PowerPoint

Bell Ringer

Monday, 12/19:

1. While he is at the home of Mrs. Sappleton framton meets a nice lady.

2. Mrs. Sappleton’s niece is a self possessed young lady.

Tuesday, 12/20
1. You may wonder said the niece why we keep that window wide open on an October afternoon.

2. The niece tells Framton a outlandish story.

Wednesday, 12/21
1. As I read the story, I felt like I was actually in Mrs. Sappleton’s home.

2. The end of the story was real hilarious.

Thursday, 12/22
1. Drama is a type of literature, which is acted out in front of an audience.
2. Writers who create dramas are often called playwrites

PowerPoint
Project: Create a visual presentation of the word.

Goal: 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: 13 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 1-13) **You may have more than 1 slide per category

1. Name / Title
2. Introduction - 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. Power Library

10. (This can be 1 -3 slides) 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

12/16 Journal

Bell Ringer:
Locate the prepositional phrases in the following sentences:
1. Before going to school, we ate breakfast at Dunkin Donuts.

2. We arrived at the school early.

3. The students were standing in the parking lot and hanging out in their cars.

4. When the bell rang, the students ran into the school.


Journal Day
Write on the following prompt:

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 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

Continue Writing / Peer Edit Day

ASSIGNMENT- PART 2 - HOW TO WRITE THE REPORT

Monday, 12/12- Wednesday, 12/14

Bell Ringer
Correct the following sentences
Bell Ringer
Monday:
A. 1. “The Fall of the House of Usher” is my most favorite story of Edgar Allen Poe.

2. Where did you find that there book of Poe’s poetry at?

Tuesday:
B. 1. “The Open Window” by Saki. It is a funny story.

2. Saki is the pen name of H H Munro.

Wednesday:
C. 1. Do you know the names of the characters in “The Open Window?”

2. One character is Framton Nuttel, who, on the advise of his doctors, goes to the country to rest.
Goal:
Students will be able to structure, organize and write a research paper using the MLA format
Students will be able to include in-text citations
Students will evaluate their work and the work of their peers

Monday - Tuesday - Finish paper
Wednesday - Peer Editing Day


1. This paper is as much about the process of discovering your word as it is about your research. Follow the outline below:
2. Below you will see the required elements for each selection of research. However, you are not just stating the research. Your paragraphs should flow and use transition. When you approach each source, include
1. Your findings
2. Your thoughts/ reactions ...hint....your EXPLANATIONS
3. How this aspect of the word connects to your overall THESIS STATEMENT

**DO NOT JUST STATE: "As stated in Webster's Dictionary.......______word is defined as"

4. You must include a mixture of direct, partial and paraphrased cited works
5. Be sure to cite within your paper EACH time you use material taken from your sources.


A. Introduction - (Introduce your word and provide and overview, relationship or thoughts about this word)

Body Paragraph #2 (Include the following info)
1. The Unabridged Dictionary
a. Copy the etymology (history and derivation of the word). If there is no history listed use an etymology dictionary. Make note of any previous meanings and how the word developed.
b. Copy its first and/ or most important usage definition of the word. You can copy as many definitions as needed to fully explain your word.
c. Write citation for the Dictionary

Body Paragraph 3. The Thesaurus
a. Look up your word in the Thesaurus.
b. Copy the first group of synonyms and all the bold faced words.
c. Write citation for the Thesaurus

Paragraph #4 (include the following info)

1. The Concordance to the Bible
a. Find a verse that contains your word.
b. Cross reference to an actual Bible
c. Write citation for the Bible.
d. Copy your Bible reference passage completely including Book, Chapter and Verse reference.
e. Explain the meaning of the passage.

Paragraph #5 (include the following info)
1. The Concordance to Shakespeare
a. Find a passage that contains your word.
b. Write down the name of the Play, the Act, Scene, and Line number or line of Poetry.
c. Then go to a copy of the Complete Works of Shakespeare and find your passage.
d. Write down the entire speech which contains your word.
e. Include the speaker’s name and the context in which he is speaking
f. Write a citation for the Complete Works of Shakespeare.

Paragraph #6 (include the following info)
1. Granger’s Index to Poetry
a. Find your word in Granger’s Index and check to see if our library has the Anthology that includes the poem you have found.
b. Find your poem in one of our Poetry Anthologies.
c. Copy the entire poem or stanza from the poem that includes your word.
d. Write down the title, author, and page number of your poem.
e. Explain the poem to your reader.
f. Write a citation for the Poetry Anthology that you use.

Paragraph #7 ( include the following info)
1. The Book of Quotations
a. Find a quotation in the book that uses your word.
b. Copy the entire quote and the page number where you found it.
c. List the name of the person who said or wrote the quotation.Explain where the quote came from- a book, a play, a speech, a poem, etc.
d. Explain the context and meaning of the quote.
e. Write a citation for the particular book where you found the quote

Power Library- Para 8– Student Research Center
a. Find an article that deals with your word.
b. Write down the Author, title, page number, publication, publication volume and issue, data base information, editors.
c. Locate the article, read it, and summarize the article

Paragraphs 9-11. Personal Interviews
a. Interview your grandparents and / or your parents plus one other person
b. Write down what they think your word means OR a story they can personally connect to the word.
c. Write down the full name, date and time

I. Paragraph #12 (concluding remarks)
1. Summarize what you have learned about this word
2. The importance of the “concept” of this intangible word
3. The relevance of this word as it pertains to your life or the lives of others.
4. Restate the meaning from paragraph #1.


II. You are required to turn in a research notebook.

III. Citations: Format - click on this link

or use http://www.noodletools.com/

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.


CLOSURE: STUDENTS WILL REVIEW THEIR WORK AT THE END OF CLASS

Academic Content Strategies
1.5.11.A Write with a distinctive focus
1.5.11.B Write using well developed content appropriate for the topic
1.5.11.C Write with controlled organization

12/9 Journal

Bell Ringer:
Locate the prepositional phrases in the following sentences:
1. After our long weekend, we were happy to go home.

2. We arrived at the store early.

3. The cars drove over the bridge and onto the roadway

4. Go into the backyard and take the dog out of the rain.


Journal Day
Write on the following prompt:

There are only 16 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.

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

WRITING YOUR RESEARCH PAPER

ASSIGNMENT- PART 2 - HOW TO WRITE THE REPORT
Bell Ringer
Correct the following sentences

MONDAY, 12/5
A. 1. Edgar Allen Poe was born on January 19 1809.

2. Because Poe’s mother had dyed and his father had deserted the family, he was raised as a foster child.

TUESDAY, 12/6
B. 1. Poes first published work was a book entitled Tamerlane and Other Poems.

2. In 1836, Poe married his cousin, Virginia Clemm.

WEDNESDAY, 12/7
C. 1. Most of Poe’s writing were done between 1837 and 1845.

2. Poe lived in new york city during his most busiest writing years.

THURSDAY, 12/8
D. 1. The death of Poe’s wife in 1847 made him very sad.

2. Poe died in Baltimore MD in 1849, the exact details of his death are unknown.

Goal:
Students will be able to structure, organize and write a research paper using the MLA format
Students will be able to include in-text citations



1. This paper is as much about the process of discovering your word as it is about your research. Follow the outline below:
2. Below you will see the required elements for each selection of research. However, you are not just stating the research. Your paragraphs should flow and use transition. When you approach each source, include
1. Your findings
2. Your thoughts/ reactions ...hint....your EXPLANATIONS
3. How this aspect of the word connects to your overall THESIS STATEMENT

**DO NOT JUST STATE: "As stated in Webster's Dictionary.......______word is defined as"

4. You must include a mixture of direct, partial and paraphrased cited works
5. Be sure to cite within your paper EACH time you use material taken from your sources.


A. Introduction - (Introduce your word and provide and overview, relationship or thoughts about this word)

Body Paragraph #2 (Include the following info)
1. The Unabridged Dictionary
a. Copy the etymology (history and derivation of the word). If there is no history listed use an etymology dictionary. Make note of any previous meanings and how the word developed.
b. Copy its first and/ or most important usage definition of the word. You can copy as many definitions as needed to fully explain your word.
c. Write citation for the Dictionary

Body Paragraph 3. The Thesaurus
a. Look up your word in the Thesaurus.
b. Copy the first group of synonyms and all the bold faced words.
c. Write citation for the Thesaurus

Paragraph #4 (include the following info)

1. The Concordance to the Bible
a. Find a verse that contains your word.
b. Cross reference to an actual Bible
c. Write citation for the Bible.
d. Copy your Bible reference passage completely including Book, Chapter and Verse reference.
e. Explain the meaning of the passage.

Paragraph #5 (include the following info)
1. The Concordance to Shakespeare
a. Find a passage that contains your word.
b. Write down the name of the Play, the Act, Scene, and Line number or line of Poetry.
c. Then go to a copy of the Complete Works of Shakespeare and find your passage.
d. Write down the entire speech which contains your word.
e. Include the speaker’s name and the context in which he is speaking
f. Write a citation for the Complete Works of Shakespeare.

Paragraph #6 (include the following info)
1. Granger’s Index to Poetry
a. Find your word in Granger’s Index and check to see if our library has the Anthology that includes the poem you have found.
b. Find your poem in one of our Poetry Anthologies.
c. Copy the entire poem or stanza from the poem that includes your word.
d. Write down the title, author, and page number of your poem.
e. Explain the poem to your reader.
f. Write a citation for the Poetry Anthology that you use.

Paragraph #7 ( include the following info)
1. The Book of Quotations
a. Find a quotation in the book that uses your word.
b. Copy the entire quote and the page number where you found it.
c. List the name of the person who said or wrote the quotation.Explain where the quote came from- a book, a play, a speech, a poem, etc.
d. Explain the context and meaning of the quote.
e. Write a citation for the particular book where you found the quote

Power Library- Para 8– Student Research Center
a. Find an article that deals with your word.
b. Write down the Author, title, page number, publication, publication volume and issue, data base information, editors.
c. Locate the article, read it, and summarize the article

Paragraphs 9-11. Personal Interviews
a. Interview your grandparents and / or your parents plus one other person
b. Write down what they think your word means OR a story they can personally connect to the word.
c. Write down the full name, date and time

I. Paragraph #12 (concluding remarks)
1. Summarize what you have learned about this word
2. The importance of the “concept” of this intangible word
3. The relevance of this word as it pertains to your life or the lives of others.
4. Restate the meaning from paragraph #1.


II. You are required to turn in a research notebook.

III. Citations: Format - click on this link

or use http://www.noodletools.com/

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.


CLOSURE: STUDENTS WILL REVIEW THEIR WORK AT THE END OF CLASS

Academic Content Strategies
1.5.11.A Write with a distinctive focus
1.5.11.B Write using well developed content appropriate for the topic
1.5.11.C Write with controlled organization

12/1 Journal

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.

I search the word

Composition and Communication“I Search the Word” Research Paper


GOAL: Students will explore and utilize various forms of research.
You will choose an intangible word randomly. Each student has a different word that is pre- approved by the instructor.

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


You need to research the word in all of the sources listed below.
Make sure you write down all the REFERENCE INFORMATION for each source; title, author or editor, the year and place of publication, and page number.
Introduce your word and include the following info)

A. Introduction - (Introduce your word and provide and overview, relationship or thoughts about this word)

B. Body Paragraph #1 (Include the following info)
1. The Unabridged Dictionary
a. Copy the etymology (history and derivation of the word). If there is no history listed use an etymology dictionary. Make note of any previous meanings and how the word developed.
b. Copy its first and/ or most important usage definition of the word. You can copy as many definitions as needed to fully explain your word.
c. Write citation for the Dictionary

2. The Thesaurus
a. Look up your word in the Thesaurus.
b. Copy the first group of synonyms and all the bold faced words.
c. Write citation for the Thesaurus

C. Paragraph #2 (include the following info)

1. The Concordance to the Bible
a. Find a verse that contains your word.
b. Cross reference to an actual Bible
c. Write citation for the Bible.
d. Copy your bible reference passage completely including Book, Chapter and Verse reference.
e. Explain the meaning of the passage.

D. Paragraph #3 (include the following info)
1. The Concordance to Shakespeare
a. Find a passage that contains your word.
b. Write down the name of the Play, the Act, Scene, and Line number or line of Poetry.
c. Then go to a copy of the Complete Works of Shakespeare and find your passage.
d. Write down the entire speech which contains your word.
e. Include the speaker’s name and the context in which he is speaking
f. Write a citation for the Complete Works of Shakespeare.

E. Paragraph #4 (include the following info)
1. Granger’s Index to Poetry
a. Find your word in Granger’s Index and check to see if our library has the Anthology that includes the poem you have found.
b. Find your poem in one of our Poetry Anthologies.
c. Copy the entire poem or stanza from the poem that includes your word.
d. Write down the title, author, and page number of your poem.
e. Explain the poem to your reader.
f. Write a citation for the Poetry Anthology that you use.

F. Paragraph #5 ( include the following info)
1. The Book of Quotations
a. Find a quotation in the book that uses your word.
b. Copy the entire quote and the page number where you found it.
c. List the name of the person who said or wrote the quotation.Explain where the quote came from- a book, a play, a speech, a poem, etc.
d. Explain the context and meaning of the quote.
e. Write a citation for the particular book where you found the quote


G. Power Library- Omni File – Student Research Center
a. Find an article that deals with your word.
b. Write down the Author, title, page number, publication, publication volume and issue, data base information, editors.
c. Locate the article, read it, and summarize the article

H. Personal Interviews
a. Interview your grandparents and / or your parents plus one other person
b. Write down what they think your word means OR a story they can personally connect to the word.
c. Write down the full name, date and time

I. Paragraph #6 (concluding remarks)
1. Summarize what you have learned about this word
2. The importance of the “concept” of this intangible word
3. The relevance of this word as it pertains to your life or the lives of others.
4. Restate the meaning from paragraph #1.


II. You are required to turn in a research notebook.

III. Citations: Format - click on this link

or use http://www.noodletools.com/

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




Academic Content Strategies
1.5.11.A Write with a distinctive focus
1.5.11.B Write using well developed content appropriate for the topic
1.5.11.C Write with controlled organization

Journal Day, 11/18

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.

Library Days

GOALS: Students will explore and utilize various forms of research.
Students will apply research practices

Students will report to the library to conduct research for the "I Search the Word" project.

Project LINK: I Search the Word

Academic Content Strategies1.5.11.A Write with a distinctive focus
1.5.11.B Write using well developed content appropriate for the topic
1.5.11.C Write with controlled organization

11/7 Journal

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

Intro to Research

Bell Ringer:


Monday: 11/7





Tuesday: 11/8





Wednesday: 11/9





Thursday: 11/10





Goal: Students will explore the elements and setup of a research paper





Monday - Thursday

** Wednesday, 11/9 - 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/





Closure Activity:


Each day, students should write down one comment or question concerning the research process / information covered in class


1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

11/4 Journal

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)

Fragments, Run-ons, and Sentences....OH MY!

Tuesday and Wednesday 11/1-11/2

Tuesday Bell Ringer
11/1

Wednesday Bell Ringer
11/2
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

Works Cited Format

Unabridged Dictionary
Word”______________________”. Title of Book_______________________________.
Editor’s name_________________. City _____________________________________:
Publisher____________________. Date______________. Print.


Thesaurus
Word “_____________________”. Title of Book _______________________________.
Editor’s name__________________. City_____________________________________:
Publisher______________________. Date_________________. Print.


Bible
Title of Bible (ital)_________________. Editor’s name______________________________.
Where Pub______________________:Publisher Company_____________________________.
Copyright date___________________. Pg #’s________________ . Print.


Shakespeare
Author of play_____________________________. Play title “_______________________”.
Title of book______________________________. Editor______________________________.
City______________________________. Publisher___________________________.
Date_____________________________. Page__________________. Print.


Poem Anthology
Poet’s name________________________________.Name of Poem “______________________”.
Title of Anthology(ital)________________________. Ed.(Name____________________.
Where Published____________________________: Publisher Company_______________ ,
Copyright date_____________________________. Pg #’s ______________ .Print.


Power Library
Author of Article______________________________. Title of Article”_________________”.
Title of Magazine ____________________________ Pub date ( __________ ): Page_____.
Power Library-Omnifile Mega. Web. Date you searched _________________.

Homonyms - confusing words

10/31 Bell Ringer


Correct the following sentences:

10/31 sentences

Goal: Students will be able to understand and identify homonyms

Homonyms are words that sound the same but have different meanings and spellings. The following table lists words that people commonly confuse. Become familiar with these words so you can be ready to correct homonym-related spelling errors. It’s also a good idea to pay attention to the words you most commonly confuse; you may even keep a running list of these 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 organization
1.5.11D- 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

10/28 Journal

10/28- Journal Day
Bell Ringer:
Underline the prepositional phrases:
1. Several houses on our street have decks.
2. Each student will write a report about a different state.
3. The coupon is good for another month.
4. Our neighbors moved to New Mexico
5. After all your hard work, you deserve a vacation
Write on the following prompt:

Monday 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)

Closure: Turn your essays in to www.turnitin.com

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

Read essays aloud

10/24-/25

No Bell ringers Monday and Tuesday:
Essay presentations - Students will read essays aloud, evaluate and guess

Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit

Monday - Tuesday (10/24-10/25): Read essays aloud during class. (The class will attempt to guess the identity of your object)

Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper


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

10/21 Journal

Bell Ringer:
Locate the prepositional phrases in the following sentences:
1. After our long workout, we collapsed

2. We arrived at the theater early.

3. The flood waters rose over the bridge and onto the roadway

4. Run into the backyard and take the lawnmower out of the rain.


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

Descriptive writing process

10/17

Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity

10/17 Sentences

10/ 18 Sentences

19/19 Sentences

10/20 Sentences

Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit

Monday, 10/17 - Students will work on rough drafts

Tuesday, 10/18: Complete the Rough Draft and begin to peer edit
Finish peer editing and turn in papers to www.turniti.com

Wednesday- Thursday (10/19-10/20): Read essays aloud during class. (The class will attempt to guess the identity of your object)

Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper


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

10/14 Journal

Bell Ringer
Students will correct the following sentences:
10/ 14 Sentences

Please respond to the following prompt:

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.


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

Descriptive Writing

10/12 - 10/17

Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/12 Sentences

10/13 Sentences

10/17 Sentences
Goals: Students will be able to write using descriptive detail
Students will be able to structure a descriptive essay
Students will evaluate their own essays and the essays from their peers
Students will peer edit

Future Dates
Tuesday, 10/18: Complete the Rough Draft and begin to peer edit
Finish peer editing and turn in papers to www.turniti.com

Wednesday- Thursday (10/19-10/20): Read essays aloud during class. (The class will attempt to guess the identity of your object)

Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's paper


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

Descriptive Planning

Descriptive Essays
Tuesday, 10/11
Bell Ringer
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity
10/11 Sentences

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

Favorite Possession



1. Complete step 1: Create your own THINK SHEET

2. Save it in to http://www.turnitin.com/

3.Complete step 4: Retype and organize your ideas from your think sheet.

5. 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.

Descriptive Intro

Monday, 10/10
DAILY REQUIREMENTS:

Each day, we will complete a daily Bell Ringer and Closure Activity:


Correct the following sentences:
10/10 sentences

Descriptive Writing

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
Closure activity: Write a descriptive sentence describing yourself

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

Journal, 10/7

Bell Ringer
Students will correct the following sentences:
10/ 7 Sentences

Please respond to the following prompt:

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

(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

Prepositons

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:Opening Activity:
Click on the linkSentences for 10/6

Periods 6 and 7 will finish peer editing their essays and turn final versions into http://www.turnitin.com/

Goals:
Prepositions:
Understand what prepositions are and how they are used
Recognize that a prepositional phrase consists of a preposition and a noun or pronoun
Distinguish prepositions with their objects from adverbs

Read pages 402 -404 in the text
Workbook:
Exercises:
2 on page 33
2 on page 34
1 on page 35
1 on page 36

Closure Activity: Write three original sentences containing prepositions.

Parallel Structure

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
10/5 sentences

Expanding the Intro. Paragraph

Goal:
Students will take a quiz on parallel structure
Students will finalize their essay and turn it in to http://www.turnitin.com/

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/ )
Students will write using parallel structure

Parallel Structure
On a separate sheet of paper, complete the following (9) sentences:
A. In the four sentences below, circle the correct word or phrase that gives the sentence correct parallel structure.
1. Justin was excited about inviting friends over, eating a good meal, and ___ .
a. …a game of cards.
b. …to play cards.
c. ...playing a game of cards.

2. I have always enjoyed reading the book more than _____________________.
a. …I watched the movie version.
b. …watching the movie.
c. …to watch the movie.

3. When the weather outside is cold and ________, I like to be indoors.
a. …starting to get windy…
b. …windy…
c. …getting windy…

4. Running, lifting, and ____________ are three of Ashley’s favorite exercises.
a. …racquetball…
b. …a spinning class…
c. …bicycling…

B. In the sentences below, write a word or phrase in the blank that gives the sentence Parallel Structure.
1. The little girl liked eating cookies better than _____________________________ at her
grandmother’s house.

2. Students like to sleep, relax and _______________________________________ during the summer.

3. He went to the store to pick up a carton of milk and two ____________________.

4. Food, shelter, and ___________________________________________________ are all I need to survive on a deserted island.

5. ______________________________________ is much better than a visit to the dentist.

Class Assignments
1. Students will peer edit 3 essays. They will read the essays aloud and correct them. They will comment on each essay.
2. Students will read their personal essay aloud to another peer and conduct a personal evaluation.
3. Students will turn their final essays into http://www.turnitin.com/

**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.

Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's 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
http://english.clas.asu.edu/files/shared/enged/ParallelStructure.pdf

Final stages of an essay

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
10/3 Sentences
10/4 Sentences

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/ )
Students will write using parallel structure

*Monday, explain parallel structure
Practice examples on the board

Tuesday, review parallel structure:

My friends were always going off to jog in the park or a game of tennis.

The manager asked me to file an application and would I leave my number.

We were dirty, hungry, and without a penny.


1. Students will finish their 5 paragraph essay
2. Students will have their papers read by two peers
3. The peers will read the paper aloud, write comments and make corrections
4. The owner of the paper will read it to one student in class
5. All students will upload their papers to http://www.turnitin.com/ by the end of Tuesday, 10/4

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.

Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's 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
http://english.clas.asu.edu/files/shared/enged/ParallelStructure.pdf

Three Little pigs

A There, Their, They're Story

Once upon a time, (1)_____ were three little pigs. _____ was Curly. He was the oldest.
(2)_____ was Wurly. He was the smartest. And then (3)_____ was Flo. She was the favorite pig. (4)_____ mother loved Flo the best. Curly, Wurly and Flo lived with (5)_____ mother in a high-rise apartment building in New York City. (6)_____ apartment was on the 75th floor. The pigs didn't mind this because (7)_____ was an elevator that opened right in front of (8)_____apartment door. It was on the days that (9)_____ elevator wasn't working, that the pigs suffered. (10)_____ little hoofs would be aching by the time they reached (11)_____ apartment. (12)_____ mother would have to have little hoof baths waiting for her three little pigs when they finally reached the top. Of course, Flo always got the warmest hoof bath because she was (13)_____ mother's favorite.

One day, Mama Pig sent the three pigs to the store to buy apples for (14)_____ dinner. She gave them a list of items that she needed. She also gave them (15)_____ allowance, and she told them that they could buy (16)_____ favorite candy which they would eat for
(17)_____dessert. The three pigs put on (18)_____ jackets (it was winter). They put on
(19)_____ gloves and scarves. Next, it was time to put on (20)_____boots. Curly slipped on his bright red leather boots over his red and yellow polka dot socks. Wurly, being the most intelligent, slipped on his waterproof, fully lined boots over his white socks. Curly and Wurly were ready and waiting for (21)_____ sister. She could not find her boots.

"Curly and Wurly," she said, "have you seen my boots?"

Curly and Wurly looked at each other and then they looked at (22)_____ sister."I'll tell you where they are," said Wurly, "if you'll give us your allowance to hold while you go and get them."

"Okay," agreed Flo as she handed the boys her allowance.

"(23)_____ are your boots, over (24)______," said Curly.

"Where?" asked Flo suspiciously.

"Over (25)_____!" squealed the boys as they pointed to the window in there living room. "
(26)_____ over (27)_____ behind that curtain."

Flo slowly walked toward the window. They boys followed closely behind (28)_____ sister. Just as she reached the window, Curly opened the window and Wurly pushed Flo through. Curly and Wurly squealed with delight as (29)_____ sister fell 75 floors. Curly and Wurly were thrilled that (30)_____ plan worked. They were rid of Flo and they had her money! Luckily for Flo, she landed on a huge snow pile and was not hurt. Her brothers were not so fortunate.

Mama Pig heard the commotion, ran into the living room and, when she realized what they had done, sent the boys to live with (31)_____ Uncle Oscar Mayer. Uncle Oscar always knew what to do with bad little pigs. The boys protested. They were just doing Flo a favor by helping her find her boots; it wasn't (32)_____ fault that she was clumsy. But Mama would not listen to (33)_____ excuses and off they went to Uncle Oscar's.

Flo and Mama Pig still live on the 75th floor of the apartment building in New York City, and (34)_____ very happy (35)_____. Now Flo gets her brothers' allowance since (36)_____ not (37)_____.

Your and You're

38. Which one is ________ brother?
39. ________ the funniest person I’ve ever met!
40. I got home late last night and the first thing I heard was, “________ grounded!”
41. What is ________ name?
42. You can have all the cake you want, it’s ________ party.
43. Call me when ________ home safely.
44. ________ the tallest person in the room
45. I love ________ long hair.

TO, TOO AND TWO
46. Let's go ____ the park! ⃝ To ⃝ Too ⃝ Two
47I Do you have ____ seats available? ⃝ To ⃝ Too ⃝ Two
48 Your music is playing ____ loud! ⃝ To ⃝ Too ⃝ Two
49I want to play football, ____. ⃝ To ⃝ Too ⃝ Two
50 Can you take me ____ the movies tonight? ⃝ To ⃝ Too ⃝ Two 51 You have ____ many toys already. ⃝ To ⃝ Too ⃝ Two
52 We need ____ more players to start the game. ⃝ To ⃝ Too ⃝ Two
53 I have ____ tickets left. ⃝ To ⃝ Too ⃝ Two
54 I do not want ____ run for class president ⃝ To ⃝ Too ⃝ Two
PAST AND PASSED
55 The first runner _____ (transferred) the baton to the second just as she
56 _____ (went by) the stands. Three seconds
57_____(elapsed) before the next runner came by.
58. must have been a dolphin in a _____(former) life.
59 Avoid digging up the _____(history) if possible.

Journal Day

Bell Ringer:
Correct the following sentences:
9/23 Sentences

Journals are due…. 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

Pronouns / Writing Center

9/22
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity: Click on the link
Sentences for 9/22


Today we will receive a visit from the Writing Center Staff
If time allows, we will conduct a lesson on Pronouns
Pronouns:
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

Closure Activity: Write three original sentences containing pronouns.


At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Daily Closure Activity:(Click on the appropriate day when completing the closure activity

Expanding a paragraph

9/20-9/21

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
9/20 Sentences


9/21 Sentences

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/ )


STUDENTS MUST COMPLETE A 5 PARAGRAPH ORGANIZATIONAL SHEET (CLICK LINK)

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.

Closure Activity:
Each day, students will spend the last five minutes reviewing a peer's 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

Intro Paragraphs

9/19

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity: Click on the link

Bell Ringer- 9/17

Students will write ideas for introductory paragraphs.

Writing a Structured Essay
Objective: To familiarize students with INTRODUCTORY PARAGRAPHS

1. Students will continue to write introductory paragraphs on four topics for possible use in a later paper.
2. Students will peer edit three papers.
**Students must read their papers aloud to another student
3. All paragraphs must be turned in to http://www.turnitin.com/

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)

Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Students will switch computers and peer check each other's works
(Please write in your notebooks. Indicate what papers you checked

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
9/16 Sentence:
1. Because Chee’s wife had died, his wife’s parents come to get his daughter.
2. Its the navajo belief that a girl child belongs to her mother’s people.

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.)


All journals must be turned in/ uploaded to http://www.turnitin.com/
All journals must be turned in by the end of the period....NO EXCUSES

**Utilizing turnitin.com will count as their closure activity

Intro Paragraphs

9/13-9/14

DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity: Click on the link

Bell Ringer- 9/13
Bell Ringer -9/14
Bell Ringer - 9/15

Students will write ideas for introductory paragraphs.

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)

Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Students will switch computers and peer check each other's works
(Please write in your notebooks. Indicate what papers you checked

Essay Structure

9/12DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
1. At the beginning of each class, one student will be assigned to DISTRIBUTE AND COLLECT NOTEBOOKS EVERY DAY.
2. Students will log on to the blog and click on the daily exercise
3. Students will write their names on the top left hand margin of each page in their notebook.
4. Students will write and correct the assigned sentences.
Monday, 9/12 - Bell Ringer

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.gallaudet.edu/clast/tutorial_and_instructional_programs/english_works/writing/essays/5-paragraph_essay_and_outline_the_hazards_of_moviegoing.html

Outline the essay using the 5 Paragraph Essay Outline - This is located under "LINKS" on the top right

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.



Tip 2 - Click on the following link: http://bhscomp1.blogspot.com/



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.


Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Daily Closure Activity:

Monday, 9/12- Write an example of a thesis statement

9/2
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
1. At the beginning of each class, one student will be assigned to DISTRIBUTE AND COLLECT NOTEBOOKS EVERY DAY.
2. Students will log on to the blog and click on the daily exercise
3. Students will write their names on the top left hand margin of each page in their notebook.
4. Students will write and correct the assigned sentences.

Daily Activity: Friday, 9/2 - Intro activity

Today is Friday and that means today is a Journal Day. You will have the entire period to write your journals. You will need to complete 1 full page of writing by the end of the period.

Here is today's prompt:

Thoreau said, “Simplify, Simplify.” If you could simplify your life, what would you change and how would you change it?

or

Write a one page journal on the topic of your choice

Keep it clean.
Be specific
Use examples.
Be creative.
Have fun.

*We will finish the response project on Tuesday

Have a wonderful weekend!
1.5.11C- Write with controlled organization
(Journals MUST meet minimum page requirements completely.)
1 Full Page; 12 pt. Times New Roman

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, 9/1
DAILY REQUIREMENTS:
Each day, we will complete a daily Bell Ringer and Closure Activity:
Opening Activity:
1. At the beginning of each class, one student will be assigned to DISTRIBUTE AND COLLECT NOTEBOOKS EVERY DAY.
2. Students will log on to the blog and click on the daily exercise
3. Students will write their names on the top left hand margin of each page in their notebook.
4. Students will write and correct the assigned sentences.

Daily Activity: Thursday, 9/1- Bell Ringer


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

Closure Activity: Write three original sentences containing pronouns.

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

5 Paragraph essay outline

Title: ____________________

I. Introduction
A. Introductory statement
B. Thesis statement: ____________________
C. Blueprints:
1. ____________________
2. ____________________
3. ____________________
Transition:
Body
D. First Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
E. Second Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
F. Third Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition
II. Conclusion
A. Closing statement
B. Restate thesis: ____________________