer
161(5)
6.3 Comma Don't or Comma Do: AAAWWUBBIS Placement
166(4)
6.4 Comma Which: A Relative Pronoun Clause
170(5)
6.5 Comma Who, or No Comma Who? A Relative Pronoun Closer
175(6)
6.6 Beyond the Breakwaters: More Than AAAWWUBBIS
181(8)
Chapter 7 How Do Writers and Readers Use PHRASES and CLAUSES?
189(40)
7.1 If You Continue ... The Conditional Mood
193(4)
7.2 Could You Say That Another Way? The First Interrupter Is an Appositive Experience
197(4)
7.3 Double the Comma Fun: Interrupters
201(4)
7.4 It Don't Mean a Thing If It Ain't Got That-Ing: Participial Phrases as Closers
205(4)
7.5 Creating a Setting: Prepositional Phrases
209(5)
7.6 Closing Time: Ending Sentences with the Holy Renamer
214(4)
7.7 Thafery and Whichery: The Essential and Nonessential Clauses That Tell Which One
218(5)
7.8 Whodunit: Who or Comma Who? What Makes a Clause Essential or Nonessential?
223(6)
Chapter 8 What Does the MOOD of a VERB Do for Writers and Readers?
229(26)
8.1 Subjects Come First: The Active Voice
232(6)
8.2 Say It Plainly and Directly: What's Indicative of the Indicative Mood?
238(4)
8.3 Write Commanding Sentences: That's Imperative!
242(4)
8.4 To Be or Not to Be: The Basics of Infinitives
246(4)
8.5 Wishes and Probability: If I Were You, I'd Understand the Subjunctive
250(5)
Chapter 9 How Do Writers and Readers Use VERBALS?
255(16)
9.1 Shopping for Participles: The Bling of Sentences
257(4)
9.2 Inviting Understanding: Gerunds Are Activities
261(5)
9.3 To Infinitive and Beyond! The Definitive Infinitive
266(5)
Chapter 10 What Does PUNCTUATION Do for Writers and Readers?
271(62)
10.1 This, That, and the Other: Serial Commas
277(5)
10.2 And a One, and a Two, and a Three: Colons Introduce Lists
282(6)
10.3 He Said, She Said, They Said: Colons Introduce Quotations
288(5)
10.4 Birds of a Feather: Semicolons
293(4)
10.5 Don't Be Afraid; Use Semicolons!
297(4)
10.6 Dashing Through the Sentence: Dash Interruption
301(4)
10.7 A Little Extra: Using Parentheses
305(4)
10.8 Where We Put Extra Goodies: (Parentheses)
309(5)
10.9 Wait for It ... Ellipsis to Indicate a Pause or Break
314(4)
10.10 Less Is More: Ellipses to Show Omission
318(5)
10.11 Quotation Marks Dialogue
323(5)
10.12 That's What's Up: Apostrophes
328(5)
Chapter 11 What Do PRONOUNS Do for Writers and Readers?
333(30)
11.1 Who We Are: Introducing Pronouns
336(6)
11.2 My, My, My Boogie Shoes: Possessive Pronouns
342(9)
11.3 Respect Yourself: Reflexive Pronouns
351(5)
11.4 Make Yourself at Home: Reflexive and Intensive Pronouns
356(7)
Chapter 12 How Do Writers and Readers Continue Using CAPITALIZATION?
363(14)
12.1 Capitalize Names: It's a Date with Proper Nouns
366(5)
12.2 Capitalizing on Shortcuts: Initials, Initialisms, and Acronyms
371(6)
Chapter 13 What Other Amazing Things Can Writers and Readers Do?
377(34)
13.1 Sophisticated Sentence Mash-Up: Compound-Complex Sentences
381(6)
13.2 Comma Mash-Ups Can Be Gross: Coordinate Adjectives and Commas in a Series
387(5)
13.3 Feeling Coordinated? Importance of Order with Noncoordinate Adjectives
392(7)
13.4 Can You CorRELATE? Correlative Conjunctions
399(5)
13.5 Conjunctivitis Connections: Conjunctive Adverbs
404(7)
Conclusion: Connection over Correction 411(2)
Appendix A The Patterns of Power, Grades 6-8 Soundtrack 413(4)
Appendix B Patterns of Power Instruction in Remote Learning Environments 417(8)
Professional Bibliography 425(2)
Young Adult Literature Bibliography 427(4)
Index 431
For over thirty years, Jeff Anderson has inspired writers and teachers of grades K-8 with the power and joy of the writing and grammar. He has written eight books for Stenhouse Publishers. He also writes middle-grade novels.

Travis Leech, coauthor of Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, is currently a middle school instructional coach in Northside Independent School District in San Antonio, TX. He has thirteen years of experience in education, including teaching middle school English Language Arts and as a gifted and talented specialist. He has presented about engaging literacy practices and technology integration at the district, regional, and state levels.

Melinda Clark, coauthor of Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, is currently the Academic Program Coordinator at John Jay High School in San Antonio, Texas. She has 31 years experience in education, including teaching middle school and high school English Language Arts, instructional coaching, independent consulting, and presenting at the district, regional, and state levels.