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: ____________________