SPOKEN 4.2
Proof: Meeting the Troublemaker
Grades 1-3
In the previous lesson, you introduced us to the troublemaker and told us the most important point(s) about him.
The structure for most sections is
I Introduce
D Describe
P Prove
You have introduced the troublemaker to your reader, and you have described him a little.
Now it’s time to “prove” that you know him. For that, you will tell us about meeting him.
Sensory Details
You have to be precise when using sensory details. Instead of saying things are just “amazing,” “beautiful,” or “old,” tell us exactly what makes them so special.
So what else can this camera sense in the scene?
- What types of plants and animals are nearby? If, for instance, there are birds, then what type of birds are they?
- What is the name of the nearest building? What does it look like?
- Exactly what is the weather like? Saying sunny does not help readers see it. How does the weather make you feel?
- If you are eating cereal, for example, what is its name? What does it tell us about you if you’re eating Count Chocula rather than raisin bran?
Task 4.2 – Small Group
Add Emotions
What exactly did you feel emotionally?
Be realistic as possible when describing emotions. If a dog talked to you in real life, would you just start answering? You may feel fear, shock, or think you are going crazy…
Dialogue
What did you and the troublemaker say to one another? Is that what you would say in real life?
Pretend you meet the troublemaker. What did it say? What did you say?
Task 4.2.4 – Small Group
Role-play with other members of your class or family about meeting the troublemaker.
Task 4.2.5
Look through the grocery list. Use numbers. Don’t erase if something is out of order. Instead, use numbers or letters. For example:
Info 3 Info 3
Info 4 Info 4
Info 3.5 Info 3a
Example
Meeting The Troublemaker | |
---|---|
1 | Then One Day I Met A Talking Dog. |
3 | Near School – Corner of 3rd And Alder |
2 | Summerville, Alaska |
4 | Edge Of Woods |
5 | Spruces, Evergreens |
2a | Fishing Community |
3a | Hardware Store |
6 | Shar-Pei |
7 | Rumpled As A Rug |
8 | Size Of A Breadbox |
6a | Sitting By Street Sign |
9 | Scratching Ear With Back Foot |
10 | Gray With White Spots |
11 | Spots Looked Like Splotches. Like Someone Spilled White Out |
12 | “Hey Good Looking.” |
13 | Thought I Was Going Crazy. Or Pranked. |
14 | “Down Here, Stupid.” |
15 | Ventriloquist Somewhere? |
16 | Collar Studded With Fake Diamonds |
17 | “Quit Staring At My Collar!” |
18 | “You Can’t Talk, You’re A Dog!” |
19 | “And You Can’t Think. You’re A Blond.” |
20 | My stomach growled. |
21 | The shar-pei growled. |
1a | Drizzling. |
3b | Water dripped off the roof. |
2b | Air smelled like fish. |
2c | Salt smell in the air. |
APPLICATION – Small Groups
1. Start a new piece of paper. Put Troublemaker at the top.
2. Use yellow stickies. That way, you can move information without
3. Add your first sentence of the Troublemaker section.
Then one day I …
4. Add in information about meeting the troublemaker
5. In most cases, you will use two structures of having a good meeting
a. First to Last
Here, you put in information according to what happened first, second, third, and so on.
b. Logical Description
Here, you describe the dog according to how important the description is, down to how least important it is. For example, don’t start describing his collar before you let us know how big he is. You wouldn’t, for instance, say he had what looked like diamonds on his collar before you told us he was the size of a go-kart.
6. Put the yellow stickies on a sheet of paper. Number them.