Creative Writing-Grinch

We have spent a couple of weeks on grammar, prepositions, direct objects, and predicate words. It's time to revisit some creative writing to keep up those skills! We will view a reading of the original book by Dr. Seuss "How the Grinch Stole Christmas" as an inspiration. Students will need to rewrite the story with the Grinch as the hero throughout the plot (instead of the villain). Your narrative should be two-three pages long, and it should include characters, a good plot, and avoid "dead" verbs whenever possible. You may be able to use some suspense strategies, too! Your rough draft should have the proper English heading and be titled "Creative Writing-Grinch." 

This is going to be a practice of "low-stakes" writing. Students should be more concerned with creativity and a cohesive plot than mechanical mistakes or grammar. 

Here is a timeline for the writing process with this piece:

• Wednesday- We will view a reading of the original story as inspiration (video below). You will brainstorm an idea for your narrative where the Grinch is not the villain. (We will discuss how the author of "The TRUE Story of the Three Little Pigs" did it with the big, bad wolf.) Once you are finished brainstorming, you can begin your rough draft. The story should be 2-3 pages long. 
• Thursday- Continue writing your rough draft. 
• Add dialogue and good descriptive details to your story. 
• Make sure you are "showing" the reader what is happening through details and description rather than "telling" them. Add details and description whenever possible
• Remove the "dead" verbs from the story. The dead verbs tombstone is in a previous post on the blog. 
• Characters, details, description, dialogue, and a good plot. 
• Friday
• Finish Rough Draft
• Read your rough draft and make revisions if necessary
• Make sure you have the creative/narrative requirements above
•  I would love to hear some of these stories in class on Friday! 

Roots Test

We will have a Roots Test this Friday (12/2/16) in reading class. The quizlet for this week's test is below.

Roots Test Quizlet

Verb, DO, IO, Predicate Words Notes/Grammar Review

We will be learning and reviewing several grammar concepts for the next couple of weeks. Several of the resources that we will use are posted below. If you misplace the copy given to you in class, you can print a new one from the link(s) below.

Verb Notes

Direct Object, Indirect Object, and Predicate Words Notes

Verb, DO, IO, PA, PN Practice

Grammar Review (Friday)

Creative Writing- Thanksgiving

We have spent a couple of weeks on grammar, prepositions, and commas. It's time to revisit some creative writing to keep up those skills! Choose one of the pictures below to base your story upon. The picture could represent the beginning, middle, or end of your story. Your narrative should be at least two pages long, and it should include characters, a good plot, and avoid "dead" verbs whenever possible. You may be able to use some suspense strategies, too! Your rough draft should have the proper English heading and be titled "Creative Writing-Thanksgiving." Your final draft should have the proper English heading and your own creative title.

Here is a timeline for the writing process with this piece:

• Monday- You will pick a picture and brainstorm ideas for the story behind the picture. Remember to include characters and a good plot. Once you are finished brainstorming, you can begin your rough draft. 
• Tuesday- Finish your rough draft and add dialogue and good descriptive details to your story. Then you can edit and revise your story. Make sure you have flawless spelling, punctuation, and grammar. Use your notes on commas to help you make corrections. As you revise, make sure you have the following in your story:  
• Make sure you are "showing" the reader what is happening through details and description rather than "telling" them. Add details and description whenever possible
• Remove the "dead" verbs from the story. The dead verbs tombstone is in a previous post on the blog. 
• Characters, details, description, dialogue, and a good plot. 
• Wednesday
• Make sure you have all of the requirements (above) and it is edited to perfection. 
• Use the proper English heading with your own creative title 
• Write neatly in ink
• If you make an error, draw one line through it and move it. Don't scribble it out. 
• Don't skip lines and don't use a pen that bleeds. 
•  Hopefully we will have time to share some stories on Wednesday in class! 

Preposition Poem

Today and tomorrow we will be working on preposition poems in class. Today, students will read some examples of preposition poems, brainstorm for their own poem, and write their rough draft. Tomorrow, students will edit/revise the poem and write a final draft. If students don't turn in the final draft in class on Friday, they must turn it in on Monday (11/21/16) at the beginning of class.

Here are the complete Preposition Poem Directions.

IDR Project

Several students have mentioned losing their IDR Project Instructions/Options. There is a link to the document below, and there is a link to the grading rubric used for all of the projects.

The IDR Project due dates for the second nine weeks are: 11/18/16, 12/09/16, 1/13/17.

IDR Project 2 (due 12/9) will have different requirements than the other IDR Projects. This will be discussed in class, and time will be given to complete the entire project in class 


IDR Project Options
Grading Rubric

Roots Test

We will have a Roots Test tomorrow, 11/10/16, since we are out of school on Friday.

Roots Quizlet

Classroom Campfire

We had such a good time sharing stories around the campfire this week! It was so much fun to hear the suspenseful stories that we worked on for over a month. Their hard work definitely paid off! Below I have pictures from our campfire. The campfire and the darkness added to the spookiness of the stories shared.

Thank you again to the parents and students that donated to our campfire celebration! It was a great success!

 

Peer Reviewing

Today you will work with a peer to read and offer suggestions on each other's writing. Your peer is not responsible for making all of the corrections to your story, but they should be able to read through your story and offer suggestions. Students will make sure that the story makes sense, flows well, and offer suggestions for improvements on editing and revising. We will work on this in class today, and tomorrow students will be editing their own story. 

How to Peer Revise and Edit on Google Drive

1. At the top right of your document you want to share, click the blue “share” button.
2. Type in the person’s email address (be sure to spell EVERYTHING correctly).
3. To the right of the email address where there is a picture of a pencil, click for the drop down menu and choose “can comment.”
4. Last, click “done.”
5. Your peer reviewer should be able to find your document under “shared with me” section of his/her Google Drive Home Page (it may take a few minutes before it appears).
6. To write comments on your partner’s page, put your cursor where you want to comment, then click “comments” at the top right of the page.
7. Next choose “comment” and type your suggestion.
8. Read through your peer’s document as they read through yours.
9. AFTER you have both given suggestions to each other, you can click back to your original story and view the comments.
10. View the comments your peer wrote, and click resolved when you are done with it. You do NOT have to choose to use their suggestions if you don’t feel it is correct. It is your story, so it is up to you. However, consider what they are saying to see if it will improve your story.
11. Once you have made the changes you’d like to make, re-read the story and make sure everything still makes sense.

Revising "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.

Keep in mind you want to "show" your reader what is happening through description...rather than just "telling" what is happening with dead verbs.

1st Nine Weeks Benchmark

We will take the 1st nine weeks benchmark test today. Make sure you read each question and all of the answer choices carefully. See the directions below:

• After you 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, continue working on your mystery story. 
• Your rough draft is due on MONDAY. 
• You should have 3-7 typed pages on your Mystery Story Google Doc
• Be sure to include all of the things we have discussed in class: interesting lead, dialogue, details, description, and suspense strategies throughout. 
• Next week we will revise and edit the document, so you just need to be done typing your rough draft and be ready to move on to revising by Monday. 
• See my post below on helpful hints for logging into your Google Drive from home. 

Follow this link to take your grammar test online: Socrative

Caught Ya Grammar

These two Caught Ya Grammar sheets will be taken up for a grade on 10/24/16. We covered them all in class together. If you have misplaced your copy, you can print a new one from here and complete it before the due date. 

CYG 9/26-10/3

CYG 10/10-10/17

These two Caught Ya Grammar sheets will be handed out on 10/24/16. We will cover them all in class together. If you have misplace your copy, you can print a new one from here and complete it before the due date. 

CYG 10/24-10/31

CYG 11/7-11/14

Imagery in Writing

Create imagery for your readers in your mystery story through figurative language, details, and description. You need to make the reader picture the scene you are describing as if they are really there. Look for opportunities to add figurative language in your writing. Also, look at the chart below when you could exchange a boring or overused word in for a descriptive word!

IXL

We will be using IXL to help students practice various grammar and punctuation skills throughout the year. This is an amazing resource that allows students to have unlimited practice for skills at home or in class. Students only need to log-in and choose the skill they wish to practice. I have the ability to see how long students practice, how many questions they completed, and their scores. IXL also gives great explanations for problems that the student misses. In the future, students will complete some of their grammar practice through IXL, so they can practice as much as they want at home before a test.  This week we are covering comma rules, so we will be using IXL to practice using commas correctly. 

Students will use their TCS information to also log in to IXL. 

Signing in to IXL

• Your username is the same as the beginning of your chrome book log in. Your name (as it appears in iNow) and the four digit number in your TCS email. Example--Brianna1234
• Your password should be your six digit lunch number only...no initials at the front. 
• Use this link to sign: HTMS IXL Sign In

Mystery Story Drafting

Today we are beginning to draft our mystery stories. Students will be drafting their stories in a document created for them in Google Classroom. Students will have several days to work in class on their drafts with mini lessons at the beginning of class on elements they should include in their stories.

Rough Draft Requirements

• Don't change the formatting on the document. It is already how it should be. Don't change the font, size, margins, or spacing. 
• Typed story should be 3-7 pages long. Absolutely no more than 10 pages. 
• Follow your prewrite sheet and the requirements listed there. 
• Remember to include at least 5 events in the rising action and a good lead at the very beginning (action, reaction, or dialogue). 

If a student needs to work from home, he/she will need to log-in to the Google Drive account to access their rough draft.Students should know their log-in information, but is some information to check if you are having log-in problems

• The username should be the student's legal first name and a four digit number as follows:
• example: brianna1234@trussvillecityschools.org
• MANY students accidentally type in ".com" instead of ".org" check this if you are having issues
• The password should be your first and last initial and your six digit lunch number
• example: bo123456

If you cannot access your account from home, and you have checked the hints above, send me an email. Hopefully, I will see your email and be able to help. NOTE: not being able to log-in is not an excuse for an incomplete assignment. If you can't log-in, continue working on a separate piece of paper to make sure you have it finished when it's due. We can get it typed into your Google Doc later if that happens. 

I am also more than happy to meet students before school to allow them time to work on the chrome book. If you want to come before school, just ask me the day before, so I can write you a pass. Students will not be allowed to leave the gym to come to a classroom without a pass from a teacher.

Mysteries of Harris Burdick- Mystery Story Insprirations

We are beginning a new unit on "Mystery Writing" this week. Each student will choose one image from the "Mysteries of Harris Burdick" as inspiration for this writing assignment. Below, you will see several pictures from the "Mysteries of Harris Burdick." Choose one picture on which to base your mystery story. 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.

Once you have chosen the image/caption you want to use, you will need to write down some ideas and brainstorm for your story.  Title it "Mystery Brainstorm" and answer the following prompt: 

• What is the picture title and caption you have chosen to use? 
• Write a detailed description of the picture. Consider the setting you see, any potential characters you notice, and anything that stands out to you from the image. 
• Next, write any and all ideas you have for the story using the picture as inspiration. The ideas do not have to flow together at this point; you are just jotting down ideas for possibilities within the story.  Consider ideas for character(s), conflict, plot, and setting. 

Figurative Language Test- Corrections

Students took a test on figurative language on Friday, 9/30/16. The class averages for grades ranged from 77-88. Many, many students did very well on this test. However, there were also a lot of students that did not. I am allowing any student who would like to improve their grade to do so by making corrections to their test. This is entirely up to the student, but I would advise any student that made less than a 75 to make corrections. Students will need to complete their corrections on their own time (not in class). If you need to use a chromebook to access the test, let me know, and I will be happy to write you pass to come early to school and work in my classroom. This blog post will only be active for a few weeks, so don't wait until the end of the nine weeks to make up your points.

Directions

• Use this link to access the Figurative Language Test
• Look at every question you missed. Use your notes, study guide, and any resources you have to find the correct answer. 
• Write the correct answer (either beside the incorrect one or on another sheet of paper) AND explain WHY you know this is the correct answer
• Turn in your original test and the corrections (with explanation of "why") to me

NOTE: You will receive half credit back for every correction you make. Example: current grade 70/105, your new grade would be an 88/105. 

Roots Test

We have a Roots Test this Friday, 10/7/16, on Roots 4-6. The roots are: chron, dict, min.

Roots Test 2 Quizlet

Strange Visitor Analysis

Tuesday we read "Strange Visitor" in class. This story is full of suspense and mystery...and it even ends in a cliffhanger! Today, we worked in class on analyzing the plot, conflict, and setting of the story. Many students finished in class, but if you did not finish it will be due at the beginning of class on Thursday.

Below is a copy of the story for you to use if you need to work from home. Additionally, there is another copy of the analysis sheet if you misplaced your own copy.

"Strange Visitor"

"Strange Visitor" Plot, Conflict, and Setting Analysis

Identifying Plot, Conflict, and Setting

Hyperbole and Onomatopoeia

Hyperbole in Pop Culture

Onomatopoeia Song

Subject/Predicate Test

We reviewed for our subject and predicate test for tomorrow. Students took a practice test and we went over the correct answers. On the back of the practice test, there are additional practice sentences. These are completely optional for students who want more practice. The link to the key for additional practice is below.

Additional Practice Key

Subject/Predicate Notes and Practice

Reminder: There is a test tomorrow on complete and simple subjects and predicates and parts of speech. Study your notes and practice for both topics. 

Roots Test 1

Here is the link for the Quizlet for the Roots Test 1. 

The first Roots Test will be this Friday, 9/16/16. 

Parts of Speech

This week have been reviewing the parts of speech. Below you will see links to the parts of speech note-taker and the parts of speech practice we did in class. If you misplace your copy, you can print it out from there. Additionally, I have the key for the parts of speech extra practice. This section was not required, but just extra help for students to do if they choose.

Parts of Speech Note-taker

Parts of Speech Practice

Parts of Speech Extra Practice KEY

There will be a quiz on the the parts of speech on Friday, 9/9/16.

Welcome, Syllabus, and Caught Ya Grammar

WELCOME to Mrs. Oliveira's Class Blog for the 2016-2017 school year! This is a great resource for your student to use throughout the year for 6th grade English. On this blog, I will post handouts given in class (so students can print them if they misplaced their own copy), study tips, resources, and even pictures from class. It would be a good idea to save the site as a favorite for easy access.

**If you have a question or your need to contact Mrs. Oliveira, please use my normal TCS email address as follows: Brianna.Oliveira@trussvillecityschools.com


Here is a link to the Mrs. Oliveira's English Class Syllabus
 Remember to keep your syllabus in your English binder throughout the year. You can use it for a reminder of class policies and a reference for information. If you misplace your syllabus, you can print it out from that link. (There may be a chance for bonus points later in the year just for keeping up with your syllabus!)


Here is the link for the first four weeks of Caught Ya Grammar (CYG). Remember, you are expected to complete the daily CYG on your own before we go over it each day in class. I will take up your completed CYG sheet when you are given another in order to give you credit for your work. If you are absent, you are still responsible for completing that day's CYG and checking with a friend. If you misplace the CYG sheet I provided to you, you can print a new one for yourself below.

CYG 8/29/16-9/6/16

CYG 9/12/16-9/19/16

Socratic Circle

There are many students that "check-out" mentally at the end of the school year...but not these kiddos in English class!

WOW!! 

With only a few days of school left, these students collaborated together to have deep conversations about their generation. They read and annotated two poems in class both titled "Lost Generation" by Jonathan Reed. One poem had a positive outlook on their generation, and the other had a negative outlook on their generation. These kids dug deep to discuss problems their generation will face, why those problems are there, and how they can make them better. I could not be more proud of the maturity they had today as they discussed difficult topics and ways to improve their generation. Very proud of the growth in these students this year!


Quotes from the discussion:

"Everyone says we're the future...but we need to act like we're the future"

"We need to be leaders instead of followers. We can lead our generation to care for others instead of themselves"

"We will make an impact. It just may be positive impact or negative impact."

"It's not just for our generation, but the generations after us"

These two had a great moment in 7th period today! 

4th Nine Weeks Benchmark

We will take the 4th nine weeks benchmark test today. 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, continue working on your narrative poem about the Space Race.
• Pick one person's perspective from which to write (we brainstormed different perspectives to choose on Thursday).  
• Write a poem with a complete story (plot line). 
• 25 lines
• It can't be free verse, but you can choose your own rhyme scheme. 
• Go to Rhymezone.com for help if needed. 

Follow this link to take your grammar test online: Socrative

Poetry Note-taker

We will have a poetry test on Friday, May 6th. Here is the link to the poetry note-taker that we used in class. If you misplace your copy, you can print a new one here.

Poetry Note-taker

Roots Final

There will be a final test in reading that covers all of the roots from the year. The students should have received and completed a study guide for the test. The test will be on Thursday, May 12th. Here is a link to Quizlet that covers all of the information for the test.

Final Roots Quizlet

Narrative and Epic Poetry

Narrative Poem: Fresh Prince of Bel Air Theme Song

Caught Ya Grammar

Here are the links to our the CYG sheets from March 14-April 11th
March CYG
April CYG


Here are the links to the new CYG from April 18th-May 9th
(new) April CYG
(new) May CYG

"I am somebody..." Presentations

Wow! We saw so many great presentations last week for the "I am somebody..." project! Students really brought their a-game in presenting their world problems and solutions in a unique and creative way! I was able to snap a few pictures of just a few of the many great presentations.

Singing a song to make his point about organ donation.

We had a few "special guest" appearances! Some scientists with awesome mustaches told us about drug abuse and treatment. 

What a creative way to end a presentation! 

We heard a great rap about how to "Stomp Out" bullying! 

Sometimes a great dance will help people remember about the Endangered Species Coalition. 

The scientists got the entire class involved with a rap and a dance...they had some beat-boxing helpers. 

ACT Aspire Practice

This year, we will be taking the ACT Aspire on the computer. This is the first time for us to do that at HTMS, and we want to make sure our students are ready for the change. There are a few "tools" available to students to practice on the ACT Aspire website called "student sandbox" with exemplar questions. Today, we will review the tools (we previously discussed them in class) and practice going through the test taking steps with these example questions. Follow the link below to log in to the student sandbox and listen to directions in class.

Student Sandbox (ACT Aspire examples)

If you want to practice at home, feel free to do so!!

Club Survey

https://www.surveymonkey.com/r/7JH2MP3

Presentation Tips

We will begin presenting on Wednesday. Remember that 70% of this grade is on your presentation skills, rather than your awesome Google Slides (but your Google Slides should still be AWESOME). This video will give you some quick tips for your presentation. It will discuss some common mistakes and what you can do instead.



You should spend class time today practicing your presentation. Remember, you will need to say "Next Slide" when you want the slide to change.

Revising for Formal Style

               
The Rules of Formal Writing

Complex – Longer sentences are likely to be more prevalent in formal writing. You need to be as thorough as possible with your approach to each topic when you are using a formal style. Each main point needs to be introduced, elaborated and concluded.

Objective – State main points confidently and offer full support arguments. A formal writing style shows a limited range of emotions and avoids emotive punctuation such as exclamation points, ellipsis, etc., unless they are being cited from another source.

Full Words – No contractions should be used to simplify words (in other words use "It is" rather than "It's").  Abbreviations must be spelt out in full when first used, the only exceptions being when the acronym is better known than the full name (BBC, ITV or NATO for example).

Third Person – Formal writing is not a personal writing style.  The formal writer is disconnected from the topic and does not use the first person point of view (I or we) or second person (you).

•        The following pronouns CAN NOT be used in formal style:
• First Person          I, me, my, mine, we, us, our, ours

• Second Person      you, your, yours, you, (y’all), your , yours

•        The following pronouns CAN be used in formal style:
• Third Person he, him, his, she, her, hers, it, they, them, their, theirs, its

Find more at: http://www.skillsyouneed.com/write/formal-or-informal.html#ixzz434Kt1rLQ

Today, you should work with your partner to completely revise your paper to make sure it is in formal style. You and your partner should read through your paper completely and make revisions according to the requirements above. Remember, formal style will be graded thoroughly when you turn in this essay. 

Writing your essay

You need to draft your essay. Follow the requirements below to do so. Remember, you and your partner will be get credit for the introduction and conclusion, but you will be graded on your body paragraph individually.

Body Paragraph (each person in a partnership/group is responsible for writing one body paragraph)
• focuses on a single point
• each point is logical and clearly supports the thesis
• includes a clear topic sentence (introducing the point)
• includes at least three supporting detail sentences
• includes at least two outside facts or examples within the supporting details that clearly support each reason
• includes a closing sentence that summarizes and brings the paragraph to a close
• lists reasons (one per paragraph) in the same order as the introduction

Introduction

• includes an attention-grabbing hook

• a brief summary of the problem using research from your expository book

• includes a thesis that clearly states the topic and the author’s opinion of the topic

• lists two different logical reasons that support the thesis

Conclusion 

• restates the thesis

• relists reasons

• gives a clear call to action

Writing a thesis statement

You and partner should read everything in this post carefully to write your thesis statement.

A strong thesis statement is key to writing a persuasive essay. The thesis statement presents your topic to the reader, provides your opinion on that topic (for most people the opinion will be that the topic is a bad thing in the world), and lists reason to support your opinion. A good thesis statement should capture all of these essential details in just one or two sentences. The thesis statement will appear in your introduction after the brief summary of your topic (the problem), and it should be the last sentence of your introduction.

The purpose of a thesis statement is to inform readers of:
the subject of your paper.
your claim (or opinion) of the topic.

Watch this video with your partner to learn about writing a thesis statement

How to write a thesis statement:

1. Pick a topic (you should have already done this with your partner)

2. Develop an question: What can we do about (your topic) to improve the world? The answer to this question should be the solution or organization you found to help with the problem

3. Develop reasons to support your solution (you should have already done this with your partner)

4. Put these three things together into a sentence as the example video shows. 

5. Type your thesis statement in your "I am somebody essay" Google Doc

After you finish your thesis statement, check to make sure it holds up to the tips listed below:

Express an Opinion

• Make sure that your point of view is clear. 
• An easy way to test your thesis is to ask yourself whether your reader could challenge or oppose your thesis statement. 
• Your thesis should not simply states facts that someone couldn’t disagree with.
• For example: "Animal abuse is a big problem in this country, and everyone should work together to stop it." This is a statement that can be argued. While no one would think that animal abuse is a good thing, some people may argue that it's not a big problem in this country. This statement expresses an opinion

Be Specific

• The reader should know exactly what you’re going to argue and why. 
• Example: “ASPCA is a good organization that helps animals” 
• This a weak thesis because it’s not specific or focused enough. 
• Example:  "The students of HTMS should donate money to support ASPCA because of the great work they do to help abused animals across the country.”
• This is a strong thesis because it is focused and has a clear point of view. 

Pass the "How and Why" Test

• Your thesis statement should answer one or both of two key questions: “how” and “why.”
•  For example: if you think that saving animals from captivity is the most important cause to support, then your thesis should tell readers how or why it’s important. 
• If a reader can't determine the "how" or "why" from your thesis statement, your thesis might be too open-ended, and you may need to clarify your point of view.

Works Cited
Mahoney, Amy. 'How To Create A Thesis Statement For A Persuasive Essay | The Classroom | Synonym'. N. p., 2015. Web. 18 Mar. 2015.

On Monday, I will check to see if your thesis statement is complete for a grade. Also, we will conference about your thesis statement to ensure that it is a good foundation for your paper. 

If you finish all of that. Begin drafting your body paragraphs. Since you and your partner only have one chromebook, you may choose to have the planning page pulled up and both hand write your paragraphs on a piece of paper. Then, you can type them in later. Use your written essay requirements to make sure you have all of the necessary components as your write your body paragraphs.

IAS Research/Works Cited

We will continue research for the "I am somebody" (IAS) essay. You and your partner will need to work on one document together. One of you will need to get the document from Google Classroom, and "share" it through Google Drive with your partner. You will need to work complete the pre-writing and research table on the first page of the document today in class. 

As you do research, you will need to keep up with your sources in your Works Cited page. 

Since you are not limited to using AVL, you will have to develop the citation for your information on your own. To do this, go to CitationMachine.net. 

When you are on the website follow these instructions:

1. Choose MLA citation style
2. Choose "website"
3. Paste the URL (web address) from you article into the box provided
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 the completed citation to the Works Cited page on your "I am somebody" Essay document on Google Drive
9. You will need to do this for any new source of information you found for this essay.

If you are using information from your expository book (and you should), you can just copy and paste the citation from your Final Expository Book + Works Cited document on Google Drive to your "I am somebody" Essay document. 

I Am Somebody

-Lily Tomlin

We will be starting a new project this week called the "I Am Somebody" Project. You will work to support a solution for the problem you wrote your expository book about. This project will be an exercise in considering others and their needs, rather than our own. You will need to consider what cause will support the problem in your expository book, how you can support them, and how you can convince others to do the same.  You will be working with a partner throughout this project. We will complete all requirements in class together over the next few weeks. There will be a research/writing assignment as well as a multi-media presentation. The requirements for both are below:

Written Essay 

*Each of the following requirements is worth five points* 

Introduction

• includes an attention-grabbing hook

• a brief summary of the problem using research from your expository book

• includes a thesis that clearly states the topic and the author’s opinion of the topic

• lists two different logical reasons that support the thesis

Body Paragraph (each person in a partnership/group is responsible for writing one body paragraph)

• focuses on a single point

• each point is logical and clearly supports the thesis

• includes a clear topic sentence (introducing the point)

• includes at least three supporting detail sentences

• includes at least two outside facts or examples within the supporting details that clearly support each reason

• includes a closing sentence that summarizes and brings the paragraph to a close

• lists reasons (one per paragraph) in the same order as the introduction

Conclusion 

• restates the thesis

• relists reasons

• gives a clear call to action

Works Cited 

• contains at least three credible outside sources

• correctly formatted (correctly punctuated and capitalized, double-spaced, labeled, alphabetized, and on a page by itself)

Vocabulary

• maintains a formal style (not conversational, avoids talking to the reader or about the essay, etc.)

• essay does not use the following: I, you, my, us, we, our, your, mine, yours, ours

Transitions

• uses transitions appropriately between sentences and paragraphs to clarify the relationships between ideas

Conventions (10 points)

• contains no errors in spelling, punctuation, capitalization, or word usage 

Multi-Media Presentation 

This is your chance to show your creativity and “sell” your cause!  Design a multi-media presentation (including images, graphics, music, etc.) that clarifies the information in your speech and compels your audience to take action. The requirements for your presentation are listed below: 

• Multi-media presentation includes an extensive variety (5-8 slides) of images and/or other graphics (charts, graphs, maps, etc.) that clarify the information included in your essay.

OPTIONAL: Include music/sound that appropriately enhances the effect.

• Multi-media presentation includes persuasive sentences to compel your audience to support your cause (could include facts/statistics, questions, etc.).

• Multi-media presentation includes a credits page citing web addresses for images and other graphics found online.

• Speaker pronounces words clearly.

• Speaker makes eye contact with audience throughout the presentation.

• Speaker projects voice loudly enough to be heard.

• Speaker uses pauses effectively (doesn’t rush).

• Speaker demonstrates understanding of the topic (pronounces words correctly, explains ideas accurately, is able to answer basic questions).

• Speaker appears well-rehearsed (presentation flows smoothly, speaker doesn’t stumble over words or forget parts to presentation, etc.)

• Listener pays close attention to each presentation and does nothing to distract other audience members.

Grammar Test on Socrative

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, complete the Quick write that is written below. 

Follow this link to take your grammar test online: Socrative

Once you are finish with the test complete a quick write on the following prompt:

What does it mean to be persuasive? In the past, what have you done to persuade someone of something? Write a summary about a time you tried to be persuasive and it didn't work. 

Grammar Review

Station 1

At this station, you should consider your grammar goals for which practice quiz to take. You can take as many of the quizzes as you choose, but be sure to start with the topics that you need to practice. These quizzes were not made by Mrs. Oliveira, but they should be good resources to help you practice your skills.

Parts of Speech

Pronoun-Antecedent Agreement
Pronoun-Antecedent Agreement 2
Pronoun Antecedent Agreement 3 (this one is hard!)
Direct Objects (more than one answer choice could be selected for each question)
Action/Linking Verbs
Preposition
Identifying Subjects
Identifying Predicates

Station 2- Quizizz Review

1. Open Quizizz  in your browser

2. Enter the 5-digit game code 03402, and click "Proceed"

3. Now enter your first name and last initial (Brianna O.) and click "Join Game!"

4. You will get an avatar, and then see a "Start Game" button. Click it to begin!

Station 3- KEY

We started going over the correct answers for Station 3 in class on Thursday, and we finished discussing it on Friday. I am posting the key here for band students that will miss class on Friday due the band field trip. These students should be prepared to take the test on Monday, too. 

Grammar Review Station 3-KEY

Turn It In-Paraphrasing Grade

Today, we will upload your paper to TurnItIn.com again for a paraphrasing grade.

Uploading a paper to Turnitin.com

1. Go to Turn It In
2. Enter your log in information (Trussville City Schools email and chromebook password)
3. After you are logged in, click on our class name
4.  click the blue "Submit" button
5. Click on "Cut & Paste" and change it to "Single File Upload"
6. Add your book title to the submission title
7. Choose Google Drive
8. Click "Allow"
9. Choose the document "Expository Book + Works Cited" and click "select"
10. Click "upload"
11. Once the paper has uploaded, click confirm

You will not be able to see your originality report at this time, but it will be posted on iNow and returned with your expository book grade. 

Creative Writing

Today you will work on a creative writing narrative. Students are required to write their story from this picture prompt and tell the story behind this picture. This picture may represent the beginning, middle, or end of your story. It should include characters, a good plot, and avoid "dead" verbs whenever possible. You may be able to use some suspense strategies, too! Your story should have the proper English heading and be titled "Creative Writing-Invisible" with your own creative title underneath.The story should be 1.5-2 pages in length. 

Editing Checklist/Expository Rubric

 The final book is due on Thursday, February 25th. 

We will have a day in the computer lab to print our books on Tuesday, February 23rd. If you are not ready to print on this day, you will need to find another time/place to print on your own.

We are so close to having our books complete!! I can't wait to see everyone's final product!

This is a link to the Expository Book Checklist that we will use in class today. We will use this checklist  to ensure we have every requirement complete. The checklist I gave to you will need to be turned in with your book on the day it's due. If you misplace the checklist given to you in class, you can print it out from this link.

Expository Book Checklist


This is a link to the rubric that will be used to grade your expository book. I will use this rubric to grade your book when it is submitted. We have gone over each aspect of the requirements together in class. If you have a question about anything on the rubric, let me know.

Expository Book Rubric

Table of Contents

Once you have finished your text features, you can make your Table of Contents. Do not just look at what page the information is listed in your Google document, consider how you want your book set up. For a cleaner look, you may want each chapter to begin on the right-sided page. Also, don't forget that each chapter must have a creative title (beyond just naming the topic) at the beginning of the chapter AND in the Table of Contents. 

**The Table of Contents should be the first page after your cover. Remember, to add a new page press Ctrl + Enter at the end of the page you want in front of your new page. See me if you need help with this!

Below is an example of a Table of Contents for this book. You should have a creative title with each chapter. 

Table of Contents

Introduction……………………………………………………….……………1

Chapter 1 (Creative Title) ……………………………………………………...3

Chapter 2 (Creative Title)…… ……………… …………………………..……5

Chapter 3 (Creative Title)………………………………..………………..……7

Chapter 4 (Creative Title)… …………………………… ………………..……9

Chapter 5 (Creative Title)……………………………….. ………….…………11

Glossary……………………………………………………………….………..13

Works Cited.……………………………………………………………………15

Text Features

Once you have finished revising your chapters, you are ready to add text features to your book!

Remember, text features are more than just pictures that you like. The text feature needs to be related to the chapter where you place it. For example, if you are doing a book on Golden Retrievers, you need to have more than just pictures of cute dogs. In a chapter about grooming a Golden Retriever, you could have pictures of grooming supplies. This is the time to make your research and information "pop" in a visual way.

These are your options for text features:

• Charts
• Graphs
• Maps
• Diagram
• Timeline
• Text box
• Picture with caption

**Note: If you choose to put a picture in your book, you must have a caption to explain the picture.   The picture with caption will only count as one text feature.**

You will need to have at least two text features per chapter. 

Also, there will need to be at least three different text features used in the overall book. 

Cover Page

You will need to create a  cover page for your book. The cover page should be colorful and have a creative title. Be sure to include your name as the author and your class period.