WELCOME BACK! I know that you are all excited for the new year. I hope that you enjoyed your time off, but it is time to get back to work. Let's start you off with something relatively easy.
Assignment: Find a review on the Internet of a recently released (in theater or on DVD) movie that you have seen.
1. Write a summary of the review
include key points made by the author
include positives and negatives that the author makes
2. Write a one paragraph opinion on the review
Share 2 points that you agreed with
Share 2 points you disagreed with
3. Write a one-paragraph opinion of the movie.
What was your favorite scene in the movie?
Which actor/actress did you like the best?
Why would you recommend this movie to others?
4. Copy and paste the review into a word document and print it with your assignment.
BELOW, YOU WILL FIND SEVERAL OUTLINES FOR YOUR PAPER. IF YOU DECIDE TO USE ONE OF THEM, PLEASE BE SURE TO INCLUDE A THESIS STATEMENT IN THE OPENING PARAGRAPH!!
SUGGESTION 1 -
POSSIBLE PAPER FORMAT:
PARAGRAPH 1: INTRODUCTION
PARAGRAPH 2: SUMMARY OF THE REVIEW
PARAGRAPH 3: YOUR OPINION OF THE REVIEW
PARAGRAPH 4: YOUR OPINION OF THE MOVIE
PARAGRAPH 5: CONCLUSION
SUGGESTION 2 -
POSSIBLE PAPER FORMAT:
PARAGRAPH 1: INTRODUCTION OF THE MOVIE/ SUMMARY OF THE REVIEW
**IN THIS OPTION, YOUR INTRODUCTION WILL FOCUS ON THE ACTUAL REVIEW
PARAGRAPH 2: YOUR OPINION OF THE REVIEW
PARAGRAPH 3: YOUR OPINION OF THE MOVIE
PARAGRAPH 4: CONCLUSION
POSSIBLE WEBSITES:
www.metacritic.com/film/
www.imdb.com/
http://rogerebert.suntimes.com/
www.filmcritic.com/
Possible Points to include: (You do not need to include all points listed below.)
General Rules:
1) Write opinions with specific examples
2) Remember when you’re writing-be honest, use integrity, and open mindedness
3) You may use 1st person in a limited manner
4) Avoid quoting others
5) Make the reader want to become involved
6) Revoke opposing ideas
7) Keep permanent information
8) Avoid Clichés (word or saying used too much- ex: water under the bridge)
9) All reviews must begin with a motivator to introduce the subject being reviewed
Movie Reviews:
1) Always written in the compare/contrast format
2) Compare actors roles and previous roles other movies, old movies, and current movies
3) Reviews should surround all aspects of the entire movie
4) Tell what type of movie it is
5) Discuss the purpose of the movie
6) Talk about the acting
7) Talk about the sets and location
8) Talk about the camera work
9) Talk about the lighting
10) Talk about the musical score
11) Talk about the cast
12) Assess the storyline
13) Talk about any theme that’s carried in the movie
14) Stand out dialogue
15) Provide enough info to intrigue the reader and get their attention
16) What makes this film worth or not worth seeing
17) Never reveal the whole plot (don’t tell ending)
18) Tell human emotions portrayed
19) Use synonyms (use good word choices-Thesaurus)
20) What is purpose of movie?
21) Was it believable or interesting?
22) Include rating (G, PG, PG 13…etc)
23) Where it is playing or available?
24) Mention if there is any sequels coming up
25) Use synonyms and adjectives
This Review is due on Thursday
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
Thursday, December 23, 2010
Journal Day
Christmas is only two days away, but are you ready? Do you have all of your plans in order for the big day? Today you will be writing about your plans for the Christmas holiday. What do you plan to do on Christmas day? Christmas Eve? Are there any yearly rituals you observe on Christmas? Do you have a special place to visit every year? Etc. etc.
Or
Write a short creative story using mistletoe, a candy cane, Santa, reindeer, a sleigh, a present, a Christmas tree, and a chimney.
Or
Write on a topic of your choice.
(Journals MUST meet all page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using mistletoe, a candy cane, Santa, reindeer, a sleigh, a present, a Christmas tree, and a chimney.
Or
Write on a topic of your choice.
(Journals MUST meet all page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Monday, December 20, 2010
Persuasive Writing Assignment
Goal: Students will be able to write a short, well-reasoned persuasive piece in response to a given prompt.
Definition of Persuasive Writing: Persuasive essays include material that tries to move a reader into taking an action, forming a new opinion or changing an opinion
Function of Persuasive Writing: requires writers to think critically and take a position on an issue of importance in school, work or the community
Types of Persuasive Writing: editorial, letter, proposal, explanation, defense of an issue, speech writing, persuasive essay, defense of a hypothesis, public service announcement, personal viewpoint essay, application/ resume and comparison/ evaluation
Read the famous editorial entitled “Yes Virginia, there is a Santa Claus.”
Discuss the various points that Francis Pharcellus Church makes in response to Virginia O'Hanlon’s childhood question.
What are the author’s key points?
Are they valid?
Does he give evidence to support his claim?
Author’s motive behind constructing his response in the manner he chose?
Most importantly of all, does he answer Virginia’s question?
Editorial Page, New York Sun, 1897
We take pleasure in answering thus prominently the communication below, expressing at the same time our great gratification that its faithful author is numbered among the friends of The Sun:
I am 8 years old. Some of my little friends say there is no Santa Claus. Papa says, "If you see it in The Sun, it's so." Please tell me the truth, is there a Santa Claus? Virginia O'Hanlon
Virginia, your little friends are wrong. They have been affected by the skepticism of a skeptical age. They do not believe except what they see. They think that nothing can be which is not comprehensible by their little minds. All minds, Virginia, whether they be men's or children's, are little. In this great universe of ours, man is a mere insect, an ant, in his intellect as compared with the boundless world about him, as measured by the intelligence capable of grasping the whole of truth and knowledge.
Yes, Virginia, there is a Santa Claus.
He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! how dreary would be the world if there were no Santa Claus! It would be as dreary as if there were no Virginias. There would be no childlike faith then, no poetry, no romance to make tolerable this existence. We should have no enjoyment, except in sense and sight. The external light with which childhood fills the world would be extinguished.
Not believe in Santa Claus! You might as well not believe in fairies. You might get your papa to hire men to watch in all the chimneys on Christmas eve to catch Santa Claus, but even if you did not see Santa Claus coming down, what would that prove? Nobody sees Santa Claus, but that is no sign that there is no Santa Claus. The most real things in the world are those that neither children nor men can see. Did you ever see fairies dancing on the lawn? Of course not, but that's no proof that they are not there. Nobody can conceive or imagine all the wonders there are unseen and unseeable in the world.
You tear apart the baby's rattle and see what makes the noise inside, but there is a veil covering the unseen world which not the strongest man, nor even the united strength of all the strongest men that ever lived could tear apart. Only faith, poetry, love, romance, can push aside that curtain and view and picture the supernal beauty and glory beyond. Is it all real? Ah, Virginia, in all this world there is nothing else real and abiding.
No Santa Claus?Thank God he lives and lives forever. A thousand years from now, Virginia, nay ten times ten thousand years from now, he will continue to make glad the heart of childhood.
From The People's Almanac, pp. 1358-9.
Francis P. Church's editorial, "Yes Virginia, There is a Santa Claus" was an immediate sensation, and became one of the most famous editorials ever written. It first appeared in the The New York Sun in 1897, almost a hundred years ago, and was reprinted annually until 1949 when the paper went out of business.
Thirty-six years after her letter was printed, Virginia O'Hanlon recalled the events that prompted her letter:
"Quite naturally I believed in Santa Claus, for he had never disappointed me. But when less fortunate little boys and girls said there wasn't any Santa Claus, I was filled with doubts. I asked my father, and he was a little evasive on the subject.
"It was a habit in our family that whenever any doubts came up as to how to pronounce a word or some question of historical fact was in doubt, we wrote to the Question and Answer column in The Sun. Father would always say, 'If you see it in the The Sun, it's so,' and that settled the matter.
" 'Well, I'm just going to write The Sun and find out the real truth,' I said to father.
"He said, 'Go ahead, Virginia. I'm sure The Sun will give you the right answer, as it always does.' "
And so Virginia sat down and wrote her parents' favorite newspaper.
Her letter found its way into the hands of a veteran editor, Francis P. Church. Son of a Baptist minister, Church had covered the Civil War for The New York Times and had worked on the The New York Sun for 20 years, more recently as an anonymous editorial writer. Church, a sardonic man, had for his personal motto, "Endeavour to clear your mind of cant." When controversial subjects had to be tackled on the editorial page, especially those dealing with theology, the assignments were usually given to Church.
Now, he had in his hands a little girl's letter on a most controversial matter, and he was burdened with the responsibility of answering it.
"Is there a Santa Claus?" the childish scrawl in the letter asked. At once, Church knew that there was no avoiding the question. He must answer, and he must answer truthfully. And so he turned to his desk, and he began his reply which was to become one of the most memorable editorials in newspaper history.
Church married shortly after the editorial appeared. He died in April, 1906, leaving no children.
Virginia O'Hanlon went on to graduate from Hunter College with a Bachelor of Arts degree at age 21. The following year she received her Master's from Columbia, and in 1912 she began teaching in the New York City school system, later becoming a principal. After 47 years, she retired as an educator. Throughout her life she received a steady stream of mail about her Santa Claus letter, and to each reply she attached an attractive printed copy of the Church editorial. Virginia O'Hanlon Douglas died on May 13, 1971, at the age of 81, in a nursing home in Valatie, N.Y.
"Yes, Virginia" -- One Hundred Years of Santa Claus By Rick Horowitz, September 21, 1997
She was a girl with a problem. He was a man with a job to do. Together, they produced a legend: perhaps the most famous piece of writing ever to appear in an American newspaper.
And it happened exactly 100 years ago today -- out of season, and out of nowhere. Are you up for a little time travel? Good! Grab your holiday hat and hold on tight.
Our tale begins in New York City, where in 1897 one Dr. Philip P. O'Hanlon, coroner's assistant, came face-to-face with a minor family crisis. It seems that O'Hanlon's daughter -- his only child -- had approached him in some confusion; she'd been talking to her friends, and what she'd heard from these friends worried her. Could her father help her out?
Her father, of course, did what any father would do under the circumstances, what fathers have done for generations: He passed the buck. Instead of answering her question himself, he suggested she write a letter to one of the local newspapers -- to The Sun. (After all, that's what he often did when he had a question.) The Sun would have an answer she could rely on, he told his daughter.
"If you see it in The Sun," he liked to say, "it's so."
So that's what she did: Eight-year-old Virginia O'Hanlon sent her letter off to the newspaper.
Now, working at The Sun at that moment was a certain Francis Pharcellus Church. Once upon The New York Times, Church had been a Civil War correspondent; he'd also served as editor of The Army and Navy Journal and of the literary magazine Galaxy. In the fall of 1897, Francis Church was an editorial writer, commenting deftly, if anonymously, on a whole range of issues. (Not often on politics, though -- the man just didn't care for politics.)
When Church's boss handed him Virginia O'Hanlon's letter and suggested he draft a reply for the editorial page, Church was less than thrilled. In fact, his boss later reported, he "bristled." He "pooh-poohed." It's hard to blame him: After all, journalists have far better things to do with their time (or so they say) than responding to letters from eight-year-olds.
But he did it anyway; that was his job.
His response, written quickly, was no big deal. In fact, on the day it appeared in The Sun, it was the seventh(!) editorial on the page. It ran below editorials on New York State politics and New York City politics and even Connecticut politics. It ran below an editorial about increased British naval strength in the Atlantic. Below an editorial about plans for a railroad to help link eastern Canada with the newly discovered gold fields of the Yukon.
It even ran below an editorial about a newfangled "chainless" bicycle that would soon be available. ("(W)heelmen and wheelwomen," the writer declared, "have been impatient to know all about the new machine.")
Church's editorial ran below all of those. But it ran -- on September 21, 1897. And for its title, it used Virginia O'Hanlon's own question: "Is There a Santa Claus?"
You may have seen the thing once or twice.
You're not alone. Virginia's question, and Church's reply, struck a chord. A major chord.
"Yes, Virginia," Church assured the little girl, "there is a Santa Claus. He exists as certainly as love and generosity and devotion exist."
"Nobody sees Santa Claus," Church admitted a few lines later, "but that is no sign that there is no Santa Claus. The most real things in the world are those that neither children nor men can see."
And he ended this way: "No Santa Claus! Thank God! he lives, and he lives forever. A thousand years from now, Virginia, nay, ten times ten thousand years from now, he will continue to make glad the heart of childhood."
People were delighted at the news, at Church's little celebration of faith over skepticism. They wanted to read it again. And again. The Sun obliged them, reprinting the piece year after year (somewhat closer to December 25th, presumably) until the paper went out of business a half-century later. Other papers did the same even after The Sun went down.
For a century now, readers have loved what Church created -- but no more than journalists do. They're ecstatic that they don't have to crank out another Christmas essay of their own every year; they can just slap Francis Church and his "Yes, Virginia" up there on the page and go straight to the office party.
Of course, maybe they should take a crack at it anyway. Sure, it's been done to death, but you never know. You never know which of your efforts is going to touch someone, which of your thrown-together phrases might be headed for immortality.
Francis Pharcellus Church wasn't crazy about his assignment either. He didn't do too badly.
Your job is to construct your own well reasoned argument to prove to little Virginia that "Santa Claus" DOES exist. You will need to write your paper in the form of an editorial reply. In this editorial, you need to come up with a logical way to make Santa real. Your goal is to give Virginia as much information as possible to prove to her that "Santa Claus" is real, without lying. Find a way to use real world examples to prove to “Virginia” that Santa is alive and well, even if St. Nicholas has been dead for many years. You may use any kinds of facts, anecdotes, personal experiences, etc. to prove your point. Remember, this is not just a test of your creativity, but a test of your ability to support a difficult position as well.
This editorial must be a minimum of 5 paragraphs. It should be typed in Times New Roman, 12pt. font, double spaced.
Definition of Persuasive Writing: Persuasive essays include material that tries to move a reader into taking an action, forming a new opinion or changing an opinion
Function of Persuasive Writing: requires writers to think critically and take a position on an issue of importance in school, work or the community
Types of Persuasive Writing: editorial, letter, proposal, explanation, defense of an issue, speech writing, persuasive essay, defense of a hypothesis, public service announcement, personal viewpoint essay, application/ resume and comparison/ evaluation
Read the famous editorial entitled “Yes Virginia, there is a Santa Claus.”
Discuss the various points that Francis Pharcellus Church makes in response to Virginia O'Hanlon’s childhood question.
What are the author’s key points?
Are they valid?
Does he give evidence to support his claim?
Author’s motive behind constructing his response in the manner he chose?
Most importantly of all, does he answer Virginia’s question?
Editorial Page, New York Sun, 1897
We take pleasure in answering thus prominently the communication below, expressing at the same time our great gratification that its faithful author is numbered among the friends of The Sun:
I am 8 years old. Some of my little friends say there is no Santa Claus. Papa says, "If you see it in The Sun, it's so." Please tell me the truth, is there a Santa Claus? Virginia O'Hanlon
Virginia, your little friends are wrong. They have been affected by the skepticism of a skeptical age. They do not believe except what they see. They think that nothing can be which is not comprehensible by their little minds. All minds, Virginia, whether they be men's or children's, are little. In this great universe of ours, man is a mere insect, an ant, in his intellect as compared with the boundless world about him, as measured by the intelligence capable of grasping the whole of truth and knowledge.
Yes, Virginia, there is a Santa Claus.
He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! how dreary would be the world if there were no Santa Claus! It would be as dreary as if there were no Virginias. There would be no childlike faith then, no poetry, no romance to make tolerable this existence. We should have no enjoyment, except in sense and sight. The external light with which childhood fills the world would be extinguished.
Not believe in Santa Claus! You might as well not believe in fairies. You might get your papa to hire men to watch in all the chimneys on Christmas eve to catch Santa Claus, but even if you did not see Santa Claus coming down, what would that prove? Nobody sees Santa Claus, but that is no sign that there is no Santa Claus. The most real things in the world are those that neither children nor men can see. Did you ever see fairies dancing on the lawn? Of course not, but that's no proof that they are not there. Nobody can conceive or imagine all the wonders there are unseen and unseeable in the world.
You tear apart the baby's rattle and see what makes the noise inside, but there is a veil covering the unseen world which not the strongest man, nor even the united strength of all the strongest men that ever lived could tear apart. Only faith, poetry, love, romance, can push aside that curtain and view and picture the supernal beauty and glory beyond. Is it all real? Ah, Virginia, in all this world there is nothing else real and abiding.
No Santa Claus?Thank God he lives and lives forever. A thousand years from now, Virginia, nay ten times ten thousand years from now, he will continue to make glad the heart of childhood.
From The People's Almanac, pp. 1358-9.
Francis P. Church's editorial, "Yes Virginia, There is a Santa Claus" was an immediate sensation, and became one of the most famous editorials ever written. It first appeared in the The New York Sun in 1897, almost a hundred years ago, and was reprinted annually until 1949 when the paper went out of business.
Thirty-six years after her letter was printed, Virginia O'Hanlon recalled the events that prompted her letter:
"Quite naturally I believed in Santa Claus, for he had never disappointed me. But when less fortunate little boys and girls said there wasn't any Santa Claus, I was filled with doubts. I asked my father, and he was a little evasive on the subject.
"It was a habit in our family that whenever any doubts came up as to how to pronounce a word or some question of historical fact was in doubt, we wrote to the Question and Answer column in The Sun. Father would always say, 'If you see it in the The Sun, it's so,' and that settled the matter.
" 'Well, I'm just going to write The Sun and find out the real truth,' I said to father.
"He said, 'Go ahead, Virginia. I'm sure The Sun will give you the right answer, as it always does.' "
And so Virginia sat down and wrote her parents' favorite newspaper.
Her letter found its way into the hands of a veteran editor, Francis P. Church. Son of a Baptist minister, Church had covered the Civil War for The New York Times and had worked on the The New York Sun for 20 years, more recently as an anonymous editorial writer. Church, a sardonic man, had for his personal motto, "Endeavour to clear your mind of cant." When controversial subjects had to be tackled on the editorial page, especially those dealing with theology, the assignments were usually given to Church.
Now, he had in his hands a little girl's letter on a most controversial matter, and he was burdened with the responsibility of answering it.
"Is there a Santa Claus?" the childish scrawl in the letter asked. At once, Church knew that there was no avoiding the question. He must answer, and he must answer truthfully. And so he turned to his desk, and he began his reply which was to become one of the most memorable editorials in newspaper history.
Church married shortly after the editorial appeared. He died in April, 1906, leaving no children.
Virginia O'Hanlon went on to graduate from Hunter College with a Bachelor of Arts degree at age 21. The following year she received her Master's from Columbia, and in 1912 she began teaching in the New York City school system, later becoming a principal. After 47 years, she retired as an educator. Throughout her life she received a steady stream of mail about her Santa Claus letter, and to each reply she attached an attractive printed copy of the Church editorial. Virginia O'Hanlon Douglas died on May 13, 1971, at the age of 81, in a nursing home in Valatie, N.Y.
"Yes, Virginia" -- One Hundred Years of Santa Claus By Rick Horowitz, September 21, 1997
She was a girl with a problem. He was a man with a job to do. Together, they produced a legend: perhaps the most famous piece of writing ever to appear in an American newspaper.
And it happened exactly 100 years ago today -- out of season, and out of nowhere. Are you up for a little time travel? Good! Grab your holiday hat and hold on tight.
Our tale begins in New York City, where in 1897 one Dr. Philip P. O'Hanlon, coroner's assistant, came face-to-face with a minor family crisis. It seems that O'Hanlon's daughter -- his only child -- had approached him in some confusion; she'd been talking to her friends, and what she'd heard from these friends worried her. Could her father help her out?
Her father, of course, did what any father would do under the circumstances, what fathers have done for generations: He passed the buck. Instead of answering her question himself, he suggested she write a letter to one of the local newspapers -- to The Sun. (After all, that's what he often did when he had a question.) The Sun would have an answer she could rely on, he told his daughter.
"If you see it in The Sun," he liked to say, "it's so."
So that's what she did: Eight-year-old Virginia O'Hanlon sent her letter off to the newspaper.
Now, working at The Sun at that moment was a certain Francis Pharcellus Church. Once upon The New York Times, Church had been a Civil War correspondent; he'd also served as editor of The Army and Navy Journal and of the literary magazine Galaxy. In the fall of 1897, Francis Church was an editorial writer, commenting deftly, if anonymously, on a whole range of issues. (Not often on politics, though -- the man just didn't care for politics.)
When Church's boss handed him Virginia O'Hanlon's letter and suggested he draft a reply for the editorial page, Church was less than thrilled. In fact, his boss later reported, he "bristled." He "pooh-poohed." It's hard to blame him: After all, journalists have far better things to do with their time (or so they say) than responding to letters from eight-year-olds.
But he did it anyway; that was his job.
His response, written quickly, was no big deal. In fact, on the day it appeared in The Sun, it was the seventh(!) editorial on the page. It ran below editorials on New York State politics and New York City politics and even Connecticut politics. It ran below an editorial about increased British naval strength in the Atlantic. Below an editorial about plans for a railroad to help link eastern Canada with the newly discovered gold fields of the Yukon.
It even ran below an editorial about a newfangled "chainless" bicycle that would soon be available. ("(W)heelmen and wheelwomen," the writer declared, "have been impatient to know all about the new machine.")
Church's editorial ran below all of those. But it ran -- on September 21, 1897. And for its title, it used Virginia O'Hanlon's own question: "Is There a Santa Claus?"
You may have seen the thing once or twice.
You're not alone. Virginia's question, and Church's reply, struck a chord. A major chord.
"Yes, Virginia," Church assured the little girl, "there is a Santa Claus. He exists as certainly as love and generosity and devotion exist."
"Nobody sees Santa Claus," Church admitted a few lines later, "but that is no sign that there is no Santa Claus. The most real things in the world are those that neither children nor men can see."
And he ended this way: "No Santa Claus! Thank God! he lives, and he lives forever. A thousand years from now, Virginia, nay, ten times ten thousand years from now, he will continue to make glad the heart of childhood."
People were delighted at the news, at Church's little celebration of faith over skepticism. They wanted to read it again. And again. The Sun obliged them, reprinting the piece year after year (somewhat closer to December 25th, presumably) until the paper went out of business a half-century later. Other papers did the same even after The Sun went down.
For a century now, readers have loved what Church created -- but no more than journalists do. They're ecstatic that they don't have to crank out another Christmas essay of their own every year; they can just slap Francis Church and his "Yes, Virginia" up there on the page and go straight to the office party.
Of course, maybe they should take a crack at it anyway. Sure, it's been done to death, but you never know. You never know which of your efforts is going to touch someone, which of your thrown-together phrases might be headed for immortality.
Francis Pharcellus Church wasn't crazy about his assignment either. He didn't do too badly.
Your job is to construct your own well reasoned argument to prove to little Virginia that "Santa Claus" DOES exist. You will need to write your paper in the form of an editorial reply. In this editorial, you need to come up with a logical way to make Santa real. Your goal is to give Virginia as much information as possible to prove to her that "Santa Claus" is real, without lying. Find a way to use real world examples to prove to “Virginia” that Santa is alive and well, even if St. Nicholas has been dead for many years. You may use any kinds of facts, anecdotes, personal experiences, etc. to prove your point. Remember, this is not just a test of your creativity, but a test of your ability to support a difficult position as well.
This editorial must be a minimum of 5 paragraphs. It should be typed in Times New Roman, 12pt. font, double spaced.
Friday, December 17, 2010
Journal Day
This is the time of year when there are Holiday specials and movies on almost every day. Just flipping through the channels at night you are bound to find one somewhere. Some channels even go as far as to spend the 25 days up to Christmas running multiple specials every day. Out of all of these made for TV specials and movies, which are your favorites? Which ones are your least favorites? Why do you like/dislike the movies/specials that you chose? Do you think they run too many of these specials? Do they start running them too soon? Are you one of those people that will watch every Christmas show they can find?
Or
Write a short creative story using a factory, a fairy tale, a felon, a flea, foam, a fortune cookie, and a fiddle
Or
Write on a topic of your choice.
(Journals MUST meet all page minimums!)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using a factory, a fairy tale, a felon, a flea, foam, a fortune cookie, and a fiddle
Or
Write on a topic of your choice.
(Journals MUST meet all page minimums!)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Monday, December 13, 2010
Friday, December 10, 2010
Journal Day
There are only 15 shopping days left until Christmas. Many Americans get very stressed around this time of year with all of the shopping and preparation for the holiday season. Today you will write about your own holiday shopping and preparation routine. Are you or anyone in your family one of the people that falls into this stressed out category? Do you spend lots of time trying to find just the right gifts for a very large shopping list, or do you take the easy way out by buying lots of gift cards? How do you decide who to buy for?
Or
Write a short creative story using an eclair, an elephant, an eight ball, an evergreen and an equestrian.
Or
Write on a topic of your choice.
(Journals MUST meet all page minimums!)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using an eclair, an elephant, an eight ball, an evergreen and an equestrian.
Or
Write on a topic of your choice.
(Journals MUST meet all page minimums!)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Friday, December 3, 2010
Journal Day
Congress has just passed a law to regulate the volume that commercials are allowed to play at. The law is off for final approval from the President. What this means for you is that commercials will no longer blast at uncomfortable levels when they come on during your favorite shows. What are your thoughts on this law? Is it about time they did something about this major nuisance? Did the volume ever bother you? Do you think this should have been done long ago? Have you ever had a bad experience with an extremely loud commercial?
Or
Write a short creative story using a dartboard, a dragon, a deep freezer, diamonds, Disneyland, and Donald Duck.
Or
Write on a topic of your choice.
(Journals MUST meet all minimum page requirements.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using a dartboard, a dragon, a deep freezer, diamonds, Disneyland, and Donald Duck.
Or
Write on a topic of your choice.
(Journals MUST meet all minimum page requirements.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Wednesday, December 1, 2010
PowerPoint
Project: Create a visual presentation of the word. Using PowerPoint as your medium, create a project that includes words, pictures, etc. that expresses the meaning of your word.
Directions:
Introduction to the presentation.
Requirements for PowerPoint Presentation:
1) Minimal: 12 total slides.
2) Two of those slides will include your title page and works cited page.
3) One slide (somewhere in the beginning) should give a brief background of your word.
4) You will present one slide for each source. The slides should depict the information found in your research
5) In order to make those three reasons valid, you must back them up with authentic evidence and examples. Use examples from your research.
6) Overall, the PowerPoint must explore the meaning of your word. Approach your word from different aspects. Explain different perspectives of your word.
7) You must have some visuals within your PowerPoint.
- Pictures that represent your word and your research.
8) One slide must include your conclusion/ idea of your word
Set Up (Slides 1-12)
1. Name / Title
2. One slide (somewhere in the beginning) should give a brief background of your word
3. Unabridged Dictionary
4.Thesaurus
5. Quote
6. Shakespeare
7. Bible
8. Poem
9. Omni File - Online article
10. 3 interviews
11. Your conclusion/ idea of your word
12. Works Cited
• other interesting details that make your report complete
• photos or illustrations of your word
• snippets of or samples of your word(photos, article excerpts, etc.)
• a works cited page: MLA format- use http://www.noodletools.com/
to cite your sources (you need a minimum of ten sources); this page should be your last slide.
* As you present your report, be sure that you are not merely reading what is on the slide, but that you are speaking to your audience (that's us) and developing the ideas fully.
* Do not make your slides difficult to read or see. Use color schemes that are easy on the eye.
*Do not add too many bells and whistles, but do make your presentation visually appealing. *Make the tone of the slide match the tone of your person. (Serious=serious).
* Save your PowerPoint in your comp folder. It's a good idea to make a back up copy.
Specifics:
Must include a minimum of 12 slides (1= intro slide; 12= Works Cited Slide)
2. In text citations on slides
3. follows 6x6 rule
4. Contrasting colors
5. Readable font
6. May use a note card for the presentation
7. Must expand and explain each slide
8. May not read from PowerPoint or note card
9. Strong eye contact
10. Min. 2 minute presentation
11. Missing requirements will result in an entire grade deduction
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Directions:
Introduction to the presentation.
Requirements for PowerPoint Presentation:
1) Minimal: 12 total slides.
2) Two of those slides will include your title page and works cited page.
3) One slide (somewhere in the beginning) should give a brief background of your word.
4) You will present one slide for each source. The slides should depict the information found in your research
5) In order to make those three reasons valid, you must back them up with authentic evidence and examples. Use examples from your research.
6) Overall, the PowerPoint must explore the meaning of your word. Approach your word from different aspects. Explain different perspectives of your word.
7) You must have some visuals within your PowerPoint.
- Pictures that represent your word and your research.
8) One slide must include your conclusion/ idea of your word
Set Up (Slides 1-12)
1. Name / Title
2. One slide (somewhere in the beginning) should give a brief background of your word
3. Unabridged Dictionary
4.Thesaurus
5. Quote
6. Shakespeare
7. Bible
8. Poem
9. Omni File - Online article
10. 3 interviews
11. Your conclusion/ idea of your word
12. Works Cited
• other interesting details that make your report complete
• photos or illustrations of your word
• snippets of or samples of your word(photos, article excerpts, etc.)
• a works cited page: MLA format- use http://www.noodletools.com/
to cite your sources (you need a minimum of ten sources); this page should be your last slide.
* As you present your report, be sure that you are not merely reading what is on the slide, but that you are speaking to your audience (that's us) and developing the ideas fully.
* Do not make your slides difficult to read or see. Use color schemes that are easy on the eye.
*Do not add too many bells and whistles, but do make your presentation visually appealing. *Make the tone of the slide match the tone of your person. (Serious=serious).
* Save your PowerPoint in your comp folder. It's a good idea to make a back up copy.
Specifics:
Must include a minimum of 12 slides (1= intro slide; 12= Works Cited Slide)
2. In text citations on slides
3. follows 6x6 rule
4. Contrasting colors
5. Readable font
6. May use a note card for the presentation
7. Must expand and explain each slide
8. May not read from PowerPoint or note card
9. Strong eye contact
10. Min. 2 minute presentation
11. Missing requirements will result in an entire grade deduction
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Wednesday, November 24, 2010
ALL RESEARCH PAPERS ARE DUE ON WEDNESDAY, 12/1....NO EXCUSES!
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Tuesday, November 23, 2010
Journal Day
Tomorrow is Thanksgiving and because of this fact, your prompt for today is to write about at least one thing that you are thankful for. Why are you thankful for this?
Or
Write about your favorite Thanksgiving memory
Or
Write a short creative story using a cabin, a cactus, a chimp, a crutch, a compass, and Cher.
Or
Write on a topic of your choice.
(Journals MUST meet all minimum page requirements.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write about your favorite Thanksgiving memory
Or
Write a short creative story using a cabin, a cactus, a chimp, a crutch, a compass, and Cher.
Or
Write on a topic of your choice.
(Journals MUST meet all minimum page requirements.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Monday, November 22, 2010
ASSIGNMENT- PART 2
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Friday, November 19, 2010
Journal Day
Everyone has something they are afraid of. Sometimes it is something logical, like death. Other times it could be something as irrational as the fear of a mannequin. What is your biggest fear? Why are you afraid of it? Did this start in your childhood or after some traumatic event possibly? What do you do when you are confronted by your fear? Do you have any plans of trying to get over this fear, if so how?
Or
Write a short creative story using a baboon, bacon, bagpipes, a bargain, a beret and a bounty.
Or
Write on a topic of your choice.
(Journals MUST meet minimum page requirements!)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using a baboon, bacon, bagpipes, a bargain, a beret and a bounty.
Or
Write on a topic of your choice.
(Journals MUST meet minimum page requirements!)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Friday, November 12, 2010
Journal Day
Write on the following prompt:
The FDA is calling for more graphic warning messages on cigarette packages. The new messages will still have a warning stating the negative side effects that smoking can have, however they will now include an image over half of the front and back of each pack showing the side effects in graphic detail. The intent of this campaign is to shock people into thinking twice about smoking. Some of these images are not for those with weak stomachs. This is one of the most mild examples of what will be contained on these new labels:
Image and full story from abcnews.com
Click here for the full story.
So what is your opinion on the topic? Do we really need stronger warnings on cigarettes? Will this help get people to quit smoking? Will it deter younger people from ever starting? Does this seem like an effective campaign to you?
Or
Write a short, creative story using an apple, an anvil, an anteater, an advertisement, and Muhammad Ali
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
The FDA is calling for more graphic warning messages on cigarette packages. The new messages will still have a warning stating the negative side effects that smoking can have, however they will now include an image over half of the front and back of each pack showing the side effects in graphic detail. The intent of this campaign is to shock people into thinking twice about smoking. Some of these images are not for those with weak stomachs. This is one of the most mild examples of what will be contained on these new labels:
Image and full story from abcnews.com
Click here for the full story.
So what is your opinion on the topic? Do we really need stronger warnings on cigarettes? Will this help get people to quit smoking? Will it deter younger people from ever starting? Does this seem like an effective campaign to you?
Or
Write a short, creative story using an apple, an anvil, an anteater, an advertisement, and Muhammad Ali
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Friday, November 5, 2010
Journal Day
Everyone has a movie that just didn’t quite end the way they had hoped. Today you are going to write about a movie that you feel should have ended in a different way. What was the movie you were unhappy with? Why did it upset you? What do you think should have really happened? Should Rocky have never made it past Rocky I? Should Leo have survived the end of Titanic?
Or
Write a short story using a stick, a flute, a speaker, a piece of cloth, and a lamp.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Or
Write a short story using a stick, a flute, a speaker, a piece of cloth, and a lamp.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Wednesday, November 3, 2010
I Search the Word Introduction
11/4-11/12
INTANGIBLE WORDS
PLEASE SELECT ONE
PLEASE RECORD YOUR SELECTION ON THE SIGN-UP SHEET
Love
Vanity
Infatuation
Nothingness
Betrayal
Solitude
Trust
Inspiration
Charity
Time
Faith
Harmony
Honesty
Freedom
Heaven
Hell
Fear
Grief
Patience
Envy
Happiness
Hate
Emptiness
Loyalty
Past
Future
Present
Weakness
Deception
Vengeance
Purity
Revenge
Death
Pride
Life
Cowardice
Lust
Selfishness
Nightmare
Dream
Fairness
Principles
Charity
Anger
Sorrow
Strength
Confusion
Wish
Doubt
Soul
Optimism
Comfort
Curiosity
Horror
Posted by journalism1 at 7:55 AM 0 comments
Directions
I SEARCH- THE WORD
GOAL: Students will explore and utilize various forms of research
1. Choose an intangible word. This word may be of your own choosing with the permission of the teacher, or you may choose from the list that is provided. Each student will have a different word. You will need to sign up for the word you choose.
2. You need to research the word in all of the sources listed below. Make certain you write down the REFERENCE INFORMATION for each source: the title of the book or magazine, author or editor of that book or magazine, the year and place of publication, and the page number of the source. Use the Write for College MLA format section. Miss Hoffman and I are also available for help.
a. Look your word up in an unabridged dictionary. Copy the word’s etymology and its first definition. Hand copy the remaining definitions. If the dictionary does not have the etymology listed, you must use an etymology dictionary. Make note of its previous meanings. This may be in story form showing the growth of the word.
b. Look up your word in a thesaurus. Copy the first group of synonyms and all the bold faced words.
c. Look up your word in a concordance to the Bible. Find a verse that contains your word; copy it. Explain it. Use the concordance to cross reference a Bible.
d. Look up your word in the Concordance to Shakespeare. Find a passage that contains you word, then, look up the passage in any of the complete works of William Shakespeare and copy the whole speech which contains the word. Include the speaker’s name, act, scene, and line numbers in your reference information. You will have to explain this to your reader.
e. Look up your word in Granger’s Index to Poetry. Use one of the poetry anthologies and copy a poem that contains your word. Make note of the title, author, and page. You will have to explain this to your reader.
f. Look up your word on Power Library—OMNI FILE —Student Research Center. Find an article which deals with you word. Locate the article, read it, and summarize the article.
g. Interview your grandparents and/or your parents plus one other person. Write down what they think your word means. [You will need to cite three interviews including the time.]
h. Look up your word in a book of quotations. Copy a quotation which contains your word and the quotation’s identifying information. Explain what the quotation means.
11/8-11/11-MONDAY- THURSDAY: SELECT WORD AND BEGIN BASIC RESEARCH
**RESEARCH WILL BE CONDUCTED IN THE LIBRARY
11/12 - reflection journal
11/15- CONTINUE WITH RESEARCH IN LIBRARY
ASSIGNMENT- PART 2
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
INTANGIBLE WORDS
PLEASE SELECT ONE
PLEASE RECORD YOUR SELECTION ON THE SIGN-UP SHEET
Love
Vanity
Infatuation
Nothingness
Betrayal
Solitude
Trust
Inspiration
Charity
Time
Faith
Harmony
Honesty
Freedom
Heaven
Hell
Fear
Grief
Patience
Envy
Happiness
Hate
Emptiness
Loyalty
Past
Future
Present
Weakness
Deception
Vengeance
Purity
Revenge
Death
Pride
Life
Cowardice
Lust
Selfishness
Nightmare
Dream
Fairness
Principles
Charity
Anger
Sorrow
Strength
Confusion
Wish
Doubt
Soul
Optimism
Comfort
Curiosity
Horror
Posted by journalism1 at 7:55 AM 0 comments
Directions
I SEARCH- THE WORD
GOAL: Students will explore and utilize various forms of research
1. Choose an intangible word. This word may be of your own choosing with the permission of the teacher, or you may choose from the list that is provided. Each student will have a different word. You will need to sign up for the word you choose.
2. You need to research the word in all of the sources listed below. Make certain you write down the REFERENCE INFORMATION for each source: the title of the book or magazine, author or editor of that book or magazine, the year and place of publication, and the page number of the source. Use the Write for College MLA format section. Miss Hoffman and I are also available for help.
a. Look your word up in an unabridged dictionary. Copy the word’s etymology and its first definition. Hand copy the remaining definitions. If the dictionary does not have the etymology listed, you must use an etymology dictionary. Make note of its previous meanings. This may be in story form showing the growth of the word.
b. Look up your word in a thesaurus. Copy the first group of synonyms and all the bold faced words.
c. Look up your word in a concordance to the Bible. Find a verse that contains your word; copy it. Explain it. Use the concordance to cross reference a Bible.
d. Look up your word in the Concordance to Shakespeare. Find a passage that contains you word, then, look up the passage in any of the complete works of William Shakespeare and copy the whole speech which contains the word. Include the speaker’s name, act, scene, and line numbers in your reference information. You will have to explain this to your reader.
e. Look up your word in Granger’s Index to Poetry. Use one of the poetry anthologies and copy a poem that contains your word. Make note of the title, author, and page. You will have to explain this to your reader.
f. Look up your word on Power Library—OMNI FILE —Student Research Center. Find an article which deals with you word. Locate the article, read it, and summarize the article.
g. Interview your grandparents and/or your parents plus one other person. Write down what they think your word means. [You will need to cite three interviews including the time.]
h. Look up your word in a book of quotations. Copy a quotation which contains your word and the quotation’s identifying information. Explain what the quotation means.
11/8-11/11-MONDAY- THURSDAY: SELECT WORD AND BEGIN BASIC RESEARCH
**RESEARCH WILL BE CONDUCTED IN THE LIBRARY
11/12 - reflection journal
11/15- CONTINUE WITH RESEARCH IN LIBRARY
ASSIGNMENT- PART 2
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Monday, November 1, 2010
Research Paper Information
Monday - Thursday
** Wednesday, 11/3 - The Class will meet with Miss Hoffman to discuss the technical elements of this project.
1 Using the following links, we will explore the elements of a research paper.
Link1:
General Rules and Guidelines-
http://owl.english.purdue.edu/owl/resource/747/01/
Link 2:
In-Text Citations: The Basics-
http://owl.english.purdue.edu/owl/resource/747/02/
Link 3:
Formatting Quotes:
http://owl.english.purdue.edu/owl/resource/747/03/
Link 4:
Works Cited Page: The Basics -
http://owl.english.purdue.edu/owl/resource/747/05/
Link 4B: Sample Works Cited-
http://owl.english.purdue.edu/owl/resource/747/12/
Link 5: Sample Papers
Samples 1 and 2: (From the 2009 MLA)
http://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
http://owl.english.purdue.edu/media/pdf/20091250615234_747.pdf
Sample 3:
http://dianahacker.com/pdfs/Hacker-Daly-MLA.pdf
Sample 4:
http://dianahacker.com/pdfs/Hacker-Levi-MLA.pdf
Extra Link
Link 1: (Various elements of a research paper)
http://www.dianahacker.com/resdoc/
Goals. We will discuss the following:
-the purpose of citing within a paper
-Direct quotations, partial quotations and paraphrased work
-The WORKS CITED AND BIB. PAGE
-The form of a research paper
-Where to find information
-Citing information
Links to electronic citing:
http://www.noodletools.com/
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
** Wednesday, 11/3 - The Class will meet with Miss Hoffman to discuss the technical elements of this project.
1 Using the following links, we will explore the elements of a research paper.
Link1:
General Rules and Guidelines-
http://owl.english.purdue.edu/owl/resource/747/01/
Link 2:
In-Text Citations: The Basics-
http://owl.english.purdue.edu/owl/resource/747/02/
Link 3:
Formatting Quotes:
http://owl.english.purdue.edu/owl/resource/747/03/
Link 4:
Works Cited Page: The Basics -
http://owl.english.purdue.edu/owl/resource/747/05/
Link 4B: Sample Works Cited-
http://owl.english.purdue.edu/owl/resource/747/12/
Link 5: Sample Papers
Samples 1 and 2: (From the 2009 MLA)
http://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
http://owl.english.purdue.edu/media/pdf/20091250615234_747.pdf
Sample 3:
http://dianahacker.com/pdfs/Hacker-Daly-MLA.pdf
Sample 4:
http://dianahacker.com/pdfs/Hacker-Levi-MLA.pdf
Extra Link
Link 1: (Various elements of a research paper)
http://www.dianahacker.com/resdoc/
Goals. We will discuss the following:
-the purpose of citing within a paper
-Direct quotations, partial quotations and paraphrased work
-The WORKS CITED AND BIB. PAGE
-The form of a research paper
-Where to find information
-Citing information
Links to electronic citing:
http://www.noodletools.com/
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
Friday, October 29, 2010
Journal Day
Write on the following prompt:
Sunday is Halloween. There are lots of traditions that are part of this unique holiday. What are your plans for this weekend? Do you have some great costume you put together? Are you going to any Halloween parties? Are you planning on taking your younger brothers or sisters out Trick-or-Treating? Are there any special movies you always watch on Halloween?
Or,
Write short creative story using a pumpkin, a spider, a bat, candy, and a skeleton.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Sunday is Halloween. There are lots of traditions that are part of this unique holiday. What are your plans for this weekend? Do you have some great costume you put together? Are you going to any Halloween parties? Are you planning on taking your younger brothers or sisters out Trick-or-Treating? Are there any special movies you always watch on Halloween?
Or,
Write short creative story using a pumpkin, a spider, a bat, candy, and a skeleton.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Thursday, October 28, 2010
Sentence Test
Correct and rewrite:
Sir Arthur Conan Doyle a British novelist and storyteller. Best known for his stories about Sherlock Holmes. Who was a famous detective. Dr. Watson was a friend of Holmes. Helping him whenever he could. Watson was always surprised at the clues Holmes managed to find. Since he wasn't as smart as Holmes. I enjoyed seeing if I could solve Holmes's cases before he revealed the solution. It was a simple matter of putting pieces together. In their proper order. It was like finishing a jigsaw puzzle. Being finally able to see the whole picture. I was able to figure out more than Watson. Who was always two steps behind. But usually had to wait until the last chapter. To see how Holmes solved the case. There was an element of suspense. To make me wonder how he would find the clue he needed.
Rewrite any sentence with fragments, run-ons or comma splices. Write CORRECT if the example is a complete sentence
1. The baseball manager, knowing that Sam was not hitting well and that Jack was about to come out of his batting slump.
2. The threat of rain hanging heavily in the air.
3. The aspirin bottle sitting on the shelf, and a plastic bottle of shampoo.
4. Hand woven ties, which are being designed and produced in California and have become the latest fashion.
5. Mrs. Jones, who is a good cook, does tend to overcook the roast beef.
6. It is wise to consult a doctor. If you have a headache.
7. Everyone knew that Hal should have gotten the nomination because he was the best qualified of all the candidates.
8. Jill has some weird hobbies. Like collecting old shoelaces, out-of-date college catalogs, and aspirin bottle tops.
9. Rinse the hair several times it will not shine unless all of the shampoo is removed.
10. My next-door neighbor buys beautiful clothes but she doesn't like to take care of them.
11. They will deliver the things you buy right to your home you can see and try the products before you pay for them.
12. I like to clean house and rearrange things, while I am working, I listen to music.
13. My brother-in-law has a good job but he never seems to have enough money to pay his bills.
14. I like to listen to a good rock group everyone in my family enjoys the same type of music.
15. The spotted cats creeping in the underbrush.
16. They painting the flagpole in bright yellow.
17. The children grown a lot this past year.
18. By six, he already walking to his next class.
19. I seen her here before.
20. I going to be a doctor.
Correct and rewrite:
Sir Arthur Conan Doyle a British novelist and storyteller. Best known for his stories about Sherlock Holmes. Who was a famous detective. Dr. Watson was a friend of Holmes. Helping him whenever he could. Watson was always surprised at the clues Holmes managed to find. Since he wasn't as smart as Holmes. I enjoyed seeing if I could solve Holmes's cases before he revealed the solution. It was a simple matter of putting pieces together. In their proper order. It was like finishing a jigsaw puzzle. Being finally able to see the whole picture. I was able to figure out more than Watson. Who was always two steps behind. But usually had to wait until the last chapter. To see how Holmes solved the case. There was an element of suspense. To make me wonder how he would find the clue he needed.
Rewrite any sentence with fragments, run-ons or comma splices. Write CORRECT if the example is a complete sentence
1. The baseball manager, knowing that Sam was not hitting well and that Jack was about to come out of his batting slump.
2. The threat of rain hanging heavily in the air.
3. The aspirin bottle sitting on the shelf, and a plastic bottle of shampoo.
4. Hand woven ties, which are being designed and produced in California and have become the latest fashion.
5. Mrs. Jones, who is a good cook, does tend to overcook the roast beef.
6. It is wise to consult a doctor. If you have a headache.
7. Everyone knew that Hal should have gotten the nomination because he was the best qualified of all the candidates.
8. Jill has some weird hobbies. Like collecting old shoelaces, out-of-date college catalogs, and aspirin bottle tops.
9. Rinse the hair several times it will not shine unless all of the shampoo is removed.
10. My next-door neighbor buys beautiful clothes but she doesn't like to take care of them.
11. They will deliver the things you buy right to your home you can see and try the products before you pay for them.
12. I like to clean house and rearrange things, while I am working, I listen to music.
13. My brother-in-law has a good job but he never seems to have enough money to pay his bills.
14. I like to listen to a good rock group everyone in my family enjoys the same type of music.
15. The spotted cats creeping in the underbrush.
16. They painting the flagpole in bright yellow.
17. The children grown a lot this past year.
18. By six, he already walking to his next class.
19. I seen her here before.
20. I going to be a doctor.
Tuesday, October 26, 2010
Tuesday and Wednesday 10/26-10/27
Goal:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
TUESDAY: STUDENTS WILL TAKE NOTES AND REVIEW RULES
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
WEDNESDAY: STUDENTS WILL COMPLETE ONLINE PRACTICE LESSONS. STUDENTS SHOULD COMPLETE EACH EXERCISE LISTED BELOW:
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Goal:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
TUESDAY: STUDENTS WILL TAKE NOTES AND REVIEW RULES
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
WEDNESDAY: STUDENTS WILL COMPLETE ONLINE PRACTICE LESSONS. STUDENTS SHOULD COMPLETE EACH EXERCISE LISTED BELOW:
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Monday, October 25, 2010
Quiz
Goal: Students will be tested on commonly misused homophones
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Goal: Students will be tested on commonly misused homophones
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 22, 2010
Journal Day
Write on the following prompt:
You are given the chance of a lifetime. You have won an all expenses paid vacation to anywhere you would like to go. The catch is, you can only take one other person with you. Where would you go? Where would you stay? (Hotel, cabin, condo, etc.) What would you do on your vacation? Most importantly, how would you decide what one person to take with you on this grand adventure?
Or,
Write short creative story using a shark, an ice cream cone, a ball, a game token, and a stuffed animal.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
You are given the chance of a lifetime. You have won an all expenses paid vacation to anywhere you would like to go. The catch is, you can only take one other person with you. Where would you go? Where would you stay? (Hotel, cabin, condo, etc.) What would you do on your vacation? Most importantly, how would you decide what one person to take with you on this grand adventure?
Or,
Write short creative story using a shark, an ice cream cone, a ball, a game token, and a stuffed animal.
Or
Write on a topic of your choice.
(Journals MUST meet page minimums)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Thursday, October 21, 2010
Confusing words
Confusing Homonyms
Their, There and They're
Two, Too and To
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They will get their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Write 2 sentences for each form of 'there'
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
MORE HOMONYMS:
http://www.cooper.com/alan/homonym_list.html
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Their, There and They're
Two, Too and To
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They will get their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Write 2 sentences for each form of 'there'
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
MORE HOMONYMS:
http://www.cooper.com/alan/homonym_list.html
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Tuesday, October 19, 2010
Tuesday - Wednesday
Students will read their descriptive essays aloud.
1. After reading each essay, the class will attempt to identify the object being described.
2. All students must read their essays aloud.
3. A list of students who have not read their essay has been provided for the substitute teacher
4. Please be cooperative.
Students will read their descriptive essays aloud.
1. After reading each essay, the class will attempt to identify the object being described.
2. All students must read their essays aloud.
3. A list of students who have not read their essay has been provided for the substitute teacher
4. Please be cooperative.
Friday, October 15, 2010
Journal Day
Please respond to the following prompt:
If you had an investor that was willing to fund the development of a new item, no matter how outrageous the concept , what would you invent? What would the item be used for? What would it look like? Who would you market it to?
OR
Write a short creative story using coffee, a rubber band, a horse, a whistle, and a DVD.
OR
Write on a topic of your choice.
(Journals MUST meet minimum page requirements.)
If you had an investor that was willing to fund the development of a new item, no matter how outrageous the concept , what would you invent? What would the item be used for? What would it look like? Who would you market it to?
OR
Write a short creative story using coffee, a rubber band, a horse, a whistle, and a DVD.
OR
Write on a topic of your choice.
(Journals MUST meet minimum page requirements.)
Monday, October 11, 2010
Descriptive/ Narrative Essay
Descriptive/ Narrative Essay
Monday, Tuesday (10/11-10/12)- Complete rough drafts
Wednesday, 10/13: Complete rough drafts and Peer edit
Thursday, 10/17 : Complete the final copy
Monday - Tuesday (10/18-10/19): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, Tuesday (10/11-10/12)- Complete rough drafts
Wednesday, 10/13: Complete rough drafts and Peer edit
Thursday, 10/17 : Complete the final copy
Monday - Tuesday (10/18-10/19): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 8, 2010
Journal Day
Please respond to the following prompt:
What would life be like if you were only six inches tall?
Or
Write a short creative story using a boat, an island, a tiger, a watermelon, and vines.
Or
Write on a topic of your choice
(Your journals MUST meet minimum page requirements)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
What would life be like if you were only six inches tall?
Or
Write a short creative story using a boat, an island, a tiger, a watermelon, and vines.
Or
Write on a topic of your choice
(Your journals MUST meet minimum page requirements)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Wednesday, October 6, 2010
Descriptive/ Narrative Essay
Wednesday, Thursday (10/6-10/7)
Thursday, 10/14: Complete rough drafts and Peer edit
Monday, 10/18: Complete the final copy
Tuesday - Wednesday (10/13-10/14): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Wednesday, Thursday (10/6-10/7)
Thursday, 10/14: Complete rough drafts and Peer edit
Monday, 10/18: Complete the final copy
Tuesday - Wednesday (10/13-10/14): Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, October 4, 2010
Descriptive Essays
Tuesday, October 6,2009
GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
Possession
1. Complete step 1: Create your own THINK SHEET
2. Save it in to http://www.turnitin.com/
3.Complete step 2: Retype and organize your ideas from your think sheet.
4. Include the information listed below
Step 1: Think Sheet
The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.
http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/tsplan.html
1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.
2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.
3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)
4. In your essay, discuss the object's purpose without telling the reader the identity of your object
5. Tell how the object is used
Step 2: Putting It All Together
The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. Finish reorganizing the Organizing Think Sheet and including all of the details listed above.
SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
-Students will NOT directly identify the object/ possession in the essay
-Students must use creative description. **Your description may not be obvious.
For example, you may not say: It takes pictures....for any type of camera
-be creative.
AVOID SECOND PERSON AND CONTRACTIONS!
Please review the tips below:
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
Possession
1. Complete step 1: Create your own THINK SHEET
2. Save it in to http://www.turnitin.com/
3.Complete step 2: Retype and organize your ideas from your think sheet.
4. Include the information listed below
Step 1: Think Sheet
The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.
http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/tsplan.html
1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.
2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.
3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)
4. In your essay, discuss the object's purpose without telling the reader the identity of your object
5. Tell how the object is used
Step 2: Putting It All Together
The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. Finish reorganizing the Organizing Think Sheet and including all of the details listed above.
SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
-Students will NOT directly identify the object/ possession in the essay
-Students must use creative description. **Your description may not be obvious.
For example, you may not say: It takes pictures....for any type of camera
-be creative.
AVOID SECOND PERSON AND CONTRACTIONS!
Please review the tips below:
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Monday, September 27, 2010
Descriptive Writing
DAILY WORD PRACTICE:
THIS IS A TIMED PRACTICE TO WRITE AS MANY 2 LETTER WORDS AS POSSIBLE.
http://www.sporcle.com/games/slipkid/2_words_same_5_letters
Introduction: Descriptive Essay
Students will review the elements of a descriptive essay
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
THIS IS A TIMED PRACTICE TO WRITE AS MANY 2 LETTER WORDS AS POSSIBLE.
http://www.sporcle.com/games/slipkid/2_words_same_5_letters
Introduction: Descriptive Essay
Students will review the elements of a descriptive essay
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Helping Verbs
Students will understand how helping verbs are added to other verbs to form verb phrases
Review pgs 370-372 in the text
Workbook
pg. 19 Ex. 1 and 2
Pg. 20 Ex 2
http://www.softschools.com/quizzes/grammar/helping_verbs/quiz520.html
http://www.softschools.com/quizzes/grammar/linking_verbs/quiz522.html
http://www.sporcle.com/games/helpingverbs.php
Tuesday: Verb test
Review pgs 370-372 in the text
Workbook
pg. 19 Ex. 1 and 2
Pg. 20 Ex 2
http://www.softschools.com/quizzes/grammar/helping_verbs/quiz520.html
http://www.softschools.com/quizzes/grammar/linking_verbs/quiz522.html
http://www.sporcle.com/games/helpingverbs.php
Tuesday: Verb test
Friday, September 24, 2010
Journal Day
Today is journal day. Please respond to the following prompt:
Since today is the unofficial start of the Bloomsburg Fair, I am going to let everyone write about the Fair. You may write about anything you feel like involving the Fair. (Favorite foods, things to do, things you like, things you do not like, favorite stops, shows you are going to see, etc.)
OR
Tonight is also the biggest football game of the school year, so you may also write about the WVW game. What do you think is going to happen? Are you going?
OR
Write a short creative story using a phone, a clock, wire, a window, and an office.
OR
Write on the topic of your choice.
Have fun and try not to eat too much this weekend!
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Since today is the unofficial start of the Bloomsburg Fair, I am going to let everyone write about the Fair. You may write about anything you feel like involving the Fair. (Favorite foods, things to do, things you like, things you do not like, favorite stops, shows you are going to see, etc.)
OR
Tonight is also the biggest football game of the school year, so you may also write about the WVW game. What do you think is going to happen? Are you going?
OR
Write a short creative story using a phone, a clock, wire, a window, and an office.
OR
Write on the topic of your choice.
Have fun and try not to eat too much this weekend!
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Wednesday, September 22, 2010
Wednesday and Thursday:
Objectives:
Students will practice subject / verb agreement
Students will review rules on subject/ verb agreement
Read about action verbs pg 362
Read about Transitive/ Intransitive verbs 363
Wednesday- Thursday:
Review the exercises in the book.
Workbook exercise 1 pg 13
Workbook exercise 2 pg 14
Exercises:
1. Click on the following link to review rules and complete an exercise
http://owl.english.purdue.edu/owl/resource/599/01/
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=38
2. Write 2 sentences for each of the rules stated in the Purdue exercise (above)
(This assignment will be graded)
-You should write a total of 14 sentences
Online Quiz:
Quiz 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm
Quiz 2
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm
Linking Verbs:
Students will learn that the subject does not always perform an action in a sentence
Students will become familiar with forms of "BE"
http://owl.english.purdue.edu/media/ppt/2008_Indot_Paramedic_727.ppt
POWERPOINT
World of Verbs - PowerPoint Presentation
http://teachers.plainfield.k12.in.us/.../Linking%20Verbs/Linking%20Verbs%20Show.pps
Text: pgs 366-368
Objectives:
Students will practice subject / verb agreement
Students will review rules on subject/ verb agreement
Read about action verbs pg 362
Read about Transitive/ Intransitive verbs 363
Wednesday- Thursday:
Review the exercises in the book.
Workbook exercise 1 pg 13
Workbook exercise 2 pg 14
Exercises:
1. Click on the following link to review rules and complete an exercise
http://owl.english.purdue.edu/owl/resource/599/01/
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=38
2. Write 2 sentences for each of the rules stated in the Purdue exercise (above)
(This assignment will be graded)
-You should write a total of 14 sentences
Online Quiz:
Quiz 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm
Quiz 2
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm
Linking Verbs:
Students will learn that the subject does not always perform an action in a sentence
Students will become familiar with forms of "BE"
http://owl.english.purdue.edu/media/ppt/2008_Indot_Paramedic_727.ppt
POWERPOINT
World of Verbs - PowerPoint Presentation
http://teachers.plainfield.k12.in.us/.../Linking%20Verbs/Linking%20Verbs%20Show.pps
Text: pgs 366-368
Monday, September 20, 2010
Expanding a paragraph
Expanding the Intro. Paragraph
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Friday, September 17, 2010
Journal Day
Today is journal day. Please respond to the following prompt:
Explain what you think life would be like without: plumbing, electricity, cars, windows, air conditioning. (How would your life change? How would this change your daily routine?)
OR
Write a short creative story using a toothpick, tire, spoon, box, and helmet
OR
Write on the topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Explain what you think life would be like without: plumbing, electricity, cars, windows, air conditioning. (How would your life change? How would this change your daily routine?)
OR
Write a short creative story using a toothpick, tire, spoon, box, and helmet
OR
Write on the topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Wednesday, September 15, 2010
Expanding the Intro. Paragraph
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Monday, September 13, 2010
Writing a Structured Essay
Writing a Structured Essay
Objective: To familiarize students with INTRODUCTORY PARAGRAPHS
1. Students will write introductory paragraphs on four topics for possible use in a later paper.
Select 4:
(You may use first person in the first three choices)
Pet Peeve
A person who inspired you
A favorite place
(First person may NOT be used in the following choices)
Music
Pizza
Shoes
Education
Topic of choice (to be approved by teacher)
2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Wednesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Objective: To familiarize students with INTRODUCTORY PARAGRAPHS
1. Students will write introductory paragraphs on four topics for possible use in a later paper.
Select 4:
(You may use first person in the first three choices)
Pet Peeve
A person who inspired you
A favorite place
(First person may NOT be used in the following choices)
Music
Pizza
Shoes
Education
Topic of choice (to be approved by teacher)
2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Wednesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Friday, September 10, 2010
Journal Day
Journal Day
Today you will write a one page journal on the following prompt:
If you won 10 million dollars in the lottery, what would you do?
OR
Write a short creative story using a dog, a crate, a crowbar, a mirror, and a lizard.
OR
Write on the topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Today you will write a one page journal on the following prompt:
If you won 10 million dollars in the lottery, what would you do?
OR
Write a short creative story using a dog, a crate, a crowbar, a mirror, and a lizard.
OR
Write on the topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Tuesday, September 7, 2010
Organizing an essay
9/8-9/9
The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Sample essay format:
1. Students will review the form and technique for writing a Multi- paragraph essay.
2. Students will become familiar with the various parts of the essay
The five paragraph essay follows a defined format.
The first paragraph introduces us to the thesis of the essay and to the three main supporting subtopics.
The second through fourth paragraphs are all similar in format. They individually restate the subtopics and incorporate supporting details.
The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics (blueprint statements) that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transitional word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas (blueprint statements) presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transitional word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Sample essay format:
1. Students will review the form and technique for writing a Multi- paragraph essay.
2. Students will become familiar with the various parts of the essay
The five paragraph essay follows a defined format.
The first paragraph introduces us to the thesis of the essay and to the three main supporting subtopics.
The second through fourth paragraphs are all similar in format. They individually restate the subtopics and incorporate supporting details.
The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics (blueprint statements) that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transitional word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas (blueprint statements) presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transitional word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Monday, September 6, 2010
Pronouns
Thursday, 9/2 and Tuesday, 9/7 (Friday was journal day)
Understand what pronouns are and how they are used
Understand the relationship between pronouns and antecedents
Identify personal pronouns
Pronouns
Text:346-349
355-357 (Practice Exercises)
Workbook Exercises: pgs 5-7
Students will complete an original writing exercising using nouns and pronouns
Standard - 1.5.C.F: Use grade appropriate conventions of language when writing and editing. Spell all words correctly. Use capital letters correctly. Punctuate correctly Use correct grammar and sentence formation.
C.E.3.1.4: Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).
C.E.1.1.5: Write with control of grammar, mechanics, spelling, usage, and sentence formation.
Understand what pronouns are and how they are used
Understand the relationship between pronouns and antecedents
Identify personal pronouns
Pronouns
Text:346-349
355-357 (Practice Exercises)
Workbook Exercises: pgs 5-7
Students will complete an original writing exercising using nouns and pronouns
Standard - 1.5.C.F: Use grade appropriate conventions of language when writing and editing. Spell all words correctly. Use capital letters correctly. Punctuate correctly Use correct grammar and sentence formation.
C.E.3.1.4: Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).
C.E.1.1.5: Write with control of grammar, mechanics, spelling, usage, and sentence formation.
Friday, September 3, 2010
Journal Day 2
Write a journal using the following prompt:
Create your own imaginary best friend. What does he look like? What's his zodiac sign? What are her likes and dislikes?
OR
Write on the topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Create your own imaginary best friend. What does he look like? What's his zodiac sign? What are her likes and dislikes?
OR
Write on the topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Wednesday, September 1, 2010
Nouns and Pronouns
Understand the difference between common and proper nouns and how the difference affects capitalization
Understand what pronouns are and how they are used
Understand the relationship between pronouns and antecedents
Identify personal pronouns
Nouns:
1. Read and discuss Common and Proper Nouns
Text: pg 344
2. Review Nouns: Pg 345
possible quiz
Workbook exercises pgs 3-4
Pronouns
Text:346-349
355-357 (Practice Exercises)
Workbook Exercises: pgs 5-7
Students will complete an original writing exercising using nouns and pronouns
Understand what pronouns are and how they are used
Understand the relationship between pronouns and antecedents
Identify personal pronouns
Nouns:
1. Read and discuss Common and Proper Nouns
Text: pg 344
2. Review Nouns: Pg 345
possible quiz
Workbook exercises pgs 3-4
Pronouns
Text:346-349
355-357 (Practice Exercises)
Workbook Exercises: pgs 5-7
Students will complete an original writing exercising using nouns and pronouns
Tuesday, August 31, 2010
Tuesday, August 31
Goal: Students will read their advice paragraphs
Students will discuss organizational strategies
Students will understand what nouns are and how they are used
Students will be able to identify compound nouns
1. In small groups, students will present their "Advice" paragraphs
2. Students will discuss organizational strategies and evaluate paragraphs
3. Students will read about nouns on pg 341-42 in their Grammar and Writing textbooks
4. We will review and discuss nouns using practice exercises from the text
5. If time allows, students will complete and review workbook exercises on pages 1 and 2
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
Students will discuss organizational strategies
Students will understand what nouns are and how they are used
Students will be able to identify compound nouns
1. In small groups, students will present their "Advice" paragraphs
2. Students will discuss organizational strategies and evaluate paragraphs
3. Students will read about nouns on pg 341-42 in their Grammar and Writing textbooks
4. We will review and discuss nouns using practice exercises from the text
5. If time allows, students will complete and review workbook exercises on pages 1 and 2
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
Sunday, August 29, 2010
Goal: Students will read and respond to a selection of written works
Students will explore various styles and approaches to writing
Today, we will read an article on "Advice"
Next, students will write a short essay about advice they would give to others or advice that they follow.
Below is a section from an essay that appeared in Reader's Digest.
DIRECTIONS: Read the article. Respond to the author's opinion about giving advice. How do you feel about giving advice to others? What advice do you live by? Should you get involved in other people's lives?
ADVICE: DOES ANYONE ASK FOR IT?
You hate getting it when you didn’t ask for it, but in the end it might have helped you. Unwanted advice is annoying and can put you on the defensive. But occasionally, you’ll need to give advice to someone who desperately needs it, but won’t seek it out. So how do you impart your words of wisdom without seeming nosy or pushy, and when should you just be quiet? Find out now. Plus: Do you have good manners? Take our quiz.
“Good advice is always certain to be ignored, but that’s no reason not to give it.” Agatha Christie
Other advice columns and radio call-in shows deal with this same kind of question constantly. You are not alone in your care and concern for trying to do the right thing. With no direct rules and regulations for each different kind of situation, how do you know where to draw the line when it comes to giving unsolicited advice? What if someone you know or love is compromising their health or safety or the health and safety of someone around them? Is it then OK to step in and say something?
Not many people agree on when it would be appropriate to “butt in” and offer advice to someone. Some people are naturally more private while some people let everything hang out in the open. But it’s not difficult to tell the difference between someone who needs advice on the right way to cut a cantaloupe versus someone who needs advice on how to quit smoking. Isn’t it obvious? But sometimes it’s not so simple.
If you decide to offer advice or help in a situation where destructive behavior is occurring, you’re going to have to take a more aggressive approach with advice rather than trying to please the other person by sugar coating it. There’s a definite art to giving advice. First, recognize what your true motives are by asking yourself a couple of questions:
Is it really my business? For example, is it something private between a couple or a family?
Can I really inspire change?
Does the situation call for just a suggestion or an actual stepping in with the intent to change the situation?
This will seem more like a two-way street rather than dictation, which might make them more receptive.
Remember, not many people enjoy receiving unsolicited advice involving personal matters. Solicited advice is something totally different, in which case they either know the answer, but want approval, or they genuinely want advice and will be more inclined to use it. When confronted with advice, people will resort to all sorts of tactics, from being defensive to making all kinds of excuses. And sometimes, there’s only so much you can do.
Sample response:
Student Essay - Sample:
Advice
From the moment you are born, everyone is always giving you advice and telling you how you should live your life. I always listen to others' advice, but I do not always follow it. There has been one piece of advice I have followed since the day it has been given to me and will continue to follow for the rest of my life. From the moment I was able to comprehend what words meant, I can remember receiving one piece of advice from my parents, "as long as you do your best." This advice was given to me in everything I did, from sports to school to my first job. I believe that this is good advice because it tells me that they trust my judgment and will respect my decisions and stand by me, even if I made the wrong ones.
Submit:
http://www.turnitin.com/
(Upload your paper)
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
http://www.newseum.org/todaysfrontpage
http://www.newseum.org/todaysfrontpages/
http://www.readwritethink.org/lessons/index.asp
Students will explore various styles and approaches to writing
Today, we will read an article on "Advice"
Next, students will write a short essay about advice they would give to others or advice that they follow.
Below is a section from an essay that appeared in Reader's Digest.
DIRECTIONS: Read the article. Respond to the author's opinion about giving advice. How do you feel about giving advice to others? What advice do you live by? Should you get involved in other people's lives?
ADVICE: DOES ANYONE ASK FOR IT?
You hate getting it when you didn’t ask for it, but in the end it might have helped you. Unwanted advice is annoying and can put you on the defensive. But occasionally, you’ll need to give advice to someone who desperately needs it, but won’t seek it out. So how do you impart your words of wisdom without seeming nosy or pushy, and when should you just be quiet? Find out now. Plus: Do you have good manners? Take our quiz.
“Good advice is always certain to be ignored, but that’s no reason not to give it.” Agatha Christie
Other advice columns and radio call-in shows deal with this same kind of question constantly. You are not alone in your care and concern for trying to do the right thing. With no direct rules and regulations for each different kind of situation, how do you know where to draw the line when it comes to giving unsolicited advice? What if someone you know or love is compromising their health or safety or the health and safety of someone around them? Is it then OK to step in and say something?
Not many people agree on when it would be appropriate to “butt in” and offer advice to someone. Some people are naturally more private while some people let everything hang out in the open. But it’s not difficult to tell the difference between someone who needs advice on the right way to cut a cantaloupe versus someone who needs advice on how to quit smoking. Isn’t it obvious? But sometimes it’s not so simple.
If you decide to offer advice or help in a situation where destructive behavior is occurring, you’re going to have to take a more aggressive approach with advice rather than trying to please the other person by sugar coating it. There’s a definite art to giving advice. First, recognize what your true motives are by asking yourself a couple of questions:
Is it really my business? For example, is it something private between a couple or a family?
Can I really inspire change?
Does the situation call for just a suggestion or an actual stepping in with the intent to change the situation?
This will seem more like a two-way street rather than dictation, which might make them more receptive.
Remember, not many people enjoy receiving unsolicited advice involving personal matters. Solicited advice is something totally different, in which case they either know the answer, but want approval, or they genuinely want advice and will be more inclined to use it. When confronted with advice, people will resort to all sorts of tactics, from being defensive to making all kinds of excuses. And sometimes, there’s only so much you can do.
Sample response:
Student Essay - Sample:
Advice
From the moment you are born, everyone is always giving you advice and telling you how you should live your life. I always listen to others' advice, but I do not always follow it. There has been one piece of advice I have followed since the day it has been given to me and will continue to follow for the rest of my life. From the moment I was able to comprehend what words meant, I can remember receiving one piece of advice from my parents, "as long as you do your best." This advice was given to me in everything I did, from sports to school to my first job. I believe that this is good advice because it tells me that they trust my judgment and will respect my decisions and stand by me, even if I made the wrong ones.
Submit:
http://www.turnitin.com/
(Upload your paper)
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
http://www.newseum.org/todaysfrontpage
http://www.newseum.org/todaysfrontpages/
http://www.readwritethink.org/lessons/index.asp
Friday, August 27, 2010
Journal Day #1
Write about your favorite memories from your summer vacation. What did you do? Where did you go? Any special events? Were you ready for school to start?
Or
Write a short creative story using a watch, string, a straw, a door, and a statue.
Or
Write on a topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write a short creative story using a watch, string, a straw, a door, and a statue.
Or
Write on a topic of your choice.
(Journals MUST meet minimum page requirements completely.)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Thursday, August 26, 2010
Reflection
Thursday, August 26, 2010
Reflective writing:
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.
Thinking reflectively helps you:
Understand the concept of reflective writing
Recognise the benefits of reflecting on your developing an idea or philosophy
Click on the following link to view the painting:
http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg
Painting: The Scream
Artist: Edvard Munch
ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
PDFPrint
Mrs. Christian's classes will sign in to www.turnitin.com
Period 3 class ID: 3430599
Period 6 class ID: 3430604
Period 7 class ID: 3430610
Reflective writing:
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.
Thinking reflectively helps you:
Understand the concept of reflective writing
Recognise the benefits of reflecting on your developing an idea or philosophy
Click on the following link to view the painting:
http://www.ibiblio.org/wm/paint/auth/munch/munch.scream.jpg
Painting: The Scream
Artist: Edvard Munch
ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inferences and conclusions drawn from research.
PDFPrint
Mrs. Christian's classes will sign in to www.turnitin.com
Period 3 class ID: 3430599
Period 6 class ID: 3430604
Period 7 class ID: 3430610
Tuesday, August 24, 2010
Welcome
8/25/10
SYLLABUS
Composition and Communication Course Syllabus
Composition and Communication – Writing and Presentation
Grade 11
Mission Statement:
This class will provide students with opportunities for improvement in the communication areas of writing and speaking.
Resources:
· Power Library
· Nettrekker
· MLA
· PSSA Resource Materials
· Newspapers, Magazines, Trade Journals, etc.
Prerequisites:
Successful completion of graduation project requirements for each grade level.
PA Academic Standards:
1.1. Learning to Read Independently
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Function of the English Language
1.8. Research
For additional information visit http://www.pde.state.pa.us/
Academic Expectations:
Students will participate in class discussions in a meaningful way. Students will complete all assignments on time and be responsible for obtaining assignments given in their absence. Students will be punctual and take responsibility for their own actions.
Students are encouraged to avoid extended absences as these often result in academic difficulties and poor performance on assessments. Failure to meet established deadlines will result in academic penalties.
Course Description:
· This course will help students build a foundation for writing various types of essays.
· Students will complete necessary components of the Graduation Project.
Content Outline:
Composition/Language Study- essays of various types.
Peer Editing Skills
Interview and Presentation skills
Graduation Project Requirements
PSSA preparation
Timeline:
The following represents an approximate timeline for the course. Variations may be necessary to better meet the needs of the students.
Marking Period 1-
· Course introduction and set up
· Five paragraph essay format
· Descriptive essay
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 2-
· Narrative essay
· Autobiographical Essay (Graduation Project requirement)
· Introduction to research
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 3-
· Informational essay
· Resume (Graduation Project requirement)
· Persuasive essay
· Cover letter (Graduation Project requirement)
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 4-
· Reflective essay (Graduation Project requirement)
· Thank you letter (Graduation Project requirement)
· Oral presentation
· Interview skills
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Assessments and Grading:
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Every Friday we will part from formal writing and jump into our journals.
All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.
Posted by Composition and Communications at 7:12 AM 0 comments
Home
SYLLABUS
Composition and Communication Course Syllabus
Composition and Communication – Writing and Presentation
Grade 11
Mission Statement:
This class will provide students with opportunities for improvement in the communication areas of writing and speaking.
Resources:
· Power Library
· Nettrekker
· MLA
· PSSA Resource Materials
· Newspapers, Magazines, Trade Journals, etc.
Prerequisites:
Successful completion of graduation project requirements for each grade level.
PA Academic Standards:
1.1. Learning to Read Independently
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Function of the English Language
1.8. Research
For additional information visit http://www.pde.state.pa.us/
Academic Expectations:
Students will participate in class discussions in a meaningful way. Students will complete all assignments on time and be responsible for obtaining assignments given in their absence. Students will be punctual and take responsibility for their own actions.
Students are encouraged to avoid extended absences as these often result in academic difficulties and poor performance on assessments. Failure to meet established deadlines will result in academic penalties.
Course Description:
· This course will help students build a foundation for writing various types of essays.
· Students will complete necessary components of the Graduation Project.
Content Outline:
Composition/Language Study- essays of various types.
Peer Editing Skills
Interview and Presentation skills
Graduation Project Requirements
PSSA preparation
Timeline:
The following represents an approximate timeline for the course. Variations may be necessary to better meet the needs of the students.
Marking Period 1-
· Course introduction and set up
· Five paragraph essay format
· Descriptive essay
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 2-
· Narrative essay
· Autobiographical Essay (Graduation Project requirement)
· Introduction to research
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 3-
· Informational essay
· Resume (Graduation Project requirement)
· Persuasive essay
· Cover letter (Graduation Project requirement)
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 4-
· Reflective essay (Graduation Project requirement)
· Thank you letter (Graduation Project requirement)
· Oral presentation
· Interview skills
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Assessments and Grading:
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Every Friday we will part from formal writing and jump into our journals.
All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.
Posted by Composition and Communications at 7:12 AM 0 comments
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