All language arts students must complete a research essay by the end of our vacation. By now all students should have finished the research part of this assignment. If you have not finished you need to move a little faster to ensure that you will be finished by the due date. This week all students should be working on the outline for this essay. After completing the outline I urge you to move on to the actual essay writing. Use the last week of break to finalize and proof this assignment for any errors.
As always Good luck !
Friday, December 28, 2007
Tuesday, December 18, 2007
Holiday Assignment
All Language Arts Students: Over the vacation students are asked to do several things to help them improve and maintain their grades.
All students with rewrites of your narrative essays please be advised that you must write them over. Please do not print the same essay again and turn it into me you will receive a "Fail on the assignment". Please do not cross out and make corrections on the paper that I asked you to rewrite if you do you will receive a "Fail" on this assignment. I need a fresh essay and if possible for some of you a fresh new essay. Fresh= new thoughts; a new perspective.
All students over the 3 week vacation must complete a 6-7 page research essay. Your essay topic is on the current housing crisis. You are asked to research every area of the current foreclosure dilemma. People are losing their homes in alarming rates due to adjustable home loans. The government has stepped in to help some people, the President spoke about this dilemma last week, and Senator Clinton offered a proposal to help end this crisis. For research you should use newspaper articles, video clips, and written proposals on this issue. Just to name a few sources. This issue will be forever apart of our history.
Use your text book and study pages R51-55 and pages 818- 825 to help you thoroughly research this historical topic. This essay should be typed (no excuses you have 3 weeks to turn this in to me) double spaced, new times roman, you should have no more than 3 grammar errors, no more than 3 spelling errors, and no more than 3 usage errors. All students should have a work cited page or a bibliography page, this page is not included in the 6-7 page requirement. All students must have an outline of this essay to turn in with your 1st draft, 2nd draft, revision, and final essay.
This entire assignment is worth 500 points please use the rubrics and criteria in your text as well as the printed handouts that you were given for writing.
If you have any questions you may email me at afa0882@lausd.net until next Monday, December 24th. I will assume that students who are really working will ask questions now instead of waiting until the last minute.
All students with rewrites of your narrative essays please be advised that you must write them over. Please do not print the same essay again and turn it into me you will receive a "Fail on the assignment". Please do not cross out and make corrections on the paper that I asked you to rewrite if you do you will receive a "Fail" on this assignment. I need a fresh essay and if possible for some of you a fresh new essay. Fresh= new thoughts; a new perspective.
All students over the 3 week vacation must complete a 6-7 page research essay. Your essay topic is on the current housing crisis. You are asked to research every area of the current foreclosure dilemma. People are losing their homes in alarming rates due to adjustable home loans. The government has stepped in to help some people, the President spoke about this dilemma last week, and Senator Clinton offered a proposal to help end this crisis. For research you should use newspaper articles, video clips, and written proposals on this issue. Just to name a few sources. This issue will be forever apart of our history.
Use your text book and study pages R51-55 and pages 818- 825 to help you thoroughly research this historical topic. This essay should be typed (no excuses you have 3 weeks to turn this in to me) double spaced, new times roman, you should have no more than 3 grammar errors, no more than 3 spelling errors, and no more than 3 usage errors. All students should have a work cited page or a bibliography page, this page is not included in the 6-7 page requirement. All students must have an outline of this essay to turn in with your 1st draft, 2nd draft, revision, and final essay.
This entire assignment is worth 500 points please use the rubrics and criteria in your text as well as the printed handouts that you were given for writing.
If you have any questions you may email me at afa0882@lausd.net until next Monday, December 24th. I will assume that students who are really working will ask questions now instead of waiting until the last minute.
Friday, December 14, 2007
Christmas Vacation Homework for all classes
Language Arts Homework: All students were given a research assignment on 12/11-12/14.
The topic to be researched is one that has to deal with survival and ones ability to exist in ones home. A house or a roof over our heads is at the core one of the most essential means to life second only to food.
In our current world people are loosing their houses to foreclosures. People are being forced to the streets. Adjustable rates are going up and people who have them are now feeling the hit of more than $500. per month raises in their monthly house payments to banks and other lenders.
I want you to research every aspect of this crisis. President Bush issued a statement concerning this issue a few days ago. Senator Clinton recently issued a statement regarding this crisis. The Federal Government issued a statement to all lenders and banks regarding lending practices. The government will issue a freeze on Mortgage rates for the next five years.
Read your text book read pages 818-824 and pages R51-R55.
The topic to be researched is one that has to deal with survival and ones ability to exist in ones home. A house or a roof over our heads is at the core one of the most essential means to life second only to food.
In our current world people are loosing their houses to foreclosures. People are being forced to the streets. Adjustable rates are going up and people who have them are now feeling the hit of more than $500. per month raises in their monthly house payments to banks and other lenders.
I want you to research every aspect of this crisis. President Bush issued a statement concerning this issue a few days ago. Senator Clinton recently issued a statement regarding this crisis. The Federal Government issued a statement to all lenders and banks regarding lending practices. The government will issue a freeze on Mortgage rates for the next five years.
Read your text book read pages 818-824 and pages R51-R55.
Friday, December 7, 2007
Homework for Periods 1 and 5 12/7
All Language Arts Students are asked to read the letter from the KKK to young black men. After reading this letter students are asked to do several things in response to this letter. Students must identify the thesis statement/argument, students are then asked to agree or disagree with the information in the letter. Students must base their argument on evidence from the letter. Personal opinions will not be considered as valid points of argument.
As always please check your work for spelling and grammar errors.
This assignment is do the next time our class is scheduled to meet. No late will be accepted.
All essays should be about 3-4 pages handwritten.
As always please check your work for spelling and grammar errors.
This assignment is do the next time our class is scheduled to meet. No late will be accepted.
All essays should be about 3-4 pages handwritten.
Thursday, December 6, 2007
Classwork for Periods 2 and 6 12/6
All Language Arts Students: Students who do not finish the writing assignment in class will need to finish this assignment at home for homework and turn it in with your other homework that is due the next time I see you. No late work will be accepted. Please check for grammar and spelling errors.
The prompt: Do you believe that celebrities are paid too much money?
The prompt: Do you believe that celebrities are paid too much money?
Homework for Period 2 and 6 12/6
All Language Arts Students are asked to read the letter from the KKK to young black men. After reading this letter students are asked to do several things in response to this letter. Students must identify the thesis statement/argument, students are then asked to agree or disagree with the information in the letter. Students must base their argument on evidence from the letter. Personal opinions will not be considered as valid points of argument.
As always please check your work for spelling and grammar errors.
This assignment is do the next time our class is scheduled to meet. No late will be accepted.
Your essays should be about 3-4 pages handwritten.
As always please check your work for spelling and grammar errors.
This assignment is do the next time our class is scheduled to meet. No late will be accepted.
Your essays should be about 3-4 pages handwritten.
Wednesday, December 5, 2007
Homework 12/10-12/11
Writing Situation: In some countries, students are responsible for the basic daily cleaning of their school buildings. Fifteen minutes are set aside each day for all students to sweep, dust, and clean their classrooms and corridors.
Think about how you would feel if students were responsible for cleaning your school. Do you agree or disagree that American schools should adopt this policy?
Directions for Writing: Now, write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples.
Think about how you would feel if students were responsible for cleaning your school. Do you agree or disagree that American schools should adopt this policy?
Directions for Writing: Now, write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples.
Classwork 12/13-12/14
Writing Situation: A school board is considering keeping school in session all year. Instead of a long summer vacation, there will be many shorter breaks throughout the year.
Think about the effects of a twelve-month school year. Do you agree or disagree that schools should be in session all year?
Directions for Writing: Now, write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples.
Think about the effects of a twelve-month school year. Do you agree or disagree that schools should be in session all year?
Directions for Writing: Now, write an essay in which you persuade the reader why this is or is not a good idea. Defend your position with specific reasons supported by several detailed examples.
Classwork 12/11-12/12
Writing Situation: Due to potential problems, many school systems have adopted a policy that bans cell phones and pagers on school grounds. However, some parents have provided these items out of concern for safety.
Do you agree or disagree that cell phones and pagers should be banned on school grounds?
Directions for Writing: Now write an essay in which you convince the reader of your opinion. Support your position with specific reasons and examples
Do you agree or disagree that cell phones and pagers should be banned on school grounds?
Directions for Writing: Now write an essay in which you convince the reader of your opinion. Support your position with specific reasons and examples
Classwork 12/7-12/10
Writing Situation: Current research suggests that because teenagers have different sleep patterns, they would benefit from beginning the school day at a later time. Suppose your Board of Education has proposed that all high school schedules begin at 9:30 a.m. and end at 4:30 p.m.
Do you agree or disagree that this later schedule would be beneficial?
Directions for Writing: Now write an essay in which you persuade the Board of Education to agree with your opinion. Support your position with reasons and examples
Do you agree or disagree that this later schedule would be beneficial?
Directions for Writing: Now write an essay in which you persuade the Board of Education to agree with your opinion. Support your position with reasons and examples
Classwork 12/5-12/6
Language Arts Students: All students are asked to respond to the following expository writing prompt.
Writing Situation: Many celebrities-such as actors, musicians, models, or athletes-make a great deal of money. Some people think celebrities make more money than they deserve. Other people think celebrities' wealth is deserved because of the the enjoyment they bring to the public.
Do you agree or disagree that celebrities make more money than they deserve?
Directions for Writing: Now, write an essay in which you persuade the reader that you side of the issue is correct. Use facts and examples to support your argument.
Writing Situation: Many celebrities-such as actors, musicians, models, or athletes-make a great deal of money. Some people think celebrities make more money than they deserve. Other people think celebrities' wealth is deserved because of the the enjoyment they bring to the public.
Do you agree or disagree that celebrities make more money than they deserve?
Directions for Writing: Now, write an essay in which you persuade the reader that you side of the issue is correct. Use facts and examples to support your argument.
Monday, December 3, 2007
Classwork 12/3-12/4
Language Arts Students: All students will have the opportunity to learn and understand the idea of treatment, scope, organization as it applies to California Reading Comprehension Standard 8.2.3
In our Measuring Up text students will explore lesson 6 pages 51-59. Students are asked to define the following terms on page 51: theme, treatment, scope, and organization.
After defining these terms students are asked to create examples for each of the terms.
As we read the Anne Frank excerpts students are to answer all of the guided questions in the margin. On page 53-54 students are asked to copy down the questions and answer all of the questions in complete sentences.
As you finish the first reading activity expeditiously move on to the next reading pages 54-58. After reading this next selection answer all of the questions on pages 58-59.
In our Measuring Up text students will explore lesson 6 pages 51-59. Students are asked to define the following terms on page 51: theme, treatment, scope, and organization.
After defining these terms students are asked to create examples for each of the terms.
As we read the Anne Frank excerpts students are to answer all of the guided questions in the margin. On page 53-54 students are asked to copy down the questions and answer all of the questions in complete sentences.
As you finish the first reading activity expeditiously move on to the next reading pages 54-58. After reading this next selection answer all of the questions on pages 58-59.
Homework 12/5-12/6
Language Arts Students: All students are asked to read the following poem. After reading this poem please explain the following: What is the thesis statement?, Which parts of this poem stand out in your mind?, What is the argument that this poem suggests? Do you agree with the thesis statement? Explain why or why not by citing evidence from the poem. Please make sure that you check for grammar, and spelling errors.
SOMEBODY BLEW UP AMERICA
(All thinking people
oppose terrorism
both domestic
& international…
But one should not
be used
To cover the other)
They say its some terrorist, some
barbaric
A Rab, in
Afghanistan
It wasn't our American terrorists
It wasn't the Klan or the Skin heads
Or the them that blows up nigger
Churches, or reincarnates us on Death Row
It wasn't Trent Lott
Or David Duke or Giuliani
Or Schundler, Helms retiring
It wasn't
the gonorrhea in costume
the white sheet diseases
That have murdered black people
Terrorized reason and sanity
Most of humanity, as they pleases
They say (who say? Who do the saying
Who is them paying
Who tell the lies
Who in disguise
Who had the slaves
Who got the bux out the Bucks
Who got fat from plantations
Who genocided Indians
Tried to waste the Black nation
Who live on Wall Street
The first plantation
Who cut your nuts off
Who rape your ma
Who lynched your pa
Who got the tar, who got the feathers
Who had the match, who set the fires
Who killed and hired
Who say they God & still be the Devil
Who the biggest only
Who the most goodest
Who do Jesus resemble
Who created everything
Who the smartest
Who the greatest
Who the richest
Who say you ugly and they the goodlookingest
Who define art
Who define science
Who made the bombs
Who made the guns
Who bought the slaves, who sold them
Who called you them names
Who say Dahmer wasn't insane
Who/ Who / Who/
Who stole Puerto Rico
Who stole the Indies, the Philipines, Manhattan
Australia & The Hebrides
Who forced opium on the Chinese
Who own them buildings
Who got the money
Who think you funny
Who locked you up
Who own the papers
Who owned the slave ship
Who run the army
Who the fake president
Who the ruler
Who the banker
Who/ Who/ Who/
Who own the mine
Who twist your mind
Who got bread
Who need peace
Who you think need war
Who own the oil
Who do no toil
Who own the soil
Who is not a nigger
Who is so great ain't nobody bigger
Who own this city
Who own the air
Who own the water
Who own your crib
Who rob and steal and cheat and murder
and make lies the truth
Who call you uncouth
Who live in the biggest house
Who do the biggest crime
Who go on vacation anytime
Who killed the most niggers
Who killed the most Jews
Who killed the most Italians
Who killed the most Irish
Who killed the most Africans
Who killed the most Japanese
Who killed the most Latinos
Who/Who/Who
Who own the ocean
Who own the airplanes
Who own the malls
Who own television
Who own radio
Who own what ain't even known to be owned
Who own the owners that ain't the real owners
Who own the suburbs
Who suck the cities
Who make the laws
Who made Bush president
Who believe the confederate flag need to be flying
Who talk about democracy and be lying
WHO/ WHO/ WHOWHO/
Who the Beast in Revelations
Who 666
Who decide
Jesus get crucified
Who the Devil on the real side
Who got rich from Armenian genocide
Who the biggest terrorist
Who change the bible
Who killed the most people
Who do the most evil
Who don't worry about survival
Who have the colonies
Who stole the most land
Who rule the world
Who say they good but only do evil
Who the biggest executioner
Who/Who/Who ^^^
Who own the oil
Who want more oil
Who told you what you think that later you find out a lie
Who/ Who/ ???
Who fount Bin Laden, maybe they Satan
Who pay the CIA,
Who knew the bomb was gonna blow
Who know why the terrorists
Learned to fly in Florida, San Diego
Who know why Five Israelis was filming the explosion
And cracking they sides at the notion
Who need fossil fuel when the sun ain't goin' nowhere
Who make the credit cards
Who get the biggest tax cut
Who walked out of the Conference
Against Racism
Who killed Malcolm, Kennedy & his Brother
Who killed Dr King, Who would want such a thing?
Are they linked to the murder of Lincoln?
Who invaded Grenada
Who made money from apartheid
Who keep the Irish a colony
Who overthrow Chile and Nicaragua later
Who killed David Sibeko, Chris Hani,
the same ones who killed Biko, Cabral,
Neruda, Allende, Che Guevara, Sandino,
Who killed Kabila, the ones who wasted Lumumba, Mondlane , Betty Shabazz, Princess Margaret, Ralph Featherstone, Little Bobby
Who locked up Mandela, Dhoruba, Geronimo,
Assata, Mumia,Garvey, Dashiell Hammett, Alphaeus Hutton
Who killed Huey Newton, Fred Hampton,
MedgarEvers, Mikey Smith, Walter Rodney,
Was it the ones who tried to poison Fidel
Who tried to keep the Vietnamese Oppressed
Who put a price on Lenin's head
Who put the Jews in ovens,
and who helped them do it
Who said "America First"
and ok'd the yellow stars
WHO/WHO/ ^^
Who killed Rosa Luxembourg, Liebneckt
Who murdered the Rosenbergs
And all the good people iced,
tortured , assassinated, vanished
Who got rich from Algeria, Libya, Haiti,
Iran, Iraq, Saudi, Kuwait, Lebanon,
Syria, Egypt, Jordan, Palestine,
Who cut off peoples hands in the Congo
Who invented Aids Who put the germs
In the Indians' blankets
Who thought up "The Trail of Tears"
Who blew up the Maine
& started the Spanish American War
Who got Sharon back in Power
Who backed Batista, Hitler, Bilbo,
Chiang kai Chek who WHO W H O/
Who decided Affirmative Action had to go
Reconstruction, The New Deal, The New
Frontier, The Great Society,
Who do Tom Ass Clarence Work for
Who doo doo come out the Colon's mouth
Who know what kind of Skeeza is a Condoleeza
Who pay Connelly to be a wooden negro
Who give Genius Awards to Homo Locus
Subsidere
Who overthrew Nkrumah, Bishop,
Who poison Robeson,
who try to put DuBois in Jail
Who frame Rap Jamil al Amin, Who frame the Rosenbergs, Garvey,
The Scottsboro Boys, The Hollywood Ten
Who set the Reichstag Fire
Who knew the World Trade Center was gonna get bombed
Who told 4000 Israeli workers at the Twin Towers
To stay home that day
Why did Sharon stay away ?
/
Who,Who, Who/
explosion of Owl the newspaper say
the devil face cd be seen Who WHO Who WHO
Who make money from war
Who make dough from fear and lies
Who want the world like it is
Who want the world to be ruled by imperialism and national oppression and terror
violence, and hunger and poverty.
Who is the ruler of Hell?
Who is the most powerful
Who you know ever
Seen God?
But everybody seen
The Devil
Like an Owl exploding
In your life in your brain in your self
Like an Owl who know the devil
All night, all day if you listen, Like an Owl
Exploding in fire. We hear the questions rise
In terrible flame like the whistle of a crazy dog
Like the acid vomit of the fire of Hell
Who and Who and WHO (+) who who ^
Whoooo and Whooooooooooooooooooooo!
AMIRI B 10/01
return to amiribaraka.com
SOMEBODY BLEW UP AMERICA
(All thinking people
oppose terrorism
both domestic
& international…
But one should not
be used
To cover the other)
They say its some terrorist, some
barbaric
A Rab, in
Afghanistan
It wasn't our American terrorists
It wasn't the Klan or the Skin heads
Or the them that blows up nigger
Churches, or reincarnates us on Death Row
It wasn't Trent Lott
Or David Duke or Giuliani
Or Schundler, Helms retiring
It wasn't
the gonorrhea in costume
the white sheet diseases
That have murdered black people
Terrorized reason and sanity
Most of humanity, as they pleases
They say (who say? Who do the saying
Who is them paying
Who tell the lies
Who in disguise
Who had the slaves
Who got the bux out the Bucks
Who got fat from plantations
Who genocided Indians
Tried to waste the Black nation
Who live on Wall Street
The first plantation
Who cut your nuts off
Who rape your ma
Who lynched your pa
Who got the tar, who got the feathers
Who had the match, who set the fires
Who killed and hired
Who say they God & still be the Devil
Who the biggest only
Who the most goodest
Who do Jesus resemble
Who created everything
Who the smartest
Who the greatest
Who the richest
Who say you ugly and they the goodlookingest
Who define art
Who define science
Who made the bombs
Who made the guns
Who bought the slaves, who sold them
Who called you them names
Who say Dahmer wasn't insane
Who/ Who / Who/
Who stole Puerto Rico
Who stole the Indies, the Philipines, Manhattan
Australia & The Hebrides
Who forced opium on the Chinese
Who own them buildings
Who got the money
Who think you funny
Who locked you up
Who own the papers
Who owned the slave ship
Who run the army
Who the fake president
Who the ruler
Who the banker
Who/ Who/ Who/
Who own the mine
Who twist your mind
Who got bread
Who need peace
Who you think need war
Who own the oil
Who do no toil
Who own the soil
Who is not a nigger
Who is so great ain't nobody bigger
Who own this city
Who own the air
Who own the water
Who own your crib
Who rob and steal and cheat and murder
and make lies the truth
Who call you uncouth
Who live in the biggest house
Who do the biggest crime
Who go on vacation anytime
Who killed the most niggers
Who killed the most Jews
Who killed the most Italians
Who killed the most Irish
Who killed the most Africans
Who killed the most Japanese
Who killed the most Latinos
Who/Who/Who
Who own the ocean
Who own the airplanes
Who own the malls
Who own television
Who own radio
Who own what ain't even known to be owned
Who own the owners that ain't the real owners
Who own the suburbs
Who suck the cities
Who make the laws
Who made Bush president
Who believe the confederate flag need to be flying
Who talk about democracy and be lying
WHO/ WHO/ WHOWHO/
Who the Beast in Revelations
Who 666
Who decide
Jesus get crucified
Who the Devil on the real side
Who got rich from Armenian genocide
Who the biggest terrorist
Who change the bible
Who killed the most people
Who do the most evil
Who don't worry about survival
Who have the colonies
Who stole the most land
Who rule the world
Who say they good but only do evil
Who the biggest executioner
Who/Who/Who ^^^
Who own the oil
Who want more oil
Who told you what you think that later you find out a lie
Who/ Who/ ???
Who fount Bin Laden, maybe they Satan
Who pay the CIA,
Who knew the bomb was gonna blow
Who know why the terrorists
Learned to fly in Florida, San Diego
Who know why Five Israelis was filming the explosion
And cracking they sides at the notion
Who need fossil fuel when the sun ain't goin' nowhere
Who make the credit cards
Who get the biggest tax cut
Who walked out of the Conference
Against Racism
Who killed Malcolm, Kennedy & his Brother
Who killed Dr King, Who would want such a thing?
Are they linked to the murder of Lincoln?
Who invaded Grenada
Who made money from apartheid
Who keep the Irish a colony
Who overthrow Chile and Nicaragua later
Who killed David Sibeko, Chris Hani,
the same ones who killed Biko, Cabral,
Neruda, Allende, Che Guevara, Sandino,
Who killed Kabila, the ones who wasted Lumumba, Mondlane , Betty Shabazz, Princess Margaret, Ralph Featherstone, Little Bobby
Who locked up Mandela, Dhoruba, Geronimo,
Assata, Mumia,Garvey, Dashiell Hammett, Alphaeus Hutton
Who killed Huey Newton, Fred Hampton,
MedgarEvers, Mikey Smith, Walter Rodney,
Was it the ones who tried to poison Fidel
Who tried to keep the Vietnamese Oppressed
Who put a price on Lenin's head
Who put the Jews in ovens,
and who helped them do it
Who said "America First"
and ok'd the yellow stars
WHO/WHO/ ^^
Who killed Rosa Luxembourg, Liebneckt
Who murdered the Rosenbergs
And all the good people iced,
tortured , assassinated, vanished
Who got rich from Algeria, Libya, Haiti,
Iran, Iraq, Saudi, Kuwait, Lebanon,
Syria, Egypt, Jordan, Palestine,
Who cut off peoples hands in the Congo
Who invented Aids Who put the germs
In the Indians' blankets
Who thought up "The Trail of Tears"
Who blew up the Maine
& started the Spanish American War
Who got Sharon back in Power
Who backed Batista, Hitler, Bilbo,
Chiang kai Chek who WHO W H O/
Who decided Affirmative Action had to go
Reconstruction, The New Deal, The New
Frontier, The Great Society,
Who do Tom Ass Clarence Work for
Who doo doo come out the Colon's mouth
Who know what kind of Skeeza is a Condoleeza
Who pay Connelly to be a wooden negro
Who give Genius Awards to Homo Locus
Subsidere
Who overthrew Nkrumah, Bishop,
Who poison Robeson,
who try to put DuBois in Jail
Who frame Rap Jamil al Amin, Who frame the Rosenbergs, Garvey,
The Scottsboro Boys, The Hollywood Ten
Who set the Reichstag Fire
Who knew the World Trade Center was gonna get bombed
Who told 4000 Israeli workers at the Twin Towers
To stay home that day
Why did Sharon stay away ?
/
Who,Who, Who/
explosion of Owl the newspaper say
the devil face cd be seen Who WHO Who WHO
Who make money from war
Who make dough from fear and lies
Who want the world like it is
Who want the world to be ruled by imperialism and national oppression and terror
violence, and hunger and poverty.
Who is the ruler of Hell?
Who is the most powerful
Who you know ever
Seen God?
But everybody seen
The Devil
Like an Owl exploding
In your life in your brain in your self
Like an Owl who know the devil
All night, all day if you listen, Like an Owl
Exploding in fire. We hear the questions rise
In terrible flame like the whistle of a crazy dog
Like the acid vomit of the fire of Hell
Who and Who and WHO (+) who who ^
Whoooo and Whooooooooooooooooooooo!
AMIRI B 10/01
return to amiribaraka.com
Monday, November 19, 2007
Extra Credit Expository Assignment Ongoing
Transportation
Think of two different types of transportation, such as a scooter and in-line skates, a sled and skis, a canoe and a sailboat, a subway and a bus, or a train and and airplane. Compare and contrast the two. Consider issues such as speed, comfort, enjoyment, and expense.
Journaling
Cut and paste examples from your other journal entries showing unique or distinctive aspects of your writing style, and then comment on them, making specific reference to details.
Advice to the Fifth Grade Students
This year, you have learned what it takes to be a sixth grade student, what your teachers expect out of you, and how to succeed as a student. Write a letter that gives fifth grade students specific advice on what they really need to know before they enter sixth grade in the fall.
What's the law on downloading music?
In preparation for a lively discussion on plagiarism and copyright laws, direct students to research and take notes on the current issue of downloading music. The following links provide a starting point:
Music Biz Academy (laws and regulations)
NPR: Digital Culture (case study)
What’s the Download (explains the issue)
Encourage students to find other web sites with information regarding this issue. Preface the assignment with a discussion of legitimate vs. illegitimate web resources. During the discussion following the research, reinforce the principles of reliable sources.
Explain Yourself! - Math Integration Idea
You have been given a problem to solve. In addition to working out the correct answer, write a complete description of how you went about solving the problem. How did you decide what approach to take or formula(s) to use? Describe not only how you solved the problem but how you checked your work and your level of confidence that you were able to solve it correctly.
Restate, Request, Review - Science Integration Idea
Encourage students to keep a notebook for this purpose.
After teaching a new concept, ask students to summarize what they just learned in their own words in their notebooks including any questions they may have or clarifications they may need. Ask them to title and date each entry.
As a looping activity, at the beginning of the next class, ask students to share what they had written, and offer answers and clarifications for them to add to their notes.
Students can also exchange notebooks with one another in order to validate their summaries and notes.
Advise students to use the summaries and notes to review for tests.
Three Social Studies/History Integration Ideas
GEOGRAPHY
Challenge your students to identify a foreign country they would like to visit. Ask them to describe the country and write a rationale for their choice.
ECONOMICS
As a journal entry, prompt students to write about how an economic principle affects their every day life.
CURRENT EVENTS
Propose this fictional opportunity to your students: Choose one political person who is nationally known and with whom you could meet for one hour.
All essay are worth 60 points extra credit. Please check spelling, grammar, punctuation, usage, clarity, essays should be about 3 pages in length handwritten.
Think of two different types of transportation, such as a scooter and in-line skates, a sled and skis, a canoe and a sailboat, a subway and a bus, or a train and and airplane. Compare and contrast the two. Consider issues such as speed, comfort, enjoyment, and expense.
Journaling
Cut and paste examples from your other journal entries showing unique or distinctive aspects of your writing style, and then comment on them, making specific reference to details.
Advice to the Fifth Grade Students
This year, you have learned what it takes to be a sixth grade student, what your teachers expect out of you, and how to succeed as a student. Write a letter that gives fifth grade students specific advice on what they really need to know before they enter sixth grade in the fall.
What's the law on downloading music?
In preparation for a lively discussion on plagiarism and copyright laws, direct students to research and take notes on the current issue of downloading music. The following links provide a starting point:
Music Biz Academy (laws and regulations)
NPR: Digital Culture (case study)
What’s the Download (explains the issue)
Encourage students to find other web sites with information regarding this issue. Preface the assignment with a discussion of legitimate vs. illegitimate web resources. During the discussion following the research, reinforce the principles of reliable sources.
Explain Yourself! - Math Integration Idea
You have been given a problem to solve. In addition to working out the correct answer, write a complete description of how you went about solving the problem. How did you decide what approach to take or formula(s) to use? Describe not only how you solved the problem but how you checked your work and your level of confidence that you were able to solve it correctly.
Restate, Request, Review - Science Integration Idea
Encourage students to keep a notebook for this purpose.
After teaching a new concept, ask students to summarize what they just learned in their own words in their notebooks including any questions they may have or clarifications they may need. Ask them to title and date each entry.
As a looping activity, at the beginning of the next class, ask students to share what they had written, and offer answers and clarifications for them to add to their notes.
Students can also exchange notebooks with one another in order to validate their summaries and notes.
Advise students to use the summaries and notes to review for tests.
Three Social Studies/History Integration Ideas
GEOGRAPHY
Challenge your students to identify a foreign country they would like to visit. Ask them to describe the country and write a rationale for their choice.
ECONOMICS
As a journal entry, prompt students to write about how an economic principle affects their every day life.
CURRENT EVENTS
Propose this fictional opportunity to your students: Choose one political person who is nationally known and with whom you could meet for one hour.
All essay are worth 60 points extra credit. Please check spelling, grammar, punctuation, usage, clarity, essays should be about 3 pages in length handwritten.
Expository Writing Homework Assignment 12/4
Think of the most valuable thing you own that was not bought in a store. Explain why it is important to you.
Expository Writing Homework Assignment 12/28-12/29
Inventions are all around us. Think of an invention that has been especially helpful or harmful to people, and write a paper that explains why.
Expository Writing Homework Assignment 11/20-11/21
Many parents worry about helping their students be successful in school. Create a piece of writing that could become a how-to brochure for parents: How to Help Your Child Succeed in School.
Not all drivers pass their driver's test the first time. Many require two, even three tries. Create a piece of writing that could become a how-to brochure for new drivers: How to Pass Your Driver's Test.
Not all drivers pass their driver's test the first time. Many require two, even three tries. Create a piece of writing that could become a how-to brochure for new drivers: How to Pass Your Driver's Test.
Measuring Up Assignment Lesson 3 11/13-11/14 -11/15-11/16
Language Arts Students: All students must complete Lesson 3 in their Measuring Up text pages 22-25. Students will focus again on California Standard 8.1.3 Reading Vocabulary.
Students must copy down the definitions on page 22 for the following words: Definition, Restatement, Example, Comparison, and Contrast. After copying down the definitions students are then asked to come up with their own example for each of the words defined. This will help students clearly make the leap from defining to owning the words.
After defining and creating examples for each word students are then asked to read the story DNA for Dinner by Dora Lee pages 23-25. As you read please write down and answer in complete sentences all of the guided questions and the questions found on page 25.
This assignment is worth 40 points.
Students must copy down the definitions on page 22 for the following words: Definition, Restatement, Example, Comparison, and Contrast. After copying down the definitions students are then asked to come up with their own example for each of the words defined. This will help students clearly make the leap from defining to owning the words.
After defining and creating examples for each word students are then asked to read the story DNA for Dinner by Dora Lee pages 23-25. As you read please write down and answer in complete sentences all of the guided questions and the questions found on page 25.
This assignment is worth 40 points.
Vocabulary and Spelling Assignment 11/30-12/4
Language Arts Students:
All students will work on the following vocabulary lessons: Context Clues, Restatement and Example, and Comparison and Contrast Clues in their Vocabulary and Spelling Text. (Pages 1-9)
These assignments will directly help the students better understand California Standard 8.1.3 use word meaning within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison or contrast.
All students will work on the following vocabulary lessons: Context Clues, Restatement and Example, and Comparison and Contrast Clues in their Vocabulary and Spelling Text. (Pages 1-9)
These assignments will directly help the students better understand California Standard 8.1.3 use word meaning within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison or contrast.
Writing Expository Essays
Writing Expository Essays
When writing an essay, follow these eight basic steps:
Select a topic:
Be sure the topic is narrow enough to make it manageable within the space of an essay
Write a thesis sentence:
Be sure the thesis statement(or sentence) expresses a controlling idea that is neither too
broad nor too specific to be developed effectively
Select a method of development:
Check through all the methods before you finally settle on the one which will best serve your thesis:
definition example
compare and contrast cause and effect
classification process analysis
Organize the essay:
Begin by listing the major divisions which the body paragraphs in your essay will discuss; then fill in the primary supports that each body paragraph of the essay will contain
Write topic sentences for the body paragraphs of the essay:
For each body paragraph, furnish a topic sentence that directly relates to the thesis sentence
Write the body paragraphs of the essay:
Each body paragraph should develop the primary support covered in that paragraph's topic sentence
Furnish a paragraph of introduction:
An introductory paragraph should state the thesis of the essay, introduce the divisions in the body paragraphs of the essay, gain the interest of the reader
Write a paragraph of conclusion:
A concluding paragraph should restate the thesis and divisions of the essay bring the essay to an appropriate and effective close without digressing into new issues.
When writing an essay, follow these eight basic steps:
Select a topic:
Be sure the topic is narrow enough to make it manageable within the space of an essay
Write a thesis sentence:
Be sure the thesis statement(or sentence) expresses a controlling idea that is neither too
broad nor too specific to be developed effectively
Select a method of development:
Check through all the methods before you finally settle on the one which will best serve your thesis:
definition example
compare and contrast cause and effect
classification process analysis
Organize the essay:
Begin by listing the major divisions which the body paragraphs in your essay will discuss; then fill in the primary supports that each body paragraph of the essay will contain
Write topic sentences for the body paragraphs of the essay:
For each body paragraph, furnish a topic sentence that directly relates to the thesis sentence
Write the body paragraphs of the essay:
Each body paragraph should develop the primary support covered in that paragraph's topic sentence
Furnish a paragraph of introduction:
An introductory paragraph should state the thesis of the essay, introduce the divisions in the body paragraphs of the essay, gain the interest of the reader
Write a paragraph of conclusion:
A concluding paragraph should restate the thesis and divisions of the essay bring the essay to an appropriate and effective close without digressing into new issues.
Example how to make something
How to Make a Simple Birthday Cake
Have you ever wanted to make a birthday cake for a loved one? Well, here is how
to make a simple birthday cake. All you'll need is a little time, love, and a few items from the grocery store.
You will need a boxed cake mix (the favorite of the birthday person), shortening,
eggs, oil, flour, and birthday candles (the number will depend on the age of the birthday person.) When you get home, you will need to gather a few items: a large mixing bowl, a large cake pan, an electric mixer or a large mixing spoon, a spatula, and measuring cups
and spoons.
First, you will need to wash your hands and work area. Read through the
directions on the cake box to be sure you have everything you need. Then, gather all of your equipment and food items in your work area, organize it according to the order you will use them in making your cake. Be sure to preheat your oven to the appropriate temperature before you begin.
Next, put the dry cake mix into your large mixing bowl. Then, put the prescribed
amount of water, oil, and eggs into the mix. Then, with the electric mixer or mixing spoon mix the batter until it is smooth and free of clumps. Next, grease the large cake pan with the shortening. If you wish, you can wrap your fingers with wax paper to keep them from getting greasy. Then, flour the pan lightly. If you do this over the garbage can it will be easier to clean your work area later. Next, pour the cake batter into the cake pan, using the rubber spatula to scrape all of the batter off of the sides of the bowl. Be sure the batter is level in the pan so it will rise evenly. Next, place the cake on the top rack of the oven and bake for the amount of time specified on the box, the time is usually around thirty minutes. While the cake is baking clean up you work area.
After the cake is done remove it from the oven. If you push a toothpick to the
bottom and it comes out clean it is done. Turn off the oven and let the cake cool. After the cake has had ample time to cool, you are ready to spread the icing on the cake. If you use a spatula, rather than a knife, the icing will spread easier and will be less likely to ruin the cake. When the icing is on the cake, place the appropriate number of birthday candles on it, you are ready to present your simple birthday cake.
There you have it, a birthday cake that someone will be glad to devour. This cake
is easy to make, but still shows someone you care. Be sure to prepare it with love, and your loved one will appreciate it.
Have you ever wanted to make a birthday cake for a loved one? Well, here is how
to make a simple birthday cake. All you'll need is a little time, love, and a few items from the grocery store.
You will need a boxed cake mix (the favorite of the birthday person), shortening,
eggs, oil, flour, and birthday candles (the number will depend on the age of the birthday person.) When you get home, you will need to gather a few items: a large mixing bowl, a large cake pan, an electric mixer or a large mixing spoon, a spatula, and measuring cups
and spoons.
First, you will need to wash your hands and work area. Read through the
directions on the cake box to be sure you have everything you need. Then, gather all of your equipment and food items in your work area, organize it according to the order you will use them in making your cake. Be sure to preheat your oven to the appropriate temperature before you begin.
Next, put the dry cake mix into your large mixing bowl. Then, put the prescribed
amount of water, oil, and eggs into the mix. Then, with the electric mixer or mixing spoon mix the batter until it is smooth and free of clumps. Next, grease the large cake pan with the shortening. If you wish, you can wrap your fingers with wax paper to keep them from getting greasy. Then, flour the pan lightly. If you do this over the garbage can it will be easier to clean your work area later. Next, pour the cake batter into the cake pan, using the rubber spatula to scrape all of the batter off of the sides of the bowl. Be sure the batter is level in the pan so it will rise evenly. Next, place the cake on the top rack of the oven and bake for the amount of time specified on the box, the time is usually around thirty minutes. While the cake is baking clean up you work area.
After the cake is done remove it from the oven. If you push a toothpick to the
bottom and it comes out clean it is done. Turn off the oven and let the cake cool. After the cake has had ample time to cool, you are ready to spread the icing on the cake. If you use a spatula, rather than a knife, the icing will spread easier and will be less likely to ruin the cake. When the icing is on the cake, place the appropriate number of birthday candles on it, you are ready to present your simple birthday cake.
There you have it, a birthday cake that someone will be glad to devour. This cake
is easy to make, but still shows someone you care. Be sure to prepare it with love, and your loved one will appreciate it.
Homework 11/19-1120
Think of something you made with your own hands. How did you do it? What might you do differently next time? Write an explanation so clear and complete that someone with little to no experience could follow your directions and make the same thing.
Write a clear explanation of ONE of the following:
How to change a tire
How to train an athlete for any sport
How to prepare for a vacation
How to drive on a busy freeway
How to write an essay someone will enjoy reading
Many parents worry about helping their students be successful in school. Create a piece of writing that could become a how-to brochure for parents: How to Help Your Child Succeed in School.
All work is do on Wednesday the 21st.
Write a clear explanation of ONE of the following:
How to change a tire
How to train an athlete for any sport
How to prepare for a vacation
How to drive on a busy freeway
How to write an essay someone will enjoy reading
Many parents worry about helping their students be successful in school. Create a piece of writing that could become a how-to brochure for parents: How to Help Your Child Succeed in School.
All work is do on Wednesday the 21st.
Thursday, November 15, 2007
Portfolio List of Assignments Due 11/5-11/14
List of all Portfolio Assignments due 11/5-11/14
All students have the option of picking two of the essay they have already turned in to take through the writing process or students can write new narrative essays and take them through the writing process. These essays are due in their entirety by the end of next week. A complete list of all assigned work is listed on this site.
Narrative Essay Choice One
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
Narrative Essay Choice Two
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
All students must write their own obituary. 9/10-9/11
All students must write a 2 page essay explaining how they would teach 8th grade English if they were the teacher. 9/12-9/13
Write about a time in you life when you were surprised. 9/12-9/14
All students must write about a time in their life. 9/17-9/18
All students must complete Chapter 6 in your Measuring Up book. This narrative section covers details, the importance of descriptions and settings, sensory language, and describes the thoughts and feelings of the narrator (You). 9/19-9/20
9/26-9/27
Think of an event you will want to remember when you are old. Tell about what happened in a way that's so clear that if you read this story again when you are eighty, every detail will come flooding back as if it happened yesterday. Your response should be at least 2 pages long, include details, sensory words, describe your thoughts and feelings, and include a vivid description of the setting. This assignment is worth 40 points. ( Choice One)
9/24-9/25
Think of a place that's so special to you that you just love thinking about it. It might be as big as a city, or as small as one corner of a room. Tell one story that comes to mind when you think of this place. (Choice Two)Write a letter that your grandchildren will open in 50 years telling them what the world is like today. (Choice One)
Think of something you have done that brought you satisfaction, pleasure, or a sense of accomplishment. Write about that activity or event and tell why it sticks in your mind. (Choice Two)
Think of a person you have known who has been important to you. Describe why he or she made such an impression on you or made a difference in your life. (Choice Three)
10/1-10/2
Students must write a narrative essay responding to the following Assignment: Narrating an Event A narrative essay re-creates an experience for a central purpose: usually to reveal an insight about the action or people involved.
10/3-10/4
Students you are asked to respond to the following writing assignment. [Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
10/22-10/23
All students must write a personal narrative about anything they would like to write about. A suggestion may be for you to write about your recent report card. For some students this is a time to reflect on things you may need to change such as work habits, time management, work production, and behavior. In short all students in the 8th grade must pass all of their classes with a "D" or higher the two Fails slide rule is OUT.
10/24-10/25
All students must write a narrative essay to the following prompt. Disagreement
10/9-10/10
All students must rewrite a fairy tale from a different point of view. For instance, The Three Pigs as the wolf would tell it Hansel & Gretel as the witch would tell it OR, use any example you like.
All students have the option of picking two of the essay they have already turned in to take through the writing process or students can write new narrative essays and take them through the writing process. These essays are due in their entirety by the end of next week. A complete list of all assigned work is listed on this site.
Narrative Essay Choice One
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
Narrative Essay Choice Two
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
All students must write their own obituary. 9/10-9/11
All students must write a 2 page essay explaining how they would teach 8th grade English if they were the teacher. 9/12-9/13
Write about a time in you life when you were surprised. 9/12-9/14
All students must write about a time in their life. 9/17-9/18
All students must complete Chapter 6 in your Measuring Up book. This narrative section covers details, the importance of descriptions and settings, sensory language, and describes the thoughts and feelings of the narrator (You). 9/19-9/20
9/26-9/27
Think of an event you will want to remember when you are old. Tell about what happened in a way that's so clear that if you read this story again when you are eighty, every detail will come flooding back as if it happened yesterday. Your response should be at least 2 pages long, include details, sensory words, describe your thoughts and feelings, and include a vivid description of the setting. This assignment is worth 40 points. ( Choice One)
9/24-9/25
Think of a place that's so special to you that you just love thinking about it. It might be as big as a city, or as small as one corner of a room. Tell one story that comes to mind when you think of this place. (Choice Two)Write a letter that your grandchildren will open in 50 years telling them what the world is like today. (Choice One)
Think of something you have done that brought you satisfaction, pleasure, or a sense of accomplishment. Write about that activity or event and tell why it sticks in your mind. (Choice Two)
Think of a person you have known who has been important to you. Describe why he or she made such an impression on you or made a difference in your life. (Choice Three)
10/1-10/2
Students must write a narrative essay responding to the following Assignment: Narrating an Event A narrative essay re-creates an experience for a central purpose: usually to reveal an insight about the action or people involved.
10/3-10/4
Students you are asked to respond to the following writing assignment. [Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
10/22-10/23
All students must write a personal narrative about anything they would like to write about. A suggestion may be for you to write about your recent report card. For some students this is a time to reflect on things you may need to change such as work habits, time management, work production, and behavior. In short all students in the 8th grade must pass all of their classes with a "D" or higher the two Fails slide rule is OUT.
10/24-10/25
All students must write a narrative essay to the following prompt. Disagreement
10/9-10/10
All students must rewrite a fairy tale from a different point of view. For instance, The Three Pigs as the wolf would tell it Hansel & Gretel as the witch would tell it OR, use any example you like.
Friday, November 9, 2007
Narrative Essay Example Five
Orphaned at Five
Celery sticks served as slugger bats; olives substituted for baseballs to be smashed across the kitchen. Cousins Sonny and Guido were pitcher and catcher, and my sister Dorrie was a combination of infield and outfield. I came up to bat for the first time just as Gramps called for us to come into the living room.
A policeman stood in the doorway. Nonnie and Aunt Sandy were crying. All morning we had been told to stop touching the Thanksgiving dinner or we would be punished. Who expected to go to jail because of olives!
Gramps pulled Dorrie and me onto his lap and hugged us close. "Your momma and daddy were going to get Uncle Vince and a truck hit their car. God took them to heaven." He started to cry. I wished he would let us down. His prickly sweater smelled of tobacco, and his mouth was purple from wine.
Dorrie and I went home with Aunt Sandy. My stomach was hurting and making tiger noises, but everybody was crying so I was afraid to say I was hungry.
In the morning we went to a dark room where Mother and Daddy were lying in coffins. It smelled so sweet in that room, and the red-glassed candles burning everywhere made it sticky hot. Mother wore a lacy pink dress. A pink satin blanket covered her feet. Daddy looked so white, as if he wore makeup like Mother. Folded newspapers were hidden inside his trouser legs.
At night we all knelt down on the blue carpet and prayed a long, long time with Father Minnorra from Our Lady of the Angels Church. My knees were sore and I shifted my weight from one leg to the other. Aunt Sandy touched my shoulder and said, "Marie, stop that rocking. Kneel up."
The morning of the funeral was very bright. The curtains were opened in the coffin room. Aunt Sandy held my hand. She wore a black hat with a big black feather. Her eyes had big red circles around them, and her mouth was bright red. She reminded me of the clown in my circus coloring book.
Aunt Sandy kissed Daddy and lifted me to do the same. I touched his cheek. His skin was stiff. I kissed his forehead. We moved to Mother. Aunt Sandy lifted me again. I kissed Mother, then stood on the kneeler. I moved down and lifted the pink satin cover. Mother's shoes were pink. I moved back toward her head. Touching, touching as I went. Her hair was soft. Her lips were not soft. I pressed her mouth. It was tight. I pushed my fingers into her mouth. I saw and felt cotton. Aunt Sandy pulled me away.
A man in striped pants pulled down the backs of the coffins. Nonnie was crying. Gramps was blowing his nose. Someone took Dorrie and me to a big car. We sat on two little pull-down seats behind the driver.
At the cemetery everyone was crying and praying. Aunt Sandy fainted when the two men with ropes lowered the coffins into the graves. Father Minnorra gave Dorrie and me each a white flower. Mine was turning brown and its petals were falling. I gave the flower to Gramps so I could put my cold hands in my coat pockets.
Celery sticks served as slugger bats; olives substituted for baseballs to be smashed across the kitchen. Cousins Sonny and Guido were pitcher and catcher, and my sister Dorrie was a combination of infield and outfield. I came up to bat for the first time just as Gramps called for us to come into the living room.
A policeman stood in the doorway. Nonnie and Aunt Sandy were crying. All morning we had been told to stop touching the Thanksgiving dinner or we would be punished. Who expected to go to jail because of olives!
Gramps pulled Dorrie and me onto his lap and hugged us close. "Your momma and daddy were going to get Uncle Vince and a truck hit their car. God took them to heaven." He started to cry. I wished he would let us down. His prickly sweater smelled of tobacco, and his mouth was purple from wine.
Dorrie and I went home with Aunt Sandy. My stomach was hurting and making tiger noises, but everybody was crying so I was afraid to say I was hungry.
In the morning we went to a dark room where Mother and Daddy were lying in coffins. It smelled so sweet in that room, and the red-glassed candles burning everywhere made it sticky hot. Mother wore a lacy pink dress. A pink satin blanket covered her feet. Daddy looked so white, as if he wore makeup like Mother. Folded newspapers were hidden inside his trouser legs.
At night we all knelt down on the blue carpet and prayed a long, long time with Father Minnorra from Our Lady of the Angels Church. My knees were sore and I shifted my weight from one leg to the other. Aunt Sandy touched my shoulder and said, "Marie, stop that rocking. Kneel up."
The morning of the funeral was very bright. The curtains were opened in the coffin room. Aunt Sandy held my hand. She wore a black hat with a big black feather. Her eyes had big red circles around them, and her mouth was bright red. She reminded me of the clown in my circus coloring book.
Aunt Sandy kissed Daddy and lifted me to do the same. I touched his cheek. His skin was stiff. I kissed his forehead. We moved to Mother. Aunt Sandy lifted me again. I kissed Mother, then stood on the kneeler. I moved down and lifted the pink satin cover. Mother's shoes were pink. I moved back toward her head. Touching, touching as I went. Her hair was soft. Her lips were not soft. I pressed her mouth. It was tight. I pushed my fingers into her mouth. I saw and felt cotton. Aunt Sandy pulled me away.
A man in striped pants pulled down the backs of the coffins. Nonnie was crying. Gramps was blowing his nose. Someone took Dorrie and me to a big car. We sat on two little pull-down seats behind the driver.
At the cemetery everyone was crying and praying. Aunt Sandy fainted when the two men with ropes lowered the coffins into the graves. Father Minnorra gave Dorrie and me each a white flower. Mine was turning brown and its petals were falling. I gave the flower to Gramps so I could put my cold hands in my coat pockets.
Narrative Essay Example Four
Sarah & I first met in the hutchen of Cedar Ledge, a group of cabins, at camp Robinswold. I saw her long, wavy, blond hair glimmering in the sun & it caught my eye. As I looked over, her soft, blue eyes met my chocolate eyes. I sat down next to her when the councilors told us to sit in a circle on the cold, grey, hard hutchen floor. As we went around the circle saying our names, I thought about how friendly she acted towards others. Kyak & Honeybucket asked me to e in there cabin, & I accepted. I really wanted to be in Sarah’s cabin though.
The next day we took our swimming tests. The salty, cold canal water, turned my skin to ice when I cannonballed off the dock into it. Sarah was in the second group & I was in the first. After I got out the water & on to the dock, I watched Sara swim. I realized she was a good a swimmer as I was. I talked to Sarah for the first time while we were waiting to take the tippy test so we could go boating. Sarah told me the banana like kayaks were the best type of boats, so we both took our test in kayaks. Sarah first, then me.
That night after “Taps” was played, I wrote a letter home saying I had found a best friend named Sarah. As I heard one of the councilors coming, I turned off my flashlight & pretended to be asleep.
After that day, Sarah & I did everything together. We sat together in the dining hall every meal. We went to the B.I.F.F.Y. as partners. Even when we went up to lake Armstrong for a camp out., Sarah & I put our sleeping bags right next to each others.
On Thursday, we went kayaking together. The wind had kicked up & everyone, except Sarah & me, had gone to the showers. Sarah & I rode the waves & sang our favorite song ”Purple Lights” till the lifeguard began to worry the waves might tip the kayaks, like a cat when it falls asleep standing up, & made us go to the showers. After we showered off & changed, Sarah & me were freezing in the misty air. We both rapped our selves together in Sara’s gold space blanket, & waddled, chattering, to lunch. At the dining hall they said we looked hike Hershey kisses; no nuts though.
Saturday was the last day at camp. Sarah & I waved each other sad goodbyes as our parents came to get us. We had forgotten to get each other addresses because we were having so much fun during the week. The only thing that I have to remember Sarah by is, an old, rugged seashell, with Sarah written on the top.
THE END
The next day we took our swimming tests. The salty, cold canal water, turned my skin to ice when I cannonballed off the dock into it. Sarah was in the second group & I was in the first. After I got out the water & on to the dock, I watched Sara swim. I realized she was a good a swimmer as I was. I talked to Sarah for the first time while we were waiting to take the tippy test so we could go boating. Sarah told me the banana like kayaks were the best type of boats, so we both took our test in kayaks. Sarah first, then me.
That night after “Taps” was played, I wrote a letter home saying I had found a best friend named Sarah. As I heard one of the councilors coming, I turned off my flashlight & pretended to be asleep.
After that day, Sarah & I did everything together. We sat together in the dining hall every meal. We went to the B.I.F.F.Y. as partners. Even when we went up to lake Armstrong for a camp out., Sarah & I put our sleeping bags right next to each others.
On Thursday, we went kayaking together. The wind had kicked up & everyone, except Sarah & me, had gone to the showers. Sarah & I rode the waves & sang our favorite song ”Purple Lights” till the lifeguard began to worry the waves might tip the kayaks, like a cat when it falls asleep standing up, & made us go to the showers. After we showered off & changed, Sarah & me were freezing in the misty air. We both rapped our selves together in Sara’s gold space blanket, & waddled, chattering, to lunch. At the dining hall they said we looked hike Hershey kisses; no nuts though.
Saturday was the last day at camp. Sarah & I waved each other sad goodbyes as our parents came to get us. We had forgotten to get each other addresses because we were having so much fun during the week. The only thing that I have to remember Sarah by is, an old, rugged seashell, with Sarah written on the top.
THE END
Narrative Essay Example Three
Spelunking, or cave-exploring, is one of the most enjoyable sports a person can pursue. It is a physically involving activity which can lead to fabulous discoveries and a deep love for natural wonders. However, like all sports, spelunking demands several abilities and attitudes to be conducted skillfully. In addition to a healthy measure of curiosity, a caver must have a respect for nature’s delicate balances and a firm understanding of safety procedures to pursue his sport without endangering either the cave or himself.
One of the most important prerequisites to becoming a spelunker is the possession of a curious nature. An Explorer must have an innate yearning to discover the unknown to drive him steadily through the earth’s interior. He must have, as Hillary aptly phrased it, a desire to conquer or reveal a mystery “because it’s there.” Without this insatiable curiosity, most people would not have the determination to crawl through muddy passages and brave subterranean bodies of water, and to lose one’s resolution halfway through the exploration of a cave can be fatal to a spelunker. This curious nature is an essential possession for spelunkers.
However, perhaps the most important possession for the welfare of a spelunker is a working knowledge of cave safety procedures, for a caver must never let his regard for personal safety be overcome by his curiosity. The prudent cave explorer should have at least three different sources of lighting and also have a small supply of quick-energy food with him. If the use of rope equipment is necessary to conduct the exploration of a cavern, a spelunker should be expertly aware of how to properly utilize it, lest his support collapse as he traverses a steep incline; countless cavers have perished through improper rope management. The most important role for a cave explorer, however, is to never explore alone. Spelunkers should always use the “buddy system,” for partners often can rescue people who might die if unaided in a cave. A strict adherence to common safety procedure can mean the difference between life and death for a caver.
Finally, a knowledgeable cave explorer must have a healthy respect for nature. Caves have a very delicate balance which allows them to produce the beautiful formations spelunkers adore. Merely touching an active formation stops forever its continual building process, for oils from human skin dramatically upset its delicate balance. Even more so, smoking and littering in caves damage caverns irreparably for future generations. A respect for nature is essential to the preservation of caves and therefore to the continuation of the sport of spelunking.
The knowledgeable caver can pursue a sport which is physically invigorating and exciting. Lack of prudence in a cavern can be fatal to a spelunker, but with the proper skills and attitudes, he can discover a subterranean world, the wonders of which many others shall never see.
One of the most important prerequisites to becoming a spelunker is the possession of a curious nature. An Explorer must have an innate yearning to discover the unknown to drive him steadily through the earth’s interior. He must have, as Hillary aptly phrased it, a desire to conquer or reveal a mystery “because it’s there.” Without this insatiable curiosity, most people would not have the determination to crawl through muddy passages and brave subterranean bodies of water, and to lose one’s resolution halfway through the exploration of a cave can be fatal to a spelunker. This curious nature is an essential possession for spelunkers.
However, perhaps the most important possession for the welfare of a spelunker is a working knowledge of cave safety procedures, for a caver must never let his regard for personal safety be overcome by his curiosity. The prudent cave explorer should have at least three different sources of lighting and also have a small supply of quick-energy food with him. If the use of rope equipment is necessary to conduct the exploration of a cavern, a spelunker should be expertly aware of how to properly utilize it, lest his support collapse as he traverses a steep incline; countless cavers have perished through improper rope management. The most important role for a cave explorer, however, is to never explore alone. Spelunkers should always use the “buddy system,” for partners often can rescue people who might die if unaided in a cave. A strict adherence to common safety procedure can mean the difference between life and death for a caver.
Finally, a knowledgeable cave explorer must have a healthy respect for nature. Caves have a very delicate balance which allows them to produce the beautiful formations spelunkers adore. Merely touching an active formation stops forever its continual building process, for oils from human skin dramatically upset its delicate balance. Even more so, smoking and littering in caves damage caverns irreparably for future generations. A respect for nature is essential to the preservation of caves and therefore to the continuation of the sport of spelunking.
The knowledgeable caver can pursue a sport which is physically invigorating and exciting. Lack of prudence in a cavern can be fatal to a spelunker, but with the proper skills and attitudes, he can discover a subterranean world, the wonders of which many others shall never see.
Narrative Essay Example Two
The first born son, a proud family position in nations around the world. Heirs of the family profession and fortune, these children have a position of potential wealth and power. Parents in some countries have even been known to murder their own first born infants if they are not male. I just happen to be the first born son in my family. I could be powerful, wealthy, have a decent hair cut, but wait, there's on catch. I live in America, the land of opportunity, where a household's first born son serves an entirely different purpose. This purpose is what I like to refer to as a family's Official Child-Raising Test Dummy, or OCRTD for short. As a child-raising test dummy, it is my sole responsibility in life to boldly venture forth into the world as an experimental guinea pig for my parent's teaching skills. In short, an OCRTD serves as a child-raising practice run. If your parents fail in raising you, they will know that they will have to do a better job in bringing up your younger siblings. This means that I function somewhat like an over sized carbon-based pincushion of learning (sounds fun huh?). However bazaar it may sound, this job is an important part of today's family environment (however dysfunctional it may be).
As an Official Child-Raising Test Dummy, my main function is to ensure that my younger sibling, in this case K_____, my little sister (actually 14 years old isn't really that little), is raised to be a better person than me. This task is usually accomplished by letting my parents experiment with different punishments and learning styles on me before trying them on my sister. In short, my parents enjoy messing with my mind. An example of this took place two years ago when I obviously by some horrific mistake by the school, received a grade that was a little on the low side (OK, it was an F). My mother decided she had to ground me for the entire summer, depriving me of television, video games, and all of the other household necessities of today's youth. After the summer, when I was nearly dying of boredom, my mother decided that she had been a little harsh. Because of this, my sister will never be subject to the torture that I was put through. This experimental aspect of being an official child-raising test dummy is definitely one of the position's cons.
Another negative aspect of my family position is what I like to refer to as the responsibility factor. As the oldest child in my household, I am obliged to take on responsibility for nearly every action of my younger sibling. To explain this better, I will now give an example. If I, as the OCRTD of the family, am home alone with my angelic little sister, I become responsible for anything that she may decide to destroy. When my sister does something fun such as writing on the carpet with a bright red marker (she's 14 physically, but not mentally), I get the blame because I am older and therefore more responsible. I should have been watching her better. For this reason, having a destructive little sister is quite inconvenient.
By now, you are probably wondering what the positive aspects of my role in the family are. Well, every once in a while, being "older and more responsible" can be a benefit. Occasionally one of my parent's experiments on me will turn out in my favor. This can happen in many ways. The best way is when I am allowed to do things that my sister is not because I am older. I call this the "I'm the oldest, so I'm more responsible" factor. This factor can be used as an excuse for anything from being able to shop for myself, to going out with friend. Unfortunately, overuse of this factor can lead to experiments such as the one that I have entitled "If your so responsible, get a job and make your own money."
Although I'm poked, beaten (well, not literally of course), and tested, I enjoy the position that I hold in my family. Being the oldest child, although it comes with a lot of responsibility, has it's benefits, and I wouldn't trade my life for anyone else's. Being an older brother in a loving family is a privilege that, whether I admit it or not, should not be taken for granted. Official Child-Raising Test Dummies rule!
As an Official Child-Raising Test Dummy, my main function is to ensure that my younger sibling, in this case K_____, my little sister (actually 14 years old isn't really that little), is raised to be a better person than me. This task is usually accomplished by letting my parents experiment with different punishments and learning styles on me before trying them on my sister. In short, my parents enjoy messing with my mind. An example of this took place two years ago when I obviously by some horrific mistake by the school, received a grade that was a little on the low side (OK, it was an F). My mother decided she had to ground me for the entire summer, depriving me of television, video games, and all of the other household necessities of today's youth. After the summer, when I was nearly dying of boredom, my mother decided that she had been a little harsh. Because of this, my sister will never be subject to the torture that I was put through. This experimental aspect of being an official child-raising test dummy is definitely one of the position's cons.
Another negative aspect of my family position is what I like to refer to as the responsibility factor. As the oldest child in my household, I am obliged to take on responsibility for nearly every action of my younger sibling. To explain this better, I will now give an example. If I, as the OCRTD of the family, am home alone with my angelic little sister, I become responsible for anything that she may decide to destroy. When my sister does something fun such as writing on the carpet with a bright red marker (she's 14 physically, but not mentally), I get the blame because I am older and therefore more responsible. I should have been watching her better. For this reason, having a destructive little sister is quite inconvenient.
By now, you are probably wondering what the positive aspects of my role in the family are. Well, every once in a while, being "older and more responsible" can be a benefit. Occasionally one of my parent's experiments on me will turn out in my favor. This can happen in many ways. The best way is when I am allowed to do things that my sister is not because I am older. I call this the "I'm the oldest, so I'm more responsible" factor. This factor can be used as an excuse for anything from being able to shop for myself, to going out with friend. Unfortunately, overuse of this factor can lead to experiments such as the one that I have entitled "If your so responsible, get a job and make your own money."
Although I'm poked, beaten (well, not literally of course), and tested, I enjoy the position that I hold in my family. Being the oldest child, although it comes with a lot of responsibility, has it's benefits, and I wouldn't trade my life for anyone else's. Being an older brother in a loving family is a privilege that, whether I admit it or not, should not be taken for granted. Official Child-Raising Test Dummies rule!
Narrative Essay Example One
I have been taking math for many years now. It has always been a part of my school year, and more and more of it is constantly being fed to me. Math has always been one of my favorite subjects, but that does not mean I have not had problems with it. Every teacher has a different style, and some of their methods just didn't work out all that well.
One of the biggest problems I have found is teachers failing to get to know their students. If you do not know your students and you just feed them information without knowing their ability level, you are bound to run into several problems. Everyone learns at different rates and in different ways. If you just plunge ahead, teaching things to your students, you are going to leave some of the less able ones behind, and the ones who don't learn the way you like to teach are less likely to do well. The only way to fix this problem is to get to know your students. Have a standardized test in the beginning of the year to learn your students strengths and weaknesses. See what they have and have not learned, and try to plan your curriculum to accommodate as many of the students as you can. Some students learn best verbally, some visually. If you could do a combination of the two, more of your students would better understand the material.
Another thing that some teachers do and I happen to like a lot is allowing students to know their homework in advance. If they know they have something time consuming to do after school one day and they know that days assignment in advance, they can do it a couple of days early so they don't feel overwhelmed with work after the activity.
The last thing math teachers need to work on is realizing that they are not our only teacher. If you assign a lot of homework each night, we might not be able to do all of it because we might have homework from five other classes as well. Try to keep homework to a reasonable amount each night. It is not fair if you assign a lot of homework because it could jeopardize our performance in our other classes. An ideal workload is between fifteen to twenty-five minutes each night.
To recap, getting to know your students strengths and weaknesses and how they learn best is essential. Try and arrange your curriculum to accommodate as many students needs as you can. Also, let your students know their homework in advance so they can properly manage their time. And finally, keep the work load to a reasonable level because the students have other homework to do in addition to yours.
One of the biggest problems I have found is teachers failing to get to know their students. If you do not know your students and you just feed them information without knowing their ability level, you are bound to run into several problems. Everyone learns at different rates and in different ways. If you just plunge ahead, teaching things to your students, you are going to leave some of the less able ones behind, and the ones who don't learn the way you like to teach are less likely to do well. The only way to fix this problem is to get to know your students. Have a standardized test in the beginning of the year to learn your students strengths and weaknesses. See what they have and have not learned, and try to plan your curriculum to accommodate as many of the students as you can. Some students learn best verbally, some visually. If you could do a combination of the two, more of your students would better understand the material.
Another thing that some teachers do and I happen to like a lot is allowing students to know their homework in advance. If they know they have something time consuming to do after school one day and they know that days assignment in advance, they can do it a couple of days early so they don't feel overwhelmed with work after the activity.
The last thing math teachers need to work on is realizing that they are not our only teacher. If you assign a lot of homework each night, we might not be able to do all of it because we might have homework from five other classes as well. Try to keep homework to a reasonable amount each night. It is not fair if you assign a lot of homework because it could jeopardize our performance in our other classes. An ideal workload is between fifteen to twenty-five minutes each night.
To recap, getting to know your students strengths and weaknesses and how they learn best is essential. Try and arrange your curriculum to accommodate as many students needs as you can. Also, let your students know their homework in advance so they can properly manage their time. And finally, keep the work load to a reasonable level because the students have other homework to do in addition to yours.
Obiturary
Mary Clarissa Montgomery, Advocate
Ms. Mary Clarissa Montgomery, [age], Vice-President of Caldron Advertising of New Haven, CT, died [date of death] at [location] following [cause of death]. Ms. Montgomery had spent the past six years in New York in various positions within the advertising business.
Ms. Montgomery was born in Ames, Iowa and graduated from Terrace Heights High School before attending Princeton University on a Johnson scholarship. While at Princeton, she was Class President in both her junior and senior years. She also established a program, Students for Kids, which provided free tutoring services for at-risk children in the area. The success of this program earned both regional and national recognition, including a mention by President Clinton in his inauguration speech in 1992. Following graduation summa cum laude from Princeton in 1992, Ms. Montgomery served as an intern at the advertising agency of Caldwell and Needsom in Philadelphia from 1992-93. During this period she was awarded the Clockster Award by the Junior League of Philadelphia for her work with inner-city children.
In 1994 Ms. Montgomery moved to New York where she assumed an account executive position with Danbury and Dawkins. She developed the highly successful ad campaign for Dunkin Donuts which featured talking donuts. Her work was credited with catapulting Dunkin Donuts to a dominant market position among school-age children. In 1996 her work was nominated for a Cleo Award. Since 1997 Ms. Montgomery has been Vice-President in charge of Creative Development for Caldron Advertising. She has been a frequent guest editorialist for Advertising Today and lectures often on "Creating Creativity" to professional groups throughout the U.S. and Europe.
Ms. Montgomery was a member of the Hopper Movement, a non-denominational group dedicated to assisting children. She is survived by her mother, Agnes Clarkson Montgomery, of Coral Gables, Florida; a sister, Kathleen, of Boston, and a brother Carter Montgomery also of Boston.
Ms. Mary Clarissa Montgomery, [age], Vice-President of Caldron Advertising of New Haven, CT, died [date of death] at [location] following [cause of death]. Ms. Montgomery had spent the past six years in New York in various positions within the advertising business.
Ms. Montgomery was born in Ames, Iowa and graduated from Terrace Heights High School before attending Princeton University on a Johnson scholarship. While at Princeton, she was Class President in both her junior and senior years. She also established a program, Students for Kids, which provided free tutoring services for at-risk children in the area. The success of this program earned both regional and national recognition, including a mention by President Clinton in his inauguration speech in 1992. Following graduation summa cum laude from Princeton in 1992, Ms. Montgomery served as an intern at the advertising agency of Caldwell and Needsom in Philadelphia from 1992-93. During this period she was awarded the Clockster Award by the Junior League of Philadelphia for her work with inner-city children.
In 1994 Ms. Montgomery moved to New York where she assumed an account executive position with Danbury and Dawkins. She developed the highly successful ad campaign for Dunkin Donuts which featured talking donuts. Her work was credited with catapulting Dunkin Donuts to a dominant market position among school-age children. In 1996 her work was nominated for a Cleo Award. Since 1997 Ms. Montgomery has been Vice-President in charge of Creative Development for Caldron Advertising. She has been a frequent guest editorialist for Advertising Today and lectures often on "Creating Creativity" to professional groups throughout the U.S. and Europe.
Ms. Montgomery was a member of the Hopper Movement, a non-denominational group dedicated to assisting children. She is survived by her mother, Agnes Clarkson Montgomery, of Coral Gables, Florida; a sister, Kathleen, of Boston, and a brother Carter Montgomery also of Boston.
Obiturary Example
Anna Marie Tomachi, Educator
Ms. Anna Marie Tomachi, [age], of Topeka, KS, died [date of death] at [location] from [cause of death].
Ms. Tomachi was born on June 5, 1949 in Napa, CA, the only daughter of the late Jason and Margaret Tomachi. Ms. Tomachi attended public schools in Napa before obtaining teacher certification and a Master's Degree in Elementary Education from Sonoma State College in 1973.
Immediately following her graduation, Ms. Tomachi joined the Peace Corps and served two years in Nigeria teaching reading to children in remote villages throughout the northern tier of the country. During her stay in Nigeria, she married Peter Tompkins, a fellow Peace Corps volunteer, who was killed three weeks later in an ambush related to the ongoing civil war there. One of Ms. Tomachi's students, Tagat Marichi, became Prime Minister of Nigeria in 1995 and appointed her as an advisor to the Nigerian Education Department.
Upon her return to the United States in 1976, Ms. Tomachi was designated by President Jimmy Carter as a recruitment specialist for the Peace Corps. In this capacity she traveled extensively to campuses throughout the country. In May 1980 she married Theodore (Teddy) Sargent after a brief courtship in Ithaca, NY. Mr. Sargent, an accomplished concert pianist, died in a freak accident aboard Maid of the Mist during the couples' honeymoon in Niagara Falls later that year.
From 1981 to present, Ms. Tomachi taught third grade at Kenyon Valley Elementary School in Topeka, KS. During her classroom teaching career, she received many awards and was a finalist for the Kansas Teacher of the Year in 1992. She is past-President of the Topeka Education Association and was elected delegate to the National Education Association national convention yearly from 1989 through 1998.
Ms. Tomachi's interests included the evolution of stick figures as teaching aids. She authored several articles on this subject for professional journals. She also played trombone in a brass ensemble at various Lutheran churches in the area. She was a member of Bread of Life Lutheran church in suburban Topeka.
Ms. Tomachi is survived by her aunt, Constance Donasta of Helena, MT and five nieces.
Wednesday, November 7, 2007
Word Count/Paragraph Count Criteria for Portfolio Essays
All students must write 15-20 words per sentence. All students must write 10-15 sentences per paragraph.
Monday, November 5, 2007
Homework 11/5-11/16
Language Arts Students: All students must continue working on their essays throughout the course of this week and next week at home. Writing is so critical and focused that one should dedicate at least 45-50 mins per night to work on the writing process.
Remember that these narrative assignments are due 11/5 - 11/16 which ever day I see you class last. The window for collection begins on 11/5 and ends on 11/16. No late work will be accepted. No exceptions.
Remember that these narrative assignments are due 11/5 - 11/16 which ever day I see you class last. The window for collection begins on 11/5 and ends on 11/16. No late work will be accepted. No exceptions.
Classwork 11/5-11/16
Language Arts Students:
All students will work on writing narrative essays. In class students will spend quality time working on two narrative pieces that will be the focal point of their writing portfolios.
The in class instruction will focus primarily on the writing process: The pre-write, 1st draft (should be the length of an entire essay 3-4 pages), 2nd draft (should be the length of an entire essay 3-4 pages), edit/revision (should be the length of an entire essay 3-4 pages), and the final/publish (should be length of an entire essay 3-4 pages.
Each completed narrative assignment is worth 350 max and 0 min.
In order to receive a grade of an A, B, or C students must complete the entire writing process in accordance with the requirements of the California standards for 8th grade writing. Students must demonstrate a thorough understanding of content standards: grammar standards, spelling standards, language and conventions standards, and usage standards. All of these standards are in your criteria and rubric handouts.
I have put on this site 5 A-B narrative essay examples.
All students will work on writing narrative essays. In class students will spend quality time working on two narrative pieces that will be the focal point of their writing portfolios.
The in class instruction will focus primarily on the writing process: The pre-write, 1st draft (should be the length of an entire essay 3-4 pages), 2nd draft (should be the length of an entire essay 3-4 pages), edit/revision (should be the length of an entire essay 3-4 pages), and the final/publish (should be length of an entire essay 3-4 pages.
Each completed narrative assignment is worth 350 max and 0 min.
In order to receive a grade of an A, B, or C students must complete the entire writing process in accordance with the requirements of the California standards for 8th grade writing. Students must demonstrate a thorough understanding of content standards: grammar standards, spelling standards, language and conventions standards, and usage standards. All of these standards are in your criteria and rubric handouts.
I have put on this site 5 A-B narrative essay examples.
Friday, November 2, 2007
List of all narrative essays assigned 9/5-11/2
All students must write their own obituary. 9/10-9/11
All students must write a 2 page essay explaining how they would teach 8th grade English if they were the teacher. 9/12-9/13
Write about a time in you life when you were surprised. 9/12-9/14
All students must write about a time in their life. 9/17-9/18
All students must complete Chapter 6 in your Measuring Up book. This narrative section covers details, the importance of descriptions and settings, sensory language, and describes the thoughts and feelings of the narrator (You). 9/19-9/20
9/26-9/27
Think of an event you will want to remember when you are old. Tell about what happened in a way that's so clear that if you read this story again when you are eighty, every detail will come flooding back as if it happened yesterday. Your response should be at least 2 pages long, include details, sensory words, describe your thoughts and feelings, and include a vivid description of the setting. This assignment is worth 40 points. ( Choice One)
9/24-9/25
Think of a place that's so special to you that you just love thinking about it. It might be as big as a city, or as small as one corner of a room. Tell one story that comes to mind when you think of this place. (Choice Two)Write a letter that your grandchildren will open in 50 years telling them what the world is like today. (Choice One)
Think of something you have done that brought you satisfaction, pleasure, or a sense of accomplishment. Write about that activity or event and tell why it sticks in your mind. (Choice Two)
Think of a person you have known who has been important to you. Describe why he or she made such an impression on you or made a difference in your life. (Choice Three)
10/1-10/2
Students must write a narrative essay responding to the following Assignment: Narrating an Event A narrative essay re-creates an experience for a central purpose: usually to reveal an insight about the action or people involved.
10/3-10/4
Students you are asked to respond to the following writing assignment. [Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
10/22-10/23
All students must write a personal narrative about anything they would like to write about. A suggestion may be for you to write about your recent report card. For some students this is a time to reflect on things you may need to change such as work habits, time management, work production, and behavior. In short all students in the 8th grade must pass all of their classes with a "D" or higher the two Fails slide rule is OUT.
10/24-10/25
All students must write a narrative essay to the following prompt. Disagreement
10/9-10/10
All students must rewrite a fairy tale from a different point of view. For instance, The Three Pigs as the wolf would tell it Hansel & Gretel as the witch would tell it OR, use any example you like.
All students must write a 2 page essay explaining how they would teach 8th grade English if they were the teacher. 9/12-9/13
Write about a time in you life when you were surprised. 9/12-9/14
All students must write about a time in their life. 9/17-9/18
All students must complete Chapter 6 in your Measuring Up book. This narrative section covers details, the importance of descriptions and settings, sensory language, and describes the thoughts and feelings of the narrator (You). 9/19-9/20
9/26-9/27
Think of an event you will want to remember when you are old. Tell about what happened in a way that's so clear that if you read this story again when you are eighty, every detail will come flooding back as if it happened yesterday. Your response should be at least 2 pages long, include details, sensory words, describe your thoughts and feelings, and include a vivid description of the setting. This assignment is worth 40 points. ( Choice One)
9/24-9/25
Think of a place that's so special to you that you just love thinking about it. It might be as big as a city, or as small as one corner of a room. Tell one story that comes to mind when you think of this place. (Choice Two)Write a letter that your grandchildren will open in 50 years telling them what the world is like today. (Choice One)
Think of something you have done that brought you satisfaction, pleasure, or a sense of accomplishment. Write about that activity or event and tell why it sticks in your mind. (Choice Two)
Think of a person you have known who has been important to you. Describe why he or she made such an impression on you or made a difference in your life. (Choice Three)
10/1-10/2
Students must write a narrative essay responding to the following Assignment: Narrating an Event A narrative essay re-creates an experience for a central purpose: usually to reveal an insight about the action or people involved.
10/3-10/4
Students you are asked to respond to the following writing assignment. [Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
10/22-10/23
All students must write a personal narrative about anything they would like to write about. A suggestion may be for you to write about your recent report card. For some students this is a time to reflect on things you may need to change such as work habits, time management, work production, and behavior. In short all students in the 8th grade must pass all of their classes with a "D" or higher the two Fails slide rule is OUT.
10/24-10/25
All students must write a narrative essay to the following prompt. Disagreement
10/9-10/10
All students must rewrite a fairy tale from a different point of view. For instance, The Three Pigs as the wolf would tell it Hansel & Gretel as the witch would tell it OR, use any example you like.
Thursday, November 1, 2007
Portfolio Assignments
All students have the option of picking two of the essay they have already turned in to take through the writing process or students can write new narrative essays and take them through the writing process. These essays are due in their entirety by the end of next week. A complete list of all assigned work is listed on this site.
Narrative Essay Choice One
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
Narrative Essay Choice Two
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
Narrative Essay Choice One
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
Narrative Essay Choice Two
1) Prewrite (50 points)
2) 1st Draft (50 points)
3) 2nd Draft (50 points)
4) Edit/Revise (100 points)
5) Final/Publish (100 points)
All students must submit the entire writing process in order to receive a passing grade. If the entire process is not submitted the student will receive a grade of a Fail on this writing assignment. No late work will be accepted. The final must be typed, double spaced, and it must adhere to the rubrics and criteria for writing.
Wednesday, October 31, 2007
Homework 10/29-10/30
Language Arts Students: All students must read in their assigned novel. As students read they must take notes and write down any unfamiliar vocabulary terms. All novel work is due weekly. No late work will be accepted. This assignment is worth 40 points.
Monday, October 29, 2007
http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_def.htm
http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_def.htm
Analyzing Theme in A Separate Peace: Period 5
Reflection: is central to the novel; the novel is spawned by a visit back to Gene's old school, and the work hinges upon a dialogue between the past and the present, and the relation of a man to his much younger self. Gene confesses that he is still stuck in the time of World War II; his memory still has a tremendous hold on him, as evidenced by his ability to recall the goings on of fifteen years' past with such detail. The presence of memory, and its role over time, is a major theme of this book; when Gene reiterates his thoughts on the past and on the lasting impact of the events he is describing, he only increases the importance of this theme within the novel.
Reality vs. memory: Gene often shows how memory can be tinged by feelings that change how reality is perceived and recalled. This is especially evident when he looks for a tree by the river that has a special meaning to him. "It had loomed in my memory as a huge lone spike dominating the riverbank, forbidding as an artillery piece, high as a beanstalk," he says, his similes characterizing the tree as a great, forbidding mass (5). Yet, when he sees it, he finds it "absolutely smaller, shrunken with age," and nothing like the great giant he had remembered. Perhaps the tree had actually shrunk since Gene's time; but this is a more apt example how things can be obscured or emphasized in the memory via emotional factors, and a good introduction of the theme of memory versus reality. Gene remembers his old campus in one way, yet when he visits, he finds it quite different; this happens often, as things can seem less imposing or important when revisited, yet be so huge in one's memory.
Rebellion vs. conformity: Gene and Finny are a great example of this theme in action; Gene is naturally a rule-abiding person, and Finny has an absolute disregard for rules. This difference is also represented in the differences between the summer session and the fall session. Finny himself embodies both of those, as he is able to fit in well enough at school, yet hold his own very eccentric opinions.
Innocence vs. age: Gene tells of how they were children of "careless peace," set apart from adults by their lack of knowledge of the war, and their utter abandon to their own small, happy worlds. Lackadaisical activities of the happy, peace-enveloped juniors are juxtaposed with the semi-military drills that the seniors have to endure. Just as the war encroaches upon the boys at school, their adulthood also looms before them; Gene feels this especially, and this is one of the things that traumatizes Leper‹being suddenly thrown into the world of adulthood. Throughout the novel, Gene notes the difference between his state 15 years after Devon, and his state while at the school; he notices differences between the way he is and the way he was, and how age has changed him all in all.
Denial: Both Gene and Finny experience a great deal of denial in the novel, but of different types. Gene tries his best to deny that he hurt Finny, and that he has a dark streak in his nature that causes him to lash out at innocent people. Gene is a "savage underneath," as Leper tells him, and he never is able, not even 15 years later, to come to terms with this. Finny's denial is of his best friend causing his accident; he doesn't want it to be true, so he ignores it until Brinker's trial makes sure he cannot deny it anymore. Finny also denies the existence of the war as long as he can, and tries his best to use denial to construct his own kind of fantasy-world.
Conscience and guilt: These two haunt Gene especially; he feels a great deal of sorrow for what he did to Finny, yet he cannot face down his sense of responsibility and get rid of his guilt. Gene is not a bad person‹he does have a conscience, and does feel remorse‹but he cannot face the part of himself that is guilty of the accident.
Gene and Finny as foils: Gene and Finny, however close they are, are very different and in many ways, complementary beings. Gene is academic, Finny is athletic; Gene is a hard worker, Finny is not; Gene follows the rules, and Finny breaks them; Gene heeds authority figures, Finny does his best to ignore them. The pair get along very well, but they seem to have little in common aside from their differences. The differences in their natures and in their reactions to Finny's accident and to the war show them as foils, as their differences, taken together, make a vivid portrait of two very different people.
Time passing: Things change a great deal over time, as Gene knows; as he has changed and grown up, the school has changed entirely for him, and cannot regain the old glory it had once. Gene mentions Finny falling from the tree as being the event that marked old Devon's death; Finny's accident now becomes a symbol of the changing of the guard, the starting point from which time has passed, marking the beginning of Gene's adulthood and disillusionment. Even from the summer session to the fall, so much has changed; and the boys are unable to regain the sense of peace and security that they had over the summer. Once past, things cannot be regained; youth, peace, and innocence are transitory, as the passing of time overwhelms them and makes them unrecoverable.
War and peace: Throughout Gene's schooling, war threatens to break in and destroy the fragile peace of the school. The summer session represents the height of peace, as nothing, except for Finny's accident, was able to interrupt the carefree joy of those days. But, as the fall session begins, war slowly begins to encroach on the boys; they start their "physical hardening" at the school, recruitment officers start to come around, and the boys begin to talk about enlistment and the draft. The divide between peace and war is also representative of the gap between childhood and adulthood; while peace holds out, the boys are free to be oblivious of the outside world, and are weighed down by nothing. But, when they are finally confronted by the war, they have to grow up; the strain changes them from children into adults, and obliterates the peace of their youth.
Appearance vs. reality:
This book is made up of "Gene's" recollections, meaning that the content, events, and characters are all filtered through his individual point of view.
This theme is especially notable in Gene's characterizations of himself, and of Finny. Gene tries to present himself as a rule-abiding, nice kind of person; however, as we see from the events in the book, he is sometimes spiteful, jealous, and has quite a temper when he is stirred up. Gene is not a totally good person, as no one who intentionally injures his best friend and then tries to cover up the truth would be. However, Gene would be hard pressed to admit this, and tries to avoid the subject of his "savage" underpinning. Gene also represents Finny as a happy-go-lucky sort who has been through few problems and has no inner struggles. Even after Finny's accident, Gene insists that Finny has never been conflicted‹after Finny has tried so hard to avoid implicating his friend despite his anger and bitterness. Finny is far more complex, as we find out at the end, than Gene would like to believe him to be; and as Gene finds out, what is on the surface sometimes does not denote what is hidden underneath.
Change under crisis: Many of the boys in the book‹including Leper, Gene, and Finny‹are forced to change when they come upon some sort of crisis situation, or some test of their characters. Under the duress of having entered the military, Leper loses his quiet innocence and becomes confused and angry. Finny's happiness and peace are shattered by Gene's hurtful actions against him, and Gene becomes a better, more forgiving person because of his friend's injuries and early death. As Gene says, all of the boys at the school will change when they discover some oppressive, overwhelming force in the world; change is inevitable, as the boys in the book discover for themselves.
Reality vs. memory: Gene often shows how memory can be tinged by feelings that change how reality is perceived and recalled. This is especially evident when he looks for a tree by the river that has a special meaning to him. "It had loomed in my memory as a huge lone spike dominating the riverbank, forbidding as an artillery piece, high as a beanstalk," he says, his similes characterizing the tree as a great, forbidding mass (5). Yet, when he sees it, he finds it "absolutely smaller, shrunken with age," and nothing like the great giant he had remembered. Perhaps the tree had actually shrunk since Gene's time; but this is a more apt example how things can be obscured or emphasized in the memory via emotional factors, and a good introduction of the theme of memory versus reality. Gene remembers his old campus in one way, yet when he visits, he finds it quite different; this happens often, as things can seem less imposing or important when revisited, yet be so huge in one's memory.
Rebellion vs. conformity: Gene and Finny are a great example of this theme in action; Gene is naturally a rule-abiding person, and Finny has an absolute disregard for rules. This difference is also represented in the differences between the summer session and the fall session. Finny himself embodies both of those, as he is able to fit in well enough at school, yet hold his own very eccentric opinions.
Innocence vs. age: Gene tells of how they were children of "careless peace," set apart from adults by their lack of knowledge of the war, and their utter abandon to their own small, happy worlds. Lackadaisical activities of the happy, peace-enveloped juniors are juxtaposed with the semi-military drills that the seniors have to endure. Just as the war encroaches upon the boys at school, their adulthood also looms before them; Gene feels this especially, and this is one of the things that traumatizes Leper‹being suddenly thrown into the world of adulthood. Throughout the novel, Gene notes the difference between his state 15 years after Devon, and his state while at the school; he notices differences between the way he is and the way he was, and how age has changed him all in all.
Denial: Both Gene and Finny experience a great deal of denial in the novel, but of different types. Gene tries his best to deny that he hurt Finny, and that he has a dark streak in his nature that causes him to lash out at innocent people. Gene is a "savage underneath," as Leper tells him, and he never is able, not even 15 years later, to come to terms with this. Finny's denial is of his best friend causing his accident; he doesn't want it to be true, so he ignores it until Brinker's trial makes sure he cannot deny it anymore. Finny also denies the existence of the war as long as he can, and tries his best to use denial to construct his own kind of fantasy-world.
Conscience and guilt: These two haunt Gene especially; he feels a great deal of sorrow for what he did to Finny, yet he cannot face down his sense of responsibility and get rid of his guilt. Gene is not a bad person‹he does have a conscience, and does feel remorse‹but he cannot face the part of himself that is guilty of the accident.
Gene and Finny as foils: Gene and Finny, however close they are, are very different and in many ways, complementary beings. Gene is academic, Finny is athletic; Gene is a hard worker, Finny is not; Gene follows the rules, and Finny breaks them; Gene heeds authority figures, Finny does his best to ignore them. The pair get along very well, but they seem to have little in common aside from their differences. The differences in their natures and in their reactions to Finny's accident and to the war show them as foils, as their differences, taken together, make a vivid portrait of two very different people.
Time passing: Things change a great deal over time, as Gene knows; as he has changed and grown up, the school has changed entirely for him, and cannot regain the old glory it had once. Gene mentions Finny falling from the tree as being the event that marked old Devon's death; Finny's accident now becomes a symbol of the changing of the guard, the starting point from which time has passed, marking the beginning of Gene's adulthood and disillusionment. Even from the summer session to the fall, so much has changed; and the boys are unable to regain the sense of peace and security that they had over the summer. Once past, things cannot be regained; youth, peace, and innocence are transitory, as the passing of time overwhelms them and makes them unrecoverable.
War and peace: Throughout Gene's schooling, war threatens to break in and destroy the fragile peace of the school. The summer session represents the height of peace, as nothing, except for Finny's accident, was able to interrupt the carefree joy of those days. But, as the fall session begins, war slowly begins to encroach on the boys; they start their "physical hardening" at the school, recruitment officers start to come around, and the boys begin to talk about enlistment and the draft. The divide between peace and war is also representative of the gap between childhood and adulthood; while peace holds out, the boys are free to be oblivious of the outside world, and are weighed down by nothing. But, when they are finally confronted by the war, they have to grow up; the strain changes them from children into adults, and obliterates the peace of their youth.
Appearance vs. reality:
This book is made up of "Gene's" recollections, meaning that the content, events, and characters are all filtered through his individual point of view.
This theme is especially notable in Gene's characterizations of himself, and of Finny. Gene tries to present himself as a rule-abiding, nice kind of person; however, as we see from the events in the book, he is sometimes spiteful, jealous, and has quite a temper when he is stirred up. Gene is not a totally good person, as no one who intentionally injures his best friend and then tries to cover up the truth would be. However, Gene would be hard pressed to admit this, and tries to avoid the subject of his "savage" underpinning. Gene also represents Finny as a happy-go-lucky sort who has been through few problems and has no inner struggles. Even after Finny's accident, Gene insists that Finny has never been conflicted‹after Finny has tried so hard to avoid implicating his friend despite his anger and bitterness. Finny is far more complex, as we find out at the end, than Gene would like to believe him to be; and as Gene finds out, what is on the surface sometimes does not denote what is hidden underneath.
Change under crisis: Many of the boys in the book‹including Leper, Gene, and Finny‹are forced to change when they come upon some sort of crisis situation, or some test of their characters. Under the duress of having entered the military, Leper loses his quiet innocence and becomes confused and angry. Finny's happiness and peace are shattered by Gene's hurtful actions against him, and Gene becomes a better, more forgiving person because of his friend's injuries and early death. As Gene says, all of the boys at the school will change when they discover some oppressive, overwhelming force in the world; change is inevitable, as the boys in the book discover for themselves.
1. The name of Gene's old school is:
Devon
Dover
Dartmouth
Exeter
2. The author, John Knowles, says he based Gene's school on his old school,
Andover
Yale
Trinity
Exeter
3. In Chapter 4, Gene says that his main academic rival is:
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
4. At Finny's winter carnival, there is a riot over:
the event prizes
a burned copy of The Illiad
a few jugs of hard cider
Finny's cigarettes
5. Brinker Hadley's timid roommate is:
Leper Lepellier
Brownie Perkins
Chet Douglass
Bobby Zane
6. Which of these boys is NOT a member of the "Super Suicide Society"?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
7. Who is the first Devon boy from Gene's class to enlist?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
8. What is Finny's goal for Gene after Finny breaks his leg?
For Gene to become a great all-around Olympic athlete
For Gene to be captain of the football team
For Gene to become a great Olympic marathon runner
For Gene to break some long-standing track records
9. What is Chet Douglass' main non-academic talent?
Running
Playing trumpet
Drinking a lot
Writing songs
10. Who does NOT come to Finny's aid after he breaks his leg on the stairs?
Mr. Ludsbury
Brinker Hadley
Phil Latham
Dr. Stanpole
11. What, for Gene, is the first symbol of the war coming to Devon?
the military recruiters who come to campus
the day at the railyard
Leper's enlistment
The first snowfall
12. At the beginning of the novel, Gene returns to Devon after how many years?
Ten years
Twenty years
Fifteen years
Five years
13. What are the names of the two rivers near campus?
the Devon and the Naguamsett
the Dover and the Naguamsett
the Charles and the Nantahala
the Devon and the Aguah
14. At the beginning of the book, Finny wears what as a show of patriotism?
a pink shirt
a red, white, and blue outfit
the school tie as a belt
khaki army clothes
15. What is the entry requirement for the "Super Suicide Society"?
a show of heroism
showing up at daily meetings
a dive off the tree
a dive into the Naguamsett
16. What branch of the service does Gene finally enlist in?
Marines
Army
Navy
Air Force
17. What part of the campus is finally given to the war effort?
Center Common
Far Common
the First Academy building
the stadium and gym
18. What does Gene consider as the closing act of his school days?
cleaning out his locker
getting his diploma
Finny's death
leaving school for the last time
19. What class were Gene and Finny a part of?
the class of 1941
the class of 1942
the class of 1943
the class of 1944
20. Finny breaks a school record in what sport?
running
swimming
diving
rowing
21. When does Finny tell Gene that Gene is his best friend?
when Gene visits him at home
when they are at the beach
when they do their first jump from the tree
after Finny breaks his leg a second time
22. Who first accuses Gene of causing Finny's accident?
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
23. What finally convinces Leper to enlist?
a visit from a persuasive recruitment officer
a video of ski troops
his wish to escape from being drafted
his sense of duty toward his country
24. What causes Finny's leg to break the second time?
a fall during a snowball fight
another attempted jump from the tree
Finny trying to play sports again
Finny slipping on some stairs
25. Why does Leper "escape" from the army?
he dislikes the food
the drill sergeant harasses him
he is about to get dischargedGene: The narrator of the book, a student at Devon during World War II. His best friend at school was Phineas, a superior athlete, while Gene was better known for his academic skills. Phineas and Gene spend a lovely summer together at Devon, which is ended when Phineas fell from a tree, an accident which Gene, either consciously or unconsciously, caused. Gene has a definite dark side lurking beneath the surface, though he appears to be a good, honest person in his everyday life. The book is spawned by a later visit to Devon, and of his strong memories and lingering feelings about what happened in 1942 at Devon.
Phineas: Gene's best friend and roommate, a remarkable athlete with a disregard for the rules and an innate ability to win people over. He gets Gene in quite a bit of trouble via his impulsive nature and instinctive disobedience, but he is very good at heart, and thinks the world of his best friend. After his accident, he is unable to play sports, which crushes him; but, he decides that Gene shall take over his old place, and become the wonderful athlete that he was before he shattered his leg.
Brinker Hadley: One of Gene's friends, and his main rival for the top academic spot in the class. Brinker is rather strange‹he makes long-running jokes with rather sinister undertones, seems very independent and determined, and seems like he's his own person. He is the one who starts enlistment fever on campus, and then stops it dead by chickening out since Gene won't go with him. He's a bit of a paradoxical character, and a kind of foil to the rebellious, free-spirited Finny.
Leper Lepellier: One of Gene and Finny's friends; he is a soft-spoken, nature-loving boy, with an old soul and ways that are quite idiosyncratic compared with the other boys. He is an avid skier and naturalist, but, rather uncharacteristically, he decides to enlist, and is the first boy from Devon to do so. He becomes, for a short while, the symbol of American victories abroad; but this is dashed when he deserts the service in a panic.
Chet Douglass: Another of Gene and Finny's friends, and part of the Super Suicide Society. He is not quite as brave with Finny's little stunts, and is a good trumpet player too. He's also one of the top students at the school, though Gene outpaces him because Chet's genuine curiosity for everything keeps him a little behind in class.
Bobby Zane: Another member of the Super Suicide Society, also not terribly adventurous. He likes to follow Finny around and go along with his inventions, but is a very minor character in the book.
Mr. Prud'homme: Gene and Finny's substitute house master for the summer. He is usually rather stern, although Finny is able to get the better of him and get out of trouble for skipping various events.
Mr. And Mrs. Patch-Withers: Other substitute masters for the summer, whom Gene describes as being especially stern and conventional. Nevertheless, Finny is able to weasel his way out of wearing the school tie as a belt during one of their teas, and also gets little moments of friendliness out of this otherwise rule-bent couple.
Dr. Stanpole: The head of the school's infirmary. He is a friendly man who takes care of Finny when he breaks his leg, and Gene seems to know and like him.
Quackenbush: The captain of the crew team, also a generally disliked figure on campus. He and Gene get into a fight, which means the end of Gene's days as assistant captain, though it is no loss. He is rather awkward and humorless, and no one seems to have special regard for him.
Mr. Ludsbury: Gene and Finny's term-time house master, a very stern and straight-laced rule monger who berates Gene for taking advantage of the summer masters, which he really didn't. Not a pleasant sort of fellow, and also not susceptible to Finny's vast charm.
Brownie Perkins: Brinker's roommate, a rather timid boy who is scared of Brinker and is easily bossed around by him. He tries to keep a low profile, and is not terribly involved at the school.
Phil Latham: The school wrestling coach, also an expert in first aid. He helps Finny after his second fall, and stays with him until the doctor arrives.
Devon
Dover
Dartmouth
Exeter
2. The author, John Knowles, says he based Gene's school on his old school,
Andover
Yale
Trinity
Exeter
3. In Chapter 4, Gene says that his main academic rival is:
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
4. At Finny's winter carnival, there is a riot over:
the event prizes
a burned copy of The Illiad
a few jugs of hard cider
Finny's cigarettes
5. Brinker Hadley's timid roommate is:
Leper Lepellier
Brownie Perkins
Chet Douglass
Bobby Zane
6. Which of these boys is NOT a member of the "Super Suicide Society"?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
7. Who is the first Devon boy from Gene's class to enlist?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
8. What is Finny's goal for Gene after Finny breaks his leg?
For Gene to become a great all-around Olympic athlete
For Gene to be captain of the football team
For Gene to become a great Olympic marathon runner
For Gene to break some long-standing track records
9. What is Chet Douglass' main non-academic talent?
Running
Playing trumpet
Drinking a lot
Writing songs
10. Who does NOT come to Finny's aid after he breaks his leg on the stairs?
Mr. Ludsbury
Brinker Hadley
Phil Latham
Dr. Stanpole
11. What, for Gene, is the first symbol of the war coming to Devon?
the military recruiters who come to campus
the day at the railyard
Leper's enlistment
The first snowfall
12. At the beginning of the novel, Gene returns to Devon after how many years?
Ten years
Twenty years
Fifteen years
Five years
13. What are the names of the two rivers near campus?
the Devon and the Naguamsett
the Dover and the Naguamsett
the Charles and the Nantahala
the Devon and the Aguah
14. At the beginning of the book, Finny wears what as a show of patriotism?
a pink shirt
a red, white, and blue outfit
the school tie as a belt
khaki army clothes
15. What is the entry requirement for the "Super Suicide Society"?
a show of heroism
showing up at daily meetings
a dive off the tree
a dive into the Naguamsett
16. What branch of the service does Gene finally enlist in?
Marines
Army
Navy
Air Force
17. What part of the campus is finally given to the war effort?
Center Common
Far Common
the First Academy building
the stadium and gym
18. What does Gene consider as the closing act of his school days?
cleaning out his locker
getting his diploma
Finny's death
leaving school for the last time
19. What class were Gene and Finny a part of?
the class of 1941
the class of 1942
the class of 1943
the class of 1944
20. Finny breaks a school record in what sport?
running
swimming
diving
rowing
21. When does Finny tell Gene that Gene is his best friend?
when Gene visits him at home
when they are at the beach
when they do their first jump from the tree
after Finny breaks his leg a second time
22. Who first accuses Gene of causing Finny's accident?
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
23. What finally convinces Leper to enlist?
a visit from a persuasive recruitment officer
a video of ski troops
his wish to escape from being drafted
his sense of duty toward his country
24. What causes Finny's leg to break the second time?
a fall during a snowball fight
another attempted jump from the tree
Finny trying to play sports again
Finny slipping on some stairs
25. Why does Leper "escape" from the army?
he dislikes the food
the drill sergeant harasses him
he is about to get dischargedGene: The narrator of the book, a student at Devon during World War II. His best friend at school was Phineas, a superior athlete, while Gene was better known for his academic skills. Phineas and Gene spend a lovely summer together at Devon, which is ended when Phineas fell from a tree, an accident which Gene, either consciously or unconsciously, caused. Gene has a definite dark side lurking beneath the surface, though he appears to be a good, honest person in his everyday life. The book is spawned by a later visit to Devon, and of his strong memories and lingering feelings about what happened in 1942 at Devon.
Phineas: Gene's best friend and roommate, a remarkable athlete with a disregard for the rules and an innate ability to win people over. He gets Gene in quite a bit of trouble via his impulsive nature and instinctive disobedience, but he is very good at heart, and thinks the world of his best friend. After his accident, he is unable to play sports, which crushes him; but, he decides that Gene shall take over his old place, and become the wonderful athlete that he was before he shattered his leg.
Brinker Hadley: One of Gene's friends, and his main rival for the top academic spot in the class. Brinker is rather strange‹he makes long-running jokes with rather sinister undertones, seems very independent and determined, and seems like he's his own person. He is the one who starts enlistment fever on campus, and then stops it dead by chickening out since Gene won't go with him. He's a bit of a paradoxical character, and a kind of foil to the rebellious, free-spirited Finny.
Leper Lepellier: One of Gene and Finny's friends; he is a soft-spoken, nature-loving boy, with an old soul and ways that are quite idiosyncratic compared with the other boys. He is an avid skier and naturalist, but, rather uncharacteristically, he decides to enlist, and is the first boy from Devon to do so. He becomes, for a short while, the symbol of American victories abroad; but this is dashed when he deserts the service in a panic.
Chet Douglass: Another of Gene and Finny's friends, and part of the Super Suicide Society. He is not quite as brave with Finny's little stunts, and is a good trumpet player too. He's also one of the top students at the school, though Gene outpaces him because Chet's genuine curiosity for everything keeps him a little behind in class.
Bobby Zane: Another member of the Super Suicide Society, also not terribly adventurous. He likes to follow Finny around and go along with his inventions, but is a very minor character in the book.
Mr. Prud'homme: Gene and Finny's substitute house master for the summer. He is usually rather stern, although Finny is able to get the better of him and get out of trouble for skipping various events.
Mr. And Mrs. Patch-Withers: Other substitute masters for the summer, whom Gene describes as being especially stern and conventional. Nevertheless, Finny is able to weasel his way out of wearing the school tie as a belt during one of their teas, and also gets little moments of friendliness out of this otherwise rule-bent couple.
Dr. Stanpole: The head of the school's infirmary. He is a friendly man who takes care of Finny when he breaks his leg, and Gene seems to know and like him.
Quackenbush: The captain of the crew team, also a generally disliked figure on campus. He and Gene get into a fight, which means the end of Gene's days as assistant captain, though it is no loss. He is rather awkward and humorless, and no one seems to have special regard for him.
Mr. Ludsbury: Gene and Finny's term-time house master, a very stern and straight-laced rule monger who berates Gene for taking advantage of the summer masters, which he really didn't. Not a pleasant sort of fellow, and also not susceptible to Finny's vast charm.
Brownie Perkins: Brinker's roommate, a rather timid boy who is scared of Brinker and is easily bossed around by him. He tries to keep a low profile, and is not terribly involved at the school.
Phil Latham: The school wrestling coach, also an expert in first aid. He helps Finny after his second fall, and stays with him until the doctor arrives.
Thursday, October 25, 2007
Of Mice and Men 2nd test Preview
Describe these characters:
George Milton
Lennie Small
Candy
The Boss
Curley
Curlev's Wife
Slim
Carlson
Crooks
Whit
Who is talking here? Explain the context
'I wrote Murray and Ready I wanted two men this morning.' (p.22)
'...what stake you got in this guy? You takin' his pay away from him?' (p.23)
'I seen 'em poison before, but 1 never seen no piece of jail-bait worse than her.' (p.33)
'Hell of a nice fella, but he ain't bright.' (p.36)
'You seen a girl around here?' (p. 38)
George Milton
Lennie Small
Candy
The Boss
Curley
Curlev's Wife
Slim
Carlson
Crooks
Whit
Who is talking here? Explain the context
'I wrote Murray and Ready I wanted two men this morning.' (p.22)
'...what stake you got in this guy? You takin' his pay away from him?' (p.23)
'I seen 'em poison before, but 1 never seen no piece of jail-bait worse than her.' (p.33)
'Hell of a nice fella, but he ain't bright.' (p.36)
'You seen a girl around here?' (p. 38)
Homework 10/25-10/26
Language Arts Students: All students must complete chapter 5 in your grammar and usage books. This assignment is due 10/29-10/30 which ever day I see your class next. No late work will be accepted. All of your grammar assignments are made to help you with your writing in this class.
Wednesday, October 24, 2007
Research Essay Link for Novel Of Mice and Men
http://msdadmin.scican.net/mhs/mhs_area_imc/webquests/Mice%20and%20Men/index.htm
At the end of your novel reading all students will need to write an expository essay. Check out this link for topics and research. This assignment will be due sometime in November.
At the end of your novel reading all students will need to write an expository essay. Check out this link for topics and research. This assignment will be due sometime in November.
Homework 10/24-10/25
Language Arts Students: All students must write a narrative essay to the following prompt.
[Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally -- your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met -- perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board.
Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate. Check for clarity, spelling errors, grammar errors and usage errors. This essay must be 2-4 pages typed. If you cannot type this assignment make sure that you have 4 pages written.
[Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally -- your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met -- perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board.
Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate. Check for clarity, spelling errors, grammar errors and usage errors. This essay must be 2-4 pages typed. If you cannot type this assignment make sure that you have 4 pages written.
Narrative Essay How 's
Writing a Narrative Essay
There's nothing like reading a great narrative. Whether in novel or essay form, a narrative piece of writing transports readers into the time and space of the world portrayed by the writing.
There's also nothing like writing a great narrative. Through reflecting upon an event, and through recreating the experience for other readers, writing a narrative essay can enable you to develop new, subtle, and rewarding perspectives.
Basic qualities of a narrative essay:
A narrative essay is a piece of writing that recreates an experience through time.
A narrative essay can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else.
In addition to telling a story, a narrative essay also communicates a main idea or a lesson learned.
First steps for writing a narrative essay:
Identify the experience that you want to write about.
Think about why the experience is significant.
Spend a good deal of time drafting your recollections about the details of the experience.
Create an outline of the basic parts of your narrative.
Writing about the experience:
Using your outline, describe each part of your narrative.
Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.
Think like your readers. Try to remember that the information you present is the only information your readers have about the experiences.
Always keep in mind that all of the small and seemingly unimportant details known to you are not necessarily known to your readers.
Communicating the significance of the experience:
It's often effective to begin your narrative with a paragraph that introduces the experience and communicates the significance. This technique guarantees that your readers will understand the significance of the experience as they progress through the narrative.
Another effective technique is to begin the essay by jumping directly into the narrative and then ending the essay with a paragraph communicating the significance of the experience. This approach allows your readers to develop their own understanding of the experience through the body of the essay and then more deeply connect to your expression of the significance at the end.
You might also consider introducing the experience in the first paragraph but delaying your expression of the significance of the experience until the end of the essay. This approach heightens your readers' sensitivity to the significance of the narrative.
Revising your narrative essay:
After spending time away from the draft of your narrative essay, read through the essay and think about whether the writing effectively recreates the experience for your readers.
Ask other people to read through the essay and offer their impressions.
Identify where more details and descriptions are needed.
Identify and consider removing any information that seems to distract from the focus and main narrative of the essay.
Think about whether you've presented information in the most affective order.
Potential prompts for your narrative essay:
If you're having trouble choosing an experience to write about, take a quick glance through these prompts. They might help you remember or identify a particularly interesting or significant experience to focus on.
A childhood event. Think of an experience when you learned something for the first time, or when you realized how important someone was for you.
Achieving a goal. Think about a particularly meaningful achievement in your life. This could be something as seemingly minor as achieving a good grade on a difficult assignment, or this could be something with more long-lasting effects, like getting the job you desired or getting into the best school to which you applied.
A failure. Think about a time when you did not perform as well as you had wanted. Focusing on an experience like this can result in rewarding reflections about the positive emerging from the negative.
A good or bad deed. Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge.
A change in your life. Think about a time when something significant changed in your life. This could be anything from a move across town to a major change in a relationship to the birth or death of a loved one.
A realization. Think about a time when you experienced a realization. This could be anything from understanding a complicated math equation to gaining a deeper understanding of a philosophical issue or life situation.
There's nothing like reading a great narrative. Whether in novel or essay form, a narrative piece of writing transports readers into the time and space of the world portrayed by the writing.
There's also nothing like writing a great narrative. Through reflecting upon an event, and through recreating the experience for other readers, writing a narrative essay can enable you to develop new, subtle, and rewarding perspectives.
Basic qualities of a narrative essay:
A narrative essay is a piece of writing that recreates an experience through time.
A narrative essay can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else.
In addition to telling a story, a narrative essay also communicates a main idea or a lesson learned.
First steps for writing a narrative essay:
Identify the experience that you want to write about.
Think about why the experience is significant.
Spend a good deal of time drafting your recollections about the details of the experience.
Create an outline of the basic parts of your narrative.
Writing about the experience:
Using your outline, describe each part of your narrative.
Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.
Think like your readers. Try to remember that the information you present is the only information your readers have about the experiences.
Always keep in mind that all of the small and seemingly unimportant details known to you are not necessarily known to your readers.
Communicating the significance of the experience:
It's often effective to begin your narrative with a paragraph that introduces the experience and communicates the significance. This technique guarantees that your readers will understand the significance of the experience as they progress through the narrative.
Another effective technique is to begin the essay by jumping directly into the narrative and then ending the essay with a paragraph communicating the significance of the experience. This approach allows your readers to develop their own understanding of the experience through the body of the essay and then more deeply connect to your expression of the significance at the end.
You might also consider introducing the experience in the first paragraph but delaying your expression of the significance of the experience until the end of the essay. This approach heightens your readers' sensitivity to the significance of the narrative.
Revising your narrative essay:
After spending time away from the draft of your narrative essay, read through the essay and think about whether the writing effectively recreates the experience for your readers.
Ask other people to read through the essay and offer their impressions.
Identify where more details and descriptions are needed.
Identify and consider removing any information that seems to distract from the focus and main narrative of the essay.
Think about whether you've presented information in the most affective order.
Potential prompts for your narrative essay:
If you're having trouble choosing an experience to write about, take a quick glance through these prompts. They might help you remember or identify a particularly interesting or significant experience to focus on.
A childhood event. Think of an experience when you learned something for the first time, or when you realized how important someone was for you.
Achieving a goal. Think about a particularly meaningful achievement in your life. This could be something as seemingly minor as achieving a good grade on a difficult assignment, or this could be something with more long-lasting effects, like getting the job you desired or getting into the best school to which you applied.
A failure. Think about a time when you did not perform as well as you had wanted. Focusing on an experience like this can result in rewarding reflections about the positive emerging from the negative.
A good or bad deed. Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge.
A change in your life. Think about a time when something significant changed in your life. This could be anything from a move across town to a major change in a relationship to the birth or death of a loved one.
A realization. Think about a time when you experienced a realization. This could be anything from understanding a complicated math equation to gaining a deeper understanding of a philosophical issue or life situation.
Narrative Essay Guide
A Brief Guide to Writing Narrative Essays
Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.
When you're writing a narrative essay, loosen up. After all, you're basically just telling a story to someone, something you probably do every day in casual conversation. Use first person and talk it through first. You might even want to either tape record your story as if you were telling it to someone for the first time or actually tell it to a friend.
Once you get the basic story down, then you can begin turning it into an essay.If you feel that you lack life experience, then you may choose to write about someone else or write about an observation you've made about a recent event. You could write about your children, your parents, or your favorite sport or hobby. The important aspect to remember is that you should have a story. In a successful narrative essay, the author usually makes a point.
Features
1. The story should have an introduction that clearly indicates what kind of narrative essay it is (an event or recurring activity, a personal experience, or an observation), and it should have a conclusion that makes a point.
2. The essay should include anecdotes. The author should describe the person, the scene, or the event in some detail. It's okay to include dialogue as long as you know how to punctuate it correctly and as long as you avoid using too much.
3. The occasion or person described must be suggestive in that your description and thoughts lead the reader to reflect on the human experience. For instance, I read an excellent student essay that told the story of a young woman forced to shoot several wolves that were attacking her cattle. She told her story and included the inner struggle she faced as she made the choice of saving the cattle or saving the wolves. She shot the wolves, but learned that whatever her choice had been, she would not have been comfortable with it. One of life's lessons is that sometimes there is no right choice, and that was the point of the essay.
4. The point of view in narrative essays is usually first person. The use of "I" invites your readers into an intimate discussion.
5. The writing in your essay should be lively and show some style. Try to describe ideas and events in new and different ways. Avoid using clichés. Again, get the basic story down, get it organized, and in your final editing process, work on word choice.
Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.
When you're writing a narrative essay, loosen up. After all, you're basically just telling a story to someone, something you probably do every day in casual conversation. Use first person and talk it through first. You might even want to either tape record your story as if you were telling it to someone for the first time or actually tell it to a friend.
Once you get the basic story down, then you can begin turning it into an essay.If you feel that you lack life experience, then you may choose to write about someone else or write about an observation you've made about a recent event. You could write about your children, your parents, or your favorite sport or hobby. The important aspect to remember is that you should have a story. In a successful narrative essay, the author usually makes a point.
Features
1. The story should have an introduction that clearly indicates what kind of narrative essay it is (an event or recurring activity, a personal experience, or an observation), and it should have a conclusion that makes a point.
2. The essay should include anecdotes. The author should describe the person, the scene, or the event in some detail. It's okay to include dialogue as long as you know how to punctuate it correctly and as long as you avoid using too much.
3. The occasion or person described must be suggestive in that your description and thoughts lead the reader to reflect on the human experience. For instance, I read an excellent student essay that told the story of a young woman forced to shoot several wolves that were attacking her cattle. She told her story and included the inner struggle she faced as she made the choice of saving the cattle or saving the wolves. She shot the wolves, but learned that whatever her choice had been, she would not have been comfortable with it. One of life's lessons is that sometimes there is no right choice, and that was the point of the essay.
4. The point of view in narrative essays is usually first person. The use of "I" invites your readers into an intimate discussion.
5. The writing in your essay should be lively and show some style. Try to describe ideas and events in new and different ways. Avoid using clichés. Again, get the basic story down, get it organized, and in your final editing process, work on word choice.
Tuesday, October 23, 2007
Of Mice and Men Essay Questions for Test
Chapter 1
1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together?
2. Write a character profile of Lennie and George. In addition to describing their physical characteristics, focus on their personalities, their hopes, and their dreams. How is each character...
1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together?
2. Write a character profile of Lennie and George. In addition to describing their physical characteristics, focus on their personalities, their hopes, and their dreams. How is each character...
Of Mice and Men Vocabulary
Language Arts Students: Students I have provided a list of terms for you from the novel Of Mice and Men. These terms will be on your weekly test. I will test you in order so we will begin with the first 10. I will test you on 10 words every week. Please study your terms in advance.
Of Mice and Men Test
Language Arts Students: All students will take a test on the novel they are reading. The format will be to describe which character is saying what, to define terms from the novel, and last to describe the context for certain situations. This test is worth 30 points. These test will be given weekly.
Homework 10/22-10/23
Language Arts Students: All students must write a personal narrative about anything they would like to write about. A suggestion may be for you to write about your recent report card. For some students this is a time to reflect on things you may need to change such as work habits, time management, work production, and behavior. In short all students in the 8th grade must pass all of their classes with a "D" or higher the two Fails slide rule is OUT.
Students must write 2-4 pages typed about any aspect of their life. I would like for it to be typed double spaced. If you are unable to type please make sure that you have completed 2 pages front and back.
As always check for grammar, spelling, and usage errors. You will be graded on all of these areas along with content.
This assignment is worth 40 points.
Students must write 2-4 pages typed about any aspect of their life. I would like for it to be typed double spaced. If you are unable to type please make sure that you have completed 2 pages front and back.
As always check for grammar, spelling, and usage errors. You will be graded on all of these areas along with content.
This assignment is worth 40 points.
Monday, October 22, 2007
Of Mice and Men Test Preview
Who is being described here?
Identify the character, and find the page where the description is. Add any notes.
'(He) was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small strong hands, slender arms, a thin and bony nose.'
Character:
Page No.:
Notes:
'A huge man, shapeless of face, with large pale eyes, with wide sloping shoulders. and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms ... hung loosely ...'
Character:
Page No.:
Notes:
'A tall, stoop-shouldered old man ... he pointed with his right arm, and out of the sleeve came a round, stick-like wrist, but no hand.'
Character:
Page No.:
Notes:
Who is talking here? Explain the context
'I ain't sure it's good water, ... looks kinda scummy.' (p.3)
'I remember about the rabbits, George.' (p.5)
'God a'mighty, if I was alone I could live so easy.' (p.11)
'Guys like us, that work on ranches, are the loneliest guys in the world.' (p.14)
'Hide in the brush until I come for you. Can you remember that?' (p.16)
Define the following terms and create sentences for each word.
Aloof
Appreciate
Apprehend
Belligerent
Bemuse
Brittle
Complacency
Derision
Imperious
Indignation
Identify the character, and find the page where the description is. Add any notes.
'(He) was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small strong hands, slender arms, a thin and bony nose.'
Character:
Page No.:
Notes:
'A huge man, shapeless of face, with large pale eyes, with wide sloping shoulders. and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms ... hung loosely ...'
Character:
Page No.:
Notes:
'A tall, stoop-shouldered old man ... he pointed with his right arm, and out of the sleeve came a round, stick-like wrist, but no hand.'
Character:
Page No.:
Notes:
Who is talking here? Explain the context
'I ain't sure it's good water, ... looks kinda scummy.' (p.3)
'I remember about the rabbits, George.' (p.5)
'God a'mighty, if I was alone I could live so easy.' (p.11)
'Guys like us, that work on ranches, are the loneliest guys in the world.' (p.14)
'Hide in the brush until I come for you. Can you remember that?' (p.16)
Define the following terms and create sentences for each word.
Aloof
Appreciate
Apprehend
Belligerent
Bemuse
Brittle
Complacency
Derision
Imperious
Indignation
Friday, October 19, 2007
Homework For this Weekend 10/18-10/19 Study guide for district test
Study analogies, idioms, metaphors, literal figurative language for your test
Read 2 or 3 short stories and pick out the theme, and author' s background and heritage.
Practice writing compound sentences, complex sentences, simple sentences, and compound complex sentences.
Write a narrative essay and practice revising the essay for clarity.
Read 2 or 3 short stories and pick out the theme, and author' s background and heritage.
Practice writing compound sentences, complex sentences, simple sentences, and compound complex sentences.
Write a narrative essay and practice revising the essay for clarity.
Monday, October 15, 2007
Homework 10/15 Block Party
Language Arts Students: Theme Essay Write a short essay defining the theme of "Block Party".
Please check for spelling and grammar errors. This assignment is worth 40 points. No late work will be accepted. The assignment should be at least 2 paragraphs in length.
Please check for spelling and grammar errors. This assignment is worth 40 points. No late work will be accepted. The assignment should be at least 2 paragraphs in length.
Classwork 10/15 Block Party
Language Arts Students: As a class we will examine the Memoir "Block Party" by Rhodes. A MEMOIR is a type of autobiography in which the principle interest usually resides in significant events or persons other than the author him- or herself, although s/he was a witness to them. Students will begin by connecting to their life questions about their ideal neighborhood, and questions about their neighbors. We will then look at the geography of the setting. Students will need to define the words to know vocabulary words: hazel, ledge, lumbering, luminous, and stoop. As you define these terms create sentences for each word. After defining these terms please define theme and create an example for theme by using any story that you have read in class or outside of class. The last thing students are asked to do prior to reading is to create a chart distinguishing facts from opinions.
Note Taking/Vocabulary for your novels
Language Arts Students: Note Taking for every 10 pages read students must create one page of notes. Vocabulary development is a separate assignment. All work will be collected on a weekly basis. No late work will be accepted.
Note Taking/Vocabulary for your novels
Language Arts Students: For every 10 pages read from your novels students should generate 1 page of notes. Vocabulary development is separate. All work must be submitted on a weekly basis.
Friday, October 12, 2007
Thursday, October 11, 2007
Thursday/Friday Classwork 10/11-10/12
Language Arts Students: All students will read Block Party written by Jewell Parker Rhodes in their Mc Dougal Littell text book. Students will begin by defining the words to know vocabulary words: hazel, ledge,lumbering,luminous,and stoop. After defining these words students will then create sentences for each of these words. As we begin to read this memoir students will examine theme, and the influence of an authors background. We will make connections with the communities that we live in. We will talk about our background and up bringing.
Students will learn to differentiate between facts and opinions. We will record evidence from the story that will contain factual information and we will also record the opinions of the characters involved in this memoir.
Lastly, we will examine theme and discuss the lesson learned in this memoir.
Students will learn to differentiate between facts and opinions. We will record evidence from the story that will contain factual information and we will also record the opinions of the characters involved in this memoir.
Lastly, we will examine theme and discuss the lesson learned in this memoir.
Thursday/Friday 10/11-10/12 Homework
Language Arts Students: All Language Arts students must complete chapter 8 in their Grammar and Usage Books. Students must also read and take notes from their assigned novel Of Mice and Men. All homework is due 10/11- 10/16 which everyday I meet your class next. No late work will be accepted.
Wednesday, October 10, 2007
Homework example of a Fairy Tale rewrite from a different Point of View : The Three Little Pigs
The Wolf's Side of the story
"Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing got started, but it's all wrong. Maybe it's because of our diet. Hey, it's not my fault wolves eat cute little animals like bunnies and sheep and pigs. That's just the way we are. If cheeseburgers were cute, folks would probably think you were Big and Bad too. But like I was saying, the whole big bad wolf thing is all wrong. The real story is about a sneeze and a cup of sugar.
THIS IS THE REAL STORY.
Way back in Once Upon a Time time, I was making a birthday cake for my dear old granny. I had a terrible sneezing cold. I ran out of sugar. So I walked down the street to ask my neighbor for a cup of sugar. Now this neighbor was a pig. And he wasn't too bright either. He had built his whole house out of straw. Can you believe it? I mean who in his right mind would build a house of straw? So of course the minute I knocked on the door, it fell right in. I didn't want to just walk into someone else's house. So I called, "Little Pig, Little Pig, are you in?" No answer. I was just about to go home without the cup of sugar for my dear old granny's birthday cake.
That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I sneezed a great sneeze.
And you know what? The whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig - dead as a doornail. He had been home the whole time. It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of it as a cheeseburger just lying there. I was feeling a little better. But I still didn't have my cup of sugar . So I went to the next neighbor's house. This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He has built his house of sticks. I rang the bell on the stick house. Nobody answered. I called, "Mr. Pig, Mr. Pig, are you in?" He yelled back."Go away wolf. You can't come in. I'm shaving the hairs on my shinny chin chin."
I had just grabbed the doorknob when I felt another sneeze coming on. I huffed. And I snuffed. And I tried to cover my mouth, but I sneezed a great sneeze.
And you are not going to believe this, but the guy's house fell down just like his brother's. When the dust cleared, there was the Second Little Pig - dead as a doornail. Wolf's honor. Now you know food will spoil if you just leave it out in the open. So I did the only thing there was to do. I had dinner again. Think of it as a second helping. I was getting awfully full. But my cold was feeling a little better. And I still didn't have that cup of sugar for my dear old granny's birthday cake. So I went to the next house. This guy was the First and Second Little Pig's brother. He must have been the brains of the family. He had built his house of bricks. I knocked on the brick house. No answer. I called, "Mr Pig, Mr. Pig, are you in?" And do you know what that rude little porker answered? "Get out of here, Wolf. Don't bother me again." Talk about impolite! He probably had a whole sackful of sugar. And he wouldn't give me even one little cup for my dear sweet old granny's birthday cake. What a pig!
I was just about to go home and maybe make a nice birthday card instead of a cake, when I felt my cold coming on. I huffed And I snuffed. And I sneezed once again.
Then the Third Little Pig yelled, " And your old granny can sit on a pin!" Now I'm usually a pretty calm fellow. But when somebody talks about my granny like that, I go a Little crazy. When the cops drove up, of course I was trying to break down this Pig's door. And the whole time I was huffing and puffing and sneezing and making a real scene.
The rest as they say is history.
The news reporters found out about the two pigs I had for dinner. They figured a sick guy going to borrow a cup of sugar didn't sound very exciting.
So they jazzed up the story with all of that "Huff and puff and blow your house down"
And they made me the Big Bad Wolf. That's it The real story. I was framed. "
But maybe you could loan me a cup of sugar ?
"Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing got started, but it's all wrong. Maybe it's because of our diet. Hey, it's not my fault wolves eat cute little animals like bunnies and sheep and pigs. That's just the way we are. If cheeseburgers were cute, folks would probably think you were Big and Bad too. But like I was saying, the whole big bad wolf thing is all wrong. The real story is about a sneeze and a cup of sugar.
THIS IS THE REAL STORY.
Way back in Once Upon a Time time, I was making a birthday cake for my dear old granny. I had a terrible sneezing cold. I ran out of sugar. So I walked down the street to ask my neighbor for a cup of sugar. Now this neighbor was a pig. And he wasn't too bright either. He had built his whole house out of straw. Can you believe it? I mean who in his right mind would build a house of straw? So of course the minute I knocked on the door, it fell right in. I didn't want to just walk into someone else's house. So I called, "Little Pig, Little Pig, are you in?" No answer. I was just about to go home without the cup of sugar for my dear old granny's birthday cake.
That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I sneezed a great sneeze.
And you know what? The whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig - dead as a doornail. He had been home the whole time. It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of it as a cheeseburger just lying there. I was feeling a little better. But I still didn't have my cup of sugar . So I went to the next neighbor's house. This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He has built his house of sticks. I rang the bell on the stick house. Nobody answered. I called, "Mr. Pig, Mr. Pig, are you in?" He yelled back."Go away wolf. You can't come in. I'm shaving the hairs on my shinny chin chin."
I had just grabbed the doorknob when I felt another sneeze coming on. I huffed. And I snuffed. And I tried to cover my mouth, but I sneezed a great sneeze.
And you are not going to believe this, but the guy's house fell down just like his brother's. When the dust cleared, there was the Second Little Pig - dead as a doornail. Wolf's honor. Now you know food will spoil if you just leave it out in the open. So I did the only thing there was to do. I had dinner again. Think of it as a second helping. I was getting awfully full. But my cold was feeling a little better. And I still didn't have that cup of sugar for my dear old granny's birthday cake. So I went to the next house. This guy was the First and Second Little Pig's brother. He must have been the brains of the family. He had built his house of bricks. I knocked on the brick house. No answer. I called, "Mr Pig, Mr. Pig, are you in?" And do you know what that rude little porker answered? "Get out of here, Wolf. Don't bother me again." Talk about impolite! He probably had a whole sackful of sugar. And he wouldn't give me even one little cup for my dear sweet old granny's birthday cake. What a pig!
I was just about to go home and maybe make a nice birthday card instead of a cake, when I felt my cold coming on. I huffed And I snuffed. And I sneezed once again.
Then the Third Little Pig yelled, " And your old granny can sit on a pin!" Now I'm usually a pretty calm fellow. But when somebody talks about my granny like that, I go a Little crazy. When the cops drove up, of course I was trying to break down this Pig's door. And the whole time I was huffing and puffing and sneezing and making a real scene.
The rest as they say is history.
The news reporters found out about the two pigs I had for dinner. They figured a sick guy going to borrow a cup of sugar didn't sound very exciting.
So they jazzed up the story with all of that "Huff and puff and blow your house down"
And they made me the Big Bad Wolf. That's it The real story. I was framed. "
But maybe you could loan me a cup of sugar ?
Subscribe to:
Posts (Atom)