Paragraph Practice

Cohesion: the property of unity in a written text

Simplified: Does your paragraph flow well or is it choppy facts?

We have spent time researching, organizing research, paraphrasing information, and organizing our chapters. Now we need to develop cohesive paragraphs. It isn't good enough to just push all of your paraphrased information together. You need to be able to create a complete and cohesive paragraph in order to have a good non-fiction book. Today we will practice this skill with a paragraph about Christmas traditions in the Philippines. You will need to decide which information fits into a paragraph and what should be a text box. Then, you can take the paraphrased information and write a cohesive paragraph at the end of the document.

Christmas Paragraph Practice

Expository Elements Test

We will take this test online. Make sure you read each question and all of the answer choices carefully. See the directions below:

• Click on the link below
• Enter the room number posted on the board
• Type your name: (last name, first name)
• Take the test 
• Once you finish you can continue working on your Research Organizer. Remember your Research Organizer is due tomorrow at the beginning of class!

Socrative-Expository Elements Test

Expository Elements Test

We will have a test on expository elements on Tuesday, 12/16/14. This is information we have learned over the last several weeks in class. The study guide was provided to students in class on Thursday, 12/11/14. We will review for the test in class. If you misplace your study guide, you can print a new copy from the link below. The formatting isn't the same when downloaded from Google Drive, but the information is still there.

Expository Elements Study Guide

Research Organizer

You have completed your pre-research and chosen your topic. Now you are ready to begin research on the topic you chose for your Expository Book Project. We will spend this week in class researching, finding direct quotes, and paraphrasing. During pre-research you needed to consider the five chapters you could use for each topic. All of the information in your research organizer will be divided by chapter topic. This will allow you to stay organized and see where you may need additional information.

The Research Organizer must be completed by Monday, 12/15/14.


Research Organizer

Expository Book Pre-Research

We will do pre-research on three topics (of your choice) for your expository book. The purpose of the pre-research is to determine which topic would be best for your expository book. You may find more or less information on a topic and realize you should broaden or focus your search. This allows you the opportunity to see what is out there for your topic ideas and determine which would fit your purpose.

Before your begin any research you need to determine questions you have about your topic. If you cannot think of 10 questions you have about the topic, it may not be a good choice. You should pick something that YOU are genuinely curious about. Please let me know if you need help narrowing or broadening a topic choice.

Pre-Research Organizer

Alabama Virtual Library

Here is the link to the Alabama Virtual Library (AVL)

AVL


We will use this resource for research throughout our Expository Book Project.
Save it as a "favorite" by clicking on the star in the top right corner (after you click on the link).

Expository Book Project

We are beginning a new project on Expository Writing. An expository text is nonfiction that has facts where you can read and learn new information. It is organized and has visual information that gives the reader information.

What it is:

• True Facts
• A lot of different topics
• A way to learn something new
• Uses Text Features

What it is not:

• A story
• Made up information
• Fiction or fantasy

For this project you will choose a topic, research it thoroughly, and write a book on the topic. The purpose of the book is to inform others on the topic you chose. We will spend time pre-researching topic ideas in order to find the best one for your project. As with all of our projects, there will be time to complete every aspect of this project in class if you use your time wisely. 

I have given you a list of the expository grading requirements. This is to be used as a checklist and reference throughout the project. This is not a full grading rubric, but a guideline to ensure you know each category that will be assessed. The complete grading rubric will be posted and discussed closer to the due date. 

At the beginning of this nine weeks in reading class you learned about nonfiction text features. This will be a very important part of your expository book. We will take time today to review the text features and their role in nonfiction text. The link below is for a chart that has all of the options for expository text features. We will look through several nonfiction texts today while searching for these features. Once you find a feature, type the page number in the appropriate place on the chart. 

Text Features Chart



If you misplace your copy of the expository grading requirements, here is the link: Expository Grading Requirements

MLA Citations

Below you will see an example for the format of a Works Cited page.

Works Cited "Buffalo, New York Area, Great Lakes, Lake-Effect Snow Impacts: At Least 5 Dead, State of Emergency Declared - Weather.com." The Weather Channel. 19 Nov. 2014. Web. 19 Nov. 2014. <http://www.weather.com/news/commuter-conditions/buffalo-new-york-great-lakes-snow-20141119>. "Lake-Effect Snow Hammers South Buffalo, New York, Great Lakes - Weather.com." The Weather Channel. 19 Nov. 2014. Web. 19 Nov. 2014. <http://www.weather.com/news/lake-effect-snow-buffalo-new-york-great-lakes-photos-20141118>.

Here is the link for Citation Machine that we used in class. 

When you are on the website follow these instructions:

1. Choose MLA citation style
2. Choose "website"
3. Paste the URL from you article into the box provide
4. Click "search websites"
5. Most likely, the website will be found by Citation Machine. If the correct website is found choose "select"
6. A page will show you exactly what information they were able to collect. Click "continue to final step" at the bottom of the page.
7. Include any additional information you can find that Citation Machine could not find (for example-publication date or publisher)
8. Copy and Paste your new citation to a NEW page in your document "Mini Research Project __" document. 
9. Title the Page " Works Cited" as demonstrated in the example above. 

Next, you will need to include parenthetical citations. Simply put the last name of the author of your article OR your article title in parenthesis after your paraphrased information. This is will be demonstrated and checked in class. 

Plagiarism and Paraphrasing

Paraphrase Tips:

1. Read and reread the original passage until you understand its full meaning.
2. Don't look at the original when you are paraphrasing.
3. Check your paraphrase against the original to make sure that your version accurately expresses the key information.
4. Remember to give credit to the source where the idea originated...We will do this together on Friday. 

Adapted from:Purdue Owl



Using the tips above and the information discussed in class to complete the following paraphrase practice document:
Paraphrase Practice Document

Research Chart

• Click on the link below.
• When you are on the document you need to make yourself a copy.
• Go to "file" and click "make a copy"
• Title your copy of the chart "Mini Research Project and your period number (example-if you are in first period, it should be "Mini Research Project 1"

Research Chart

Mini Research Project

This assignment is for the purpose of introducing you to summarizing/paraphrasing, and how to complete a Works Cited page. There will be ample time to complete this project in class if you use your time wisely. However, if you are unable to complete this in class time it will be homework.

The final copy should be shared (see #5 below) to me by Monday, November 24. If you plan to be out the week of Thanksgiving, you’ll need to have your project done by Friday, November 21.

Instructions:

1.          Find two online news articles regarding the November 2014 cold snap. The article should be from   a credible source (we will discuss criteria for a credible source in class) and appropriate for academic research. Copy and Paste the pieces of the article you plan to include and the URL to the document I shared with you on your Google Drive.

2.          Read the articles thoroughly. Find three quotes (no more than four sentences long) that you feel present the main idea or key information from the web article.

3.          Paraphrase each piece of the article individually in the document shared with you. Remember what we discussed in class about paraphrasing and quoting sources.

4.          Make a Works Cited page for the two articles used (to go on the same document as your research chart—at the end on its own page). Remember you can use citationmachine.net as demonstrated in class. This must be a complete Works Cited page in MLA format (not just the URL link).

5.          Share the document with me: brianna.oliveira@trussvillecityschools.org

The title of your document must be “Mini Research Project ___” plus your period number so I can find it in my inbox. (ex. “Mini Research Project 4” if you are in 4th period)

In order to receive full credit on this assignment (100 points) you must complete all of the above requirements. Every requirement for this assignment will be discussed or reviewed in class. If you should need any additional help with MLA format or citing sources correctly check out the following links:

Purdue Owl

Citation Machine

Credible or Not?

Remember the criteria for determining if an online source is good for academic research:

C--Credible
A--Accurate
R--Reasonable
S--Support

Summary of the CARS Checklist for research source evaluation

Credibility

Trustworthy source, the quality of evidence and argument, author's credentials, known or respected authority, organizational support.

Goal: an authoritative source; a source that supplies some good evidence that allows you to trust it.

Accuracy

Up-to-date, factual, detailed, exact, comprehensive, audience and purpose reflect intentions of completeness and accuracy.

Goal: a source that is correct today (not yesterday); a source that gives the whole truth.

Reasonableness

Fair, balanced, objective, reasoned, no conflict of interest, absence of slanted tone.

Goal: a source that engages the subject thoughtfully and reasonably; a source concerned with the truth.

Support

Listed sources, contact information, claims supported, documentation supplied. 

Goal: a source that provides convincing evidence for the claims made; a source you can triangulate (find at least two other sources that support it). 

Is this website credible?

Use your notes and the information discussed in class to determine if the above website is a good resource.  

Prepositional Poem

Prepositional Poem Directions

1. Listen to examples read in class.
2. Brainstorm to find a topic you would like to write about.
3. Using your list of prepositions, write a prepositional poem.
• Each line should start with a preposition.
• Each line should contain one prepositional phrase (not a complete sentence).
• Your poem should be at least 10 lines long
• Use a variety of prepositions to build meaning and create a “picture” for your readers.
4. Read your poem out loud to check on flow and rhythm. Revise as needed.
5. Read your poem to check for errors (spelling errors, funny spacing, etc.)
6. Use the checklist below to check your poem one last time before printing to turn in.
   

Prepositional Poem Checklist

• Does the poem contain at least 10 prepositional phrases?
• Does each line begin with a preposition?
• Does the poem balance the prepositions to create meanings and/or images for the reader?
• Does the poetry have a flow, pattern and/or rhythm when read aloud?
• Has the poem been proofread for spelling, punctuation, capitalization, and grammar errors?

Preposition/Comma Usage Study Guide

Students were given a study guide in class on Friday, 11/07/14. Students worked on the study guide in class. It will be checked on Wednesday (11/12/14) for completion, and we will go over the answers in class. If you have lost your study guide, here is the link to print a new one.


Preposition/Comma Usage Study Guide


The test is on Thursday, 11/13/14.

Revising Simple Sentences

We have been taking notes on prepositions, prepositional phrases, compound sentences, and complex sentences. This information should help you have better sentence variety in your writing. Below, you will see a few examples of simple sentences revised into compound and/or complex sentences.

Simple	Not Simple
I love apples	I love apples, and you love bananas
Maria loves limes.	Although she hates lemons, Maria loves limes.
Maria served punch.	Maria served punch because it is delicious, and it contains lime juice.

Using your notes, revise the following simple sentences into compound, complex, or compound-complex sentences. You do not need to write the simple sentence, only your revised version. When necessary, you can add prepositional phrases, too. When making your revisions, be sure to properly use commas. 

1. Some students like to study in the mornings.
2. Juan and Arturo play football every afternoon.
3. They hope to play for HTHS.
4. Alicia goes to the library and studies every day.
5. She makes good grades.
6. Marhsall and Allie play basketball.
7. The players dribbled the basketball.
8. The team won the game.
9. They were very happy.
10. The team ate ice cream at Dairy Queen. 

Preposition Notes/Comma Usage Notes

A copy of these notes were given in class. Students are responsible for filling in the notes from class discussions. Also, the sentences listed on the notes were used for practicing concepts regarding identifying prepositional phrases and proper comma usage.

If you have lost your copy, you can print the notes from the following links. You are responsible for filling in the information from a classmate's notes (unless you were absent).

Preposition Notes

Compound/Complex Sentence Notes (Comma Usage)

Be sure to use the notes when studying for your test. The test is scheduled for Thursday, 11/13/14. 

Campfire Class

My students worked so hard on their mystery stories. There was so much great suspense throughout their writing! We had a campfire in the classroom to celebrate their writing and present their stories. Please enjoy the following pictures of our campfire!

Students also enjoyed reading by the fire in reading class. 

Mystery Story Presentation

Your Name October 29, 2014 Mrs. Oliveira Period ____ Title           This is the heading you need to use for your mystery story. The font should be Arial and size 12. The line spacing should be 1.5. Don’t forget to have an interesting title for the beginning of your story. You can use the picture title, if you prefer.           When beginning a new paragraph, indent. You do not need to skip any additional lines between paragraphs. The indentation will demonstrate you have started a new paragraph.

Once you have finished working through the rubric. Read your story one more time. Make sure the story still makes sense with the revising changes you made. Also, make sure each part of the rubric is completed and correct in your story. We have been working on this for a month, so I expect a perfect (suspenseful) story!

Remember, we will be in the computer lab on Tuesday 10/28/14 to print stories. 

Final Drafts are due 10/29/14.

Reading Class Only

Here is the link for the article on tornado information. Use it to copy and paste information to insert text features, if you choose.

Tornado Article

Sentence Variety

Simple Sentence

I like to read.

Compound Sentence

I like to read, and I also like to write.

Complex Sentence

I prefer to read books that are bestsellers.

Compound-Complex Sentence

Although I prefer to read current bestsellers, I do like to read old Agatha Christie mysteries, and I also like some 20th-century science fiction.

Combining Sentences for Impact

• A story built entirely of simple declarative sentences will appear childish and be boring to read. 
• Think about your audience. What will keep them interested in your story? How can you write sentences that increase interest? Every part of your story should build towards suspense. Don't ruin a good suspenseful strategy with short simple sentences. Add detail, description, and good information to keep the audience interested. 
• Read through your story again. If you use three or four of the same type of sentence in a row, read it aloud (to yourself) to see if it flows nicely, or if the paragraph seems too choppy or too long-winded.

There are many ways to very your sentences; play with variation until you are happy with your mystery story. 

Adapted from: http://examples.yourdictionary.com/sentence-variety-examples.html

Avoiding Dead Verbs

A dead verb lets us know an action has taken place, but it doesn't provide a detailed picture of the action. A list of common dead verbs is shown in the picture below. This list also includes the "ing" forms and contractions of dead verbs. Using dead verbs saps the life out of writing. Once you understand what dead verbs are, you can change your sentences haunted by dead verbs into lively descriptive writing.

Mystery Story Rubric

Here is the link for the full rubric for the Mystery Writing Narrative:

Mystery Story Rubric

Below, I have listed the categories that will be graded and the requirements for a perfect score. Use the link above to view the full rubric including the criteria for approaching standards, below standards, and no credit. 

CATEGORY	10--Meets Standards
Introduction	The author effectively uses one of the leads discussed in class to grab the reader's attention. The lead creatively "sets the stage" for the rest of the story.
Conflict and Resolution	The story is focused on a problem that gradually builds to a definite climax. The story shows at least five ways the problem worsens before reaching the climax. The solution to the problem is easy to understand.
Suspense Strategies	The author effectively uses at least two of the suspense strategies discussed in class (story questions, word referents, initial rationalizations).
Strong Verbs	The author uses a variety of strong action verbs to show the events in the story. No more than 3 "dead" verbs are used.
Dialogue	The story contains at least four lines of meaningful dialogue that provide additional details to the story.
Organization	The story remains on topic and follows a logical sequence of events. The story is appropriately divided into paragraphs as the author transitions between events, settings, characters, etc..
Sentence Variety	The author uses a variety of sentence structures throughout the story.
Mechanics	The story contains no errors in grammar, punctuation, or capitalization.
Spelling/Vocabulary	The author uses challenging vocabulary and spells all words correctly.
Presentation	The final draft of the story is readable, clean, neat and attractive. It is free of crossed-out words. Pages are free of tears or major wrinkles.

Descriptive Words

Retrieved from: http://media-cache-ec0.pinimg.com/originals/23/b2/8c/23b28ccb5fc7c03f0fd0a6af2abede9c.jpg

Adding suspense to your story

Suspense—a feeling of intense excitement about how something will end

Three techniques to make your reader wonder, worry, and wait:

• Story Questions-raising questions through a character’s thoughts or dialogue.
• Ex/ What was that?  Did you hear something?
• Unknown Subjects-using nonspecific nouns or pronouns to describe a person or thing before naming it  (Good words to use: it, something, someone, he, she, they, etc.) 
• Sophie allowed her eye to travel further and further down the street.
  Suddenly she froze. There was something coming up the street on the opposite side.
  It was something black . . .
  Something tall and black . . .
  Something very tall and very black and very thin.
  (Dahl, Roald. The BFG. New York: Puffin, 1982.)
• Logical Explanation- dismissing warning signs of a troubling event with a reasonable explanation (False alarms can create suspense in a similar way.)
• Ex/ Casey heard the leaves crunch behind her as if she were being followed.  Determined to face her fear, she turned around, only to see a squirrel scurrying frantically to the nearest tree.

As you write, remember the “Magic of Three” in your story:

• three questions before giving the answer
• three unnamed subjects before giving a name
• three logical explanations before the troubling event

Here is the video we watched in class about slowing down time. Remember you will need to have at least one slow motion scene in your mystery story. 

Ted Ed Video

Narrative Elements Study Guide

We will have a test on the Narrative Elements (Plot, Conflict, and Setting) on Tuesday 10/7/14. 

The study guide for the test is listed below. All of this information should already be in your notes, this is just another resource. 

Setting: time and place of a story Point of View: angle from which the story is told Plot: sequence of events in a story Resolution: reveals how everything turns out; sometimes ends with a surprise twist              Falling Action: shows how the main character resolves the conflict; eases the tension Climax: the most exciting part and a turning point; makes the result of the conflict clear Rising Action: shows how the conflict becomes more difficult; builds suspense the problem in the story Exposition: introduces the characters and setting; hints at the conflict Internal Conflict: a struggle that goes on inside a character External Conflict:a struggle between a character and another person, group of people, or nature Man vs. Society: a character has a conflict with the laws or beliefs of larger group (a community, government, etc.) Man vs. Man: a character has a conflict with another character Man vs. Himself: a character experiences an inner conflict (difficult decision, guilt, worry, etc.) Man vs. Nature: a character has a conflict with a force of nature

Additionally, be sure you can identify what type of conflict is present from a description and plot points from an example text.  

Mysteries of Harris Burdick

We are beginning a new unit on "Mystery Writing" this week. We will use images from the "Mysteries of Harris Burdick" as inspiration for our next writing assignment. Below, you will see several pictures from the "Mysteries of Harris Burdick." Choose one picture on which to base your mystery story and copy the caption for the story into your notes. You will need to use the caption in your story.

Picture Title: The Third Floor Bedroom

 Caption:"It all began when someone left the window open..."

 Picture Title: The House on Maple

Caption: "It was the perfect lift off..."

 Picture Title: Missing the Venice

Caption: "Even with her mighty engines in reverse, the ocean liner was pulled further and further into the canal..."

 Picture Title: Oscar and Alphonse

Caption: "She knew it was time to send them back. The caterpillars softly wiggled in her hand, spelling out 'goodbye.' " 

 Picture Title: Uninvited Guests

Caption: "His heart was pounding. He was sure he had seen the doorknob move..."

 Picture Title: Archie Smith, Boy Wonder

Caption: "A tiny voiced asked, 'Is he the one?' "

 Picture Title: A Strange Day in July

Caption: "He threw with all his might, but the stone came skipping back..."

 Picture Title: The Seven Chairs

Caption: "The fifth one ended up in France..."

 Picture Title: The Harp

Caption: "So it's true, he thought, it's really true..."

 Picture Title: Another Place, Another Time

Caption: "If there was an answer, he'd find it there..."

Picture Title: Captain Tory

Caption: He swung his lantern three times and slowly the schooner appeared..."

Van, Allsburg Chris. The Mysteries of Harris Burdick. Boston: Houghton Mifflin, 1984. Print.

"Broken Chain" by Gary Soto

We read this story in class this week. Students analyzed the story in class on Friday. Students will have 10 minutes in class on Monday to finish their analysis before it will be taken up for a grade. Students know that if they need more than 10 minutes to finish, then they have homework this weekend.

Here is the link for the story:
"Broken Chain" by Gary Soto

If you have misplaced your worksheet here is a link to reprint and start over:
"Broken Chain" Plot, Conflict, Setting Analysis

Setting Quick Write

• Open Google Drive
• Click on your English Folder
• Create a New Document
• Change "Untitled Document" to "Setting Quick Write"
• Complete the following prompt:

“How does the setting affect the story and our understanding of the characters? How would a change in setting change the story?” 

Write 8-9 sentences. Complete your response and give reasons for your decision. We will discuss your response at the end of class.

Setting/Conflict Videos

Conflict Quick Write

• Open Google Drive
• Click on your English Folder
• Create a New Document
• Change "Untitled Document" to "Conflict Quick Write"
• Complete the following prompt:

“If you’re struggling to make a decision about whether or not to turn someone in for stealing, what type of conflict is this and is it considered internal or external?”

Write 8-9 sentences. Complete your response and give reasons for your decision. We will discuss your response at the end of class.

Chromebook Training

We are finally ready to use our Chromebooks!!!

We have discussed the rules and procedures for Chromebooks in class. Please be mindful of these things each time you use them. These resources are a privilege and we should take care of them at all times.

 Be sure to save my blog as a favorite on your Chromebook. Do this by clicking on the star in the upper right corner. Make sure this site is on your favorites bar, we will use it frequently throughout the year.

Click on the following red link to a Google Doc and continue following directions.
Research and Creating a Document

Figurative Language Test Study Guide

We will have a test on figurative language on Thursday, September 18th.
All of the notes listed were given to students in class.

Vocabulary

• Idiom: A phrase with a figurative meaning different from its literal meaning
• Personification: Giving a nonhuman object human characteristics
• Alliteration: Words with the same first consonant sound occurring close together
• Simile: a comparison between two things using “like” or “as”
• Onomatopoeia: A word that mimics the sound of the object or action it refers to
• Metaphor: A comparison of two things not using “like” or “as”
• Hyperbole: Exaggerated statement not meant to be taken literally 

Identifying and Labeling Figurative Language

On the test, students will be given several poems, excerpts, and sentences to read and identify the various forms of figurative language used. Students will be asked to interpret the meaning of the figurative language used on some questions. These are skills we have been practicing in class. There are a few sentences using figurative language below for students to practice. The answers are listed at the bottom of this post.

• His feet are as big as boats.
• Her hair is silk.
• I seriously can’t see how Sally could sale her satchel.
• The grass stared at me in fear when I started the lawn mower. 
• Crack! Johnny hit a home-run. 
• We will cross that bridge when we come to it.
• I think it’s 500 degrees outside!

Writing Figurative Language

Students will also need to be able to write their own figurative language. We have written several stories, poems, and examples of figurative language in class. The figurative language that students write should demonstrate their understanding of the definition and how to use it properly in writing. Students should know how to write each of the following:

*Note: Students cannot use one that is already on the test

• metaphor—
• personification—
• idiom—
• hyperbole—      
• alliteration—
• onomatopoeia—
• simile—

  

Answers for labeling figurative language above: Simile, Metaphor, Alliteration, Personification, Onomatopoeia, Idiom, Hyperbole

Binder Test Items

On Monday we will have our first Binder Test. On a Binder Test, I choose 10 items that the students should have in their binder. These items could be daily writing activities, returned grades, notes, or anything else they should be keeping in their binder. These tests are a good way for me to make sure students are completing daily work and staying organized. Below is a list of items that could be checked on the upcoming Binder Test. This is the only time I will make a list of items that could be checked. I am doing this because it is the first Binder Test and students are not familiar with the process. Students have been given a fair amount of time to finish these assignments in class.

Here are the items students should have in their binder so far this year:

• English Class Syllabus
• Notes Tab
• STAR Revising Reminders/COPS Editing Reminders/Editing Checklist
• Editing/Revising Practice 
• Subject/Predicate Notes
• Figurative Language Notes
• Writing Tab
• Footprints to the Future Rough Draft
• Quick writes (3)
• Train Writing
• Memory Writing
• Snapshot Writing
• Personification in Poetry (assignment posted on blog, if needed)
• Hyperbole Tall Tale
• Onomatopoeia Comic Strip
• Alliteration Fairy-tale
• Caught Ya Grammar Tab
• Week 1 (8/18-8/22)
• Week 2-3 (8/28-9/5)
• Vocab Tab
• None so far
• Grades
• Footprint to Future Final Draft
• Narrative Writing Final Draft (Train Writing, Memory, OR Snapshot)

Feel free to send me an email this weekend if you are confused about anything listed here. Hopefully, everyone is staying on top of their work and keeping it well organized!!

Personification in Poetry

This assignment was completed in class on 8/28/14 in groups. A few students were unable to finish it in class on that day. I am posting the assignment below so students can finish over the weekend if necessary. 

Answer the following for each poem
1. Copy one example of personification from the poem.	3. How is the object/idea being personified?
2. What object/idea is being personified in the example you chose?	4. What is your interpretation of the personification?

“April Rain Song”

By Langston Hughes

Let the rain kiss you
Let the rain beat upon your head with silver liquid drops
Let the rain sing you a lullaby
The rain makes still pools on the sidewalk
The rain makes running pools in the gutter
The rain plays a little sleep song on our roof at night
And I love the rain.

“Words Like Freedom”

By Langston Hughes

There are words like Freedom
Sweet and wonderful to say.
On my heart strings freedom sings
All day everyday.

There are words like Liberty
That almost make me cry.
If you had known what I know
You would know why.

  

“Keep A Poem In Your Pocket”
By Beatrice Schenk de Regniers

Keep a poem in your pocket
And a picture in your head
And you'll never feel lonely
At night when you're in bed.

The little poem will sing to you
The little picture bring to you
A dozen dreams to dance to you
At night when you're in bed.

So - -
Keep a picture in your pocket
And a poem in your head
And you'll never feel lonely
At night when you're in bed.

“The sky is low, the clouds are mean”

By Emily Dickinson

The sky is low, the clouds are mean,
A travelling flake of snow
Across a barn or through a rut
Debates if it will go.

A narrow wind complains all day
How some one treated him;
Nature, like us, is sometimes caught
Without her diadem.

“The Sun Just Had a Nasty Day”

By Denise Rodgers

The sun just had a nasty day,
refused to smile or shine.
It stayed behind the dark gray clouds,
a mottled, grim design.
But shortly after dinner time
one ray poked though the gray,
a spark of golden yellow warmth
reminding us of day.

If you want to please us, Sun,
(don't take this as a warning)
if you're going to pierce the clouds,
please do it in the morning.

Wilfrid Gordon McDonald Partridge read by Bradley Whitford

Welcome Students!

Mrs. Oliveira’s 6^th Grade English Class 

_____________________________________________________________________________________________________________________________________________________________

 

Website:            http://mrsoliveiraclassblog.blogspot.com/

This is our class blog that will be used throughout the year. I use it frequently to post reminders, assignments, class information, discussions, and study guides.

Brief Bio:           This is my first year teaching full time and I am very excited to be at Hewitt-Trussville Middle School. I had the privilege to teach 6^th grade English as a long term substitute at HTMS last year and I loved it!  I received my Master’s in Education from Samford University in May 2014. I have been married for three years and we have one dog named Chancie. I hope to inspire my students to love reading, writing, and learning as much as I do!

Welcome:          This 6th grade English class is based upon the College and Career Ready Standards that require our content to revolve around Reading, Writing, Listening, and Speaking.  A large portion of the year will focus on writing, but students are also asked to critically think, answer open-ended questions, and participate in class discussion.  Compositions for the year vary from creative to research-based, and students are required to do various projects and presentations to demonstrate their knowledge of the content and writing.  Hopefully, with enough practice and repetition, given the freedom and environment in which to create, your student will not only become a better writer throughout the year, be he or she will grow comfortable and even learn to enjoy writing.   My goal is to inspire writers for life!  My passion is writing and I hope to dually spark that fire in the hearts and minds of my students as well. 

 

Contact Info:    You may email me at Brianna.Oliveira@trussvillecityschools.com or call the school and leave a message.

 

English Supplies:

• Three Ring Binder
• Tabs/Dividers
• Loose Leaf Notebook paper (Replenish when you run out!)
• Colored printer paper

 

Please have these supplies as soon as possible so that we may begin the year and stay organized together! I prefer that your student have their own binder for English class.  One large binder/trapper-keeper used for every class is just too small to house all of the information and it is difficult to keep organized.  In English- we create large compositions and the paper builds quickly!

A Few Class Norms:

Textbook: Each day students are to bring to English class their own personal book for reading.  We use our personal reading material in English to examine literature and texts; also it’s frequently used as a writing catalyst.  Throughout the year, we will refer to these books as our “IDR” books.  IDR stands for Independent Daily Reading.

Grades:  Most grades are out of 100 points; there are simply various categories for each grade.  Categories are as follows:

·         50%--Mastery (Tests, Projects, Major Writing Assignments, etc.)

·         30%--Checkpoint (Quizzes, Smaller Writing Assignments)

·         20%--Practice (Completion/Participation Credit)

Please check student grades frequently in INOW.  This is encouraged.  I will try and keep these as up-to-date as possible throughout the school year.

Binder: The binder in this class is very important.  Binders are checked and graded, so students are held accountable for their own papers, class assignments, and grades.  This is an effort to teach consistency and organization (something 6^th graders need to learn). These binders also allow parents to view student work on a regular basis and examine grades.

Absence & Late Work Policy:  When a student is out, it is the responsibility of the student to come to me the day upon their return to school and ask for their make-up work.  They have three days to complete the work.  If the work is not submitted on the third day, it will be counted as “late.”  All late work is graded with a 30 point deduction.

Technology Welcome…but not required:  Here at HTMS, we have a BYOD (Bring Your Own Device) policy.  I utilize student technology consistently in my classes.  If your student has technology (such as a smartphone, Ipad, Tablet, IPod, or laptop), and you feel comfortable allowing them to do so, they are allowed to use them at the appropriate times in class.  If a discipline issue occurs in conjunction with personal technology, your child will no longer be allowed to BYOD to school.