Friday, September 28, 2007
Thursday/Friday 9/27-9/28 Homework
Language Arts Students: All students must complete chapters 3 and 4 in your Grammar and Usage Book. This assignment is worth 200 points. Please read all directions carefully. This assignment is due on 10/1-10/2.
Asking and Answering Questions in Class
All students are encouraged to ask questions and answer questions in class.
Students receive points based on their class participation.
Students receive points based on their class participation.
Thursday, September 27, 2007
Wednesday/Thursday Homework 10/3-10/4
Language Arts Students: 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.
Your essay should be: 2 pages in length, and adhere to appropriate grammar and usage rules. This assignment is due 10/5-10/8. It is due the next time I meet with your class. No late work will be accepted.
Your essay should be: 2 pages in length, and adhere to appropriate grammar and usage rules. This assignment is due 10/5-10/8. It is due the next time I meet with your class. No late work will be accepted.
Narrative Example for Monday/Tuesday Homework Assignment 10/1-10/2
Michelle on Tape
As I pulled into my parents' driveway, I realized how loud the radio was. I turned it down, peeled my legs off the blue vinyl seat, and lugged my pile of laundry up to the front door. The doorknob wouldn't turn and I still hadn't gotten around to making myself a duplicate key. I rang the bell and waited. Nothing. Leaving my basket of dirty clothes on the steps, I tramped through the bushes in front of the living room window. Pep was across the room sitting in his usual chair and reading the paper. He was a familiar sight in his plaid flannel shirt, striped clip-on bow tie, and tweed cabby hat. I knocked on the window. He turned around, startled, and focused his eyes on me. I smiled and waved at him, but he just stared at me. I gestured toward the front door. His face had that hollow look, but something made him get up and let me in. "Hi, Pep." I kissed him on the cheek. He made way for me and my laundry. "Hello, how are you?" I headed for the washing machine. Pep trailed closely behind. "Kevin and Clare aren't home, but they should be here soon. Do you want to wait for them?" "Yah, I'll be here." I began separating whites from darks. "Do you want anything to eat? There's meat and bread in the ice box and some cookies in there." "No thanks." "I don't know where Kevin and Clare are. They took Katie out somewhere. Do you know Katie?" I paused. Here we go. This was going to be one of those conversations. I should just say, "Why, yes, I know Katie." But perhaps if I venture a bit further, something might jog his memory and we wouldn't have to go through the whole routine. Dad says that Pep has a tape recorder in his brain, and bits and pieces keep getting erased. I decided to give it a shot. "Pep, Katie is my sister." It didn't work. Pep responded as though I hadn't said a word. "Yah. Well, they went down to . . ." He doubled his chin and scratched his chest with both hands. "You know, down . . ." "To the Donnellys'?" "Yah, that's it. What did you say?" I repeated, "Donnellys'," loud and clear. It was usually best to speak with as few words as possible. The name Donnelly had a vague significance in Pep's mind, but he had no idea that the Donnellys were my mother's sister and her family. "Yes, that's right, they went to the Donnellys'. How did you know? What did you say your name was?" "Michelle." He smiled politely. "Oh, are you a friend of Clare's?" "Pep! I'm her daughter." "Yah, well, I just want to tell Kevin and Clare who was here in case you leave before they get back." "I'm home for the weekend. I'm not going anywhere." "Okay," he said, with an offended tone that left me feeling guilty. He turned around and headed for his chair. He truly did not know who I was. He had let a perfect stranger into our house to wash clothes. When I was a child, Pep would spend hours with me, patiently teaching me all fifty states and their capitals. When I had those down, we moved on to state flowers, birds, and slogans. He would read me his poetry and tell me never-ending bedtime stories about giants and fairies and magical castles. We would sit in front of the Christmas tree and try to guess which ornament the other was thinking of. On this day, though, I had more important things on my mind. Whites. Darks. Delicates. Pep returned a few minutes later with a pen and his notebook. "Here, write down your name so I can tell Kevin and Clare you were here." The prospect scared me. I was hoping he would realize who I was after a while and forget that he had forgotten me. But this was putting everything on the line. What if he saw my name and still couldn't recognize me? As he eagerly offered me the pen and paper, I couldn't say no. I wrote M-i-c-h-e-l-l-e in his notebook and gave it back to him. He looked at it for a few seconds and then wrinkled his eyebrows and bit his lip. He looked at me with a hint of disbelief. "Michelle." He said it with the expression of a disappointed but amused parent. The name seemed to hang in space. I imagined what would come next. He might say, "You're not Michelle" or "Who in the world is Michelle?" But he said, "All this time you were Michelle?" "Yes." That giant lump shot into my throat and tears crept into my eyes. "Well, thank God for you." I smiled. He patted me on the shoulder and walked away, shaking his head and chuckling. I was relieved. I did still exist in his mind, on his tape. But I was only a part-time visitor now, and I couldn't help wondering how long it would be before I was permanently erased.
As I pulled into my parents' driveway, I realized how loud the radio was. I turned it down, peeled my legs off the blue vinyl seat, and lugged my pile of laundry up to the front door. The doorknob wouldn't turn and I still hadn't gotten around to making myself a duplicate key. I rang the bell and waited. Nothing. Leaving my basket of dirty clothes on the steps, I tramped through the bushes in front of the living room window. Pep was across the room sitting in his usual chair and reading the paper. He was a familiar sight in his plaid flannel shirt, striped clip-on bow tie, and tweed cabby hat. I knocked on the window. He turned around, startled, and focused his eyes on me. I smiled and waved at him, but he just stared at me. I gestured toward the front door. His face had that hollow look, but something made him get up and let me in. "Hi, Pep." I kissed him on the cheek. He made way for me and my laundry. "Hello, how are you?" I headed for the washing machine. Pep trailed closely behind. "Kevin and Clare aren't home, but they should be here soon. Do you want to wait for them?" "Yah, I'll be here." I began separating whites from darks. "Do you want anything to eat? There's meat and bread in the ice box and some cookies in there." "No thanks." "I don't know where Kevin and Clare are. They took Katie out somewhere. Do you know Katie?" I paused. Here we go. This was going to be one of those conversations. I should just say, "Why, yes, I know Katie." But perhaps if I venture a bit further, something might jog his memory and we wouldn't have to go through the whole routine. Dad says that Pep has a tape recorder in his brain, and bits and pieces keep getting erased. I decided to give it a shot. "Pep, Katie is my sister." It didn't work. Pep responded as though I hadn't said a word. "Yah. Well, they went down to . . ." He doubled his chin and scratched his chest with both hands. "You know, down . . ." "To the Donnellys'?" "Yah, that's it. What did you say?" I repeated, "Donnellys'," loud and clear. It was usually best to speak with as few words as possible. The name Donnelly had a vague significance in Pep's mind, but he had no idea that the Donnellys were my mother's sister and her family. "Yes, that's right, they went to the Donnellys'. How did you know? What did you say your name was?" "Michelle." He smiled politely. "Oh, are you a friend of Clare's?" "Pep! I'm her daughter." "Yah, well, I just want to tell Kevin and Clare who was here in case you leave before they get back." "I'm home for the weekend. I'm not going anywhere." "Okay," he said, with an offended tone that left me feeling guilty. He turned around and headed for his chair. He truly did not know who I was. He had let a perfect stranger into our house to wash clothes. When I was a child, Pep would spend hours with me, patiently teaching me all fifty states and their capitals. When I had those down, we moved on to state flowers, birds, and slogans. He would read me his poetry and tell me never-ending bedtime stories about giants and fairies and magical castles. We would sit in front of the Christmas tree and try to guess which ornament the other was thinking of. On this day, though, I had more important things on my mind. Whites. Darks. Delicates. Pep returned a few minutes later with a pen and his notebook. "Here, write down your name so I can tell Kevin and Clare you were here." The prospect scared me. I was hoping he would realize who I was after a while and forget that he had forgotten me. But this was putting everything on the line. What if he saw my name and still couldn't recognize me? As he eagerly offered me the pen and paper, I couldn't say no. I wrote M-i-c-h-e-l-l-e in his notebook and gave it back to him. He looked at it for a few seconds and then wrinkled his eyebrows and bit his lip. He looked at me with a hint of disbelief. "Michelle." He said it with the expression of a disappointed but amused parent. The name seemed to hang in space. I imagined what would come next. He might say, "You're not Michelle" or "Who in the world is Michelle?" But he said, "All this time you were Michelle?" "Yes." That giant lump shot into my throat and tears crept into my eyes. "Well, thank God for you." I smiled. He patted me on the shoulder and walked away, shaking his head and chuckling. I was relieved. I did still exist in his mind, on his tape. But I was only a part-time visitor now, and I couldn't help wondering how long it would be before I was permanently erased.
Monday/Tuesday 10/1-10/2 Homework
Language Arts Students: 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.
You might write about an experience in which you encountered people from a culture different from your own. You might write about a turning point in your life--perhaps a time when you were forced suddenly to grow up, a time when you faced a difficult challenge, or a time when you reassessed your values. You might describe an experience in which you learned to do something new: coaching a Little League team, designing stage sets for a play, forming a musical group. Or you might recount an adventure that tested you in some way. If you have experienced work in an emergency room, on an ambulance or fire truck, or as a police officer, you might describe in vivid detail one day or evening at work to give readers an inside view of this stressful job.
A narrative should have a central focus, but it is not always necessary to express the focus in a thesis sentence early in the essay; at times you will want to get right to the action.
A narrative should of course be based on personal experience. Aim for an essay from 500 to 1,000 words long--two to four typed pages, double-spaced. Please reference your writing rubric, grammar checklist, and writing check list. This assignment is worth 100 points. No late work will be accepted. This assignment is due on 10/1-10/4 depending on the next scheduled day that I see your class.
You might write about an experience in which you encountered people from a culture different from your own. You might write about a turning point in your life--perhaps a time when you were forced suddenly to grow up, a time when you faced a difficult challenge, or a time when you reassessed your values. You might describe an experience in which you learned to do something new: coaching a Little League team, designing stage sets for a play, forming a musical group. Or you might recount an adventure that tested you in some way. If you have experienced work in an emergency room, on an ambulance or fire truck, or as a police officer, you might describe in vivid detail one day or evening at work to give readers an inside view of this stressful job.
A narrative should have a central focus, but it is not always necessary to express the focus in a thesis sentence early in the essay; at times you will want to get right to the action.
A narrative should of course be based on personal experience. Aim for an essay from 500 to 1,000 words long--two to four typed pages, double-spaced. Please reference your writing rubric, grammar checklist, and writing check list. This assignment is worth 100 points. No late work will be accepted. This assignment is due on 10/1-10/4 depending on the next scheduled day that I see your class.
Grammar Homework assigned 10/1-10/9
Language Arts Students: All students must complete chapters 5-6 in their Grammar and Usage Books. This assignment is worth 200 points. No late work will be accepted. This assignment is due 9/27-10/9.
Wednesday, September 26, 2007
Classwork Lesson 13 definitions
Literary character: is a person or an animal in a story. (Harry Potter, X-Men, Superman, Frodo)
Main Character: has the most important role in the literary work. ( Ethan Hunt, Peter Parker, JASON, Freddy Kruger, Micheal Myers)
Minor Character: have smaller parts. (Maggie Simpson, Chief Wiggums, Meg-Family Guy)
Direct characterization: means that the writer tells you about characters directly. ( Murder in the First, Halloween, Friday the 13th)
Indirect characterization: means that the writer describes what the character does and says and gives that comments, thoughts, and reactions of the other characters to this character; the reader reaches his or her own conclusion about the character.
Motivation: the reasons people do things in fiction or in real life. ( I will do my homework because I want to pass all of my classes. I am motivated by the need to succeed.)
Dialogue: the words characters say, set off by quotation marks provides prime opportunity to infer character's motives. ( "Tom, I like to eat ice cream and play soccer.")
Main Character: has the most important role in the literary work. ( Ethan Hunt, Peter Parker, JASON, Freddy Kruger, Micheal Myers)
Minor Character: have smaller parts. (Maggie Simpson, Chief Wiggums, Meg-Family Guy)
Direct characterization: means that the writer tells you about characters directly. ( Murder in the First, Halloween, Friday the 13th)
Indirect characterization: means that the writer describes what the character does and says and gives that comments, thoughts, and reactions of the other characters to this character; the reader reaches his or her own conclusion about the character.
Motivation: the reasons people do things in fiction or in real life. ( I will do my homework because I want to pass all of my classes. I am motivated by the need to succeed.)
Dialogue: the words characters say, set off by quotation marks provides prime opportunity to infer character's motives. ( "Tom, I like to eat ice cream and play soccer.")
Tuesday, September 25, 2007
Thursday/Friday assigned on 10/4-10/5 Classwork
Language Arts Students: Students will work on lesson 15. Lesson 15 covers analyzing themes. Students will read pages 123-124. After reading students must answer the guided questions on pages 123-124. Also answer answer the questions on page 125 numbers 1-3.
Tuesday/Wednesday Classwork assigned on 10/2-10/3
Language Arts Students: Continue working on Lesson 13 in our Measuring Up text.
All students will read pages 109-111. After reading these pages please answer the questions on pages 111-113 on your own sheet of paper.
This assignment is due at the end of the period.
All students will read pages 109-111. After reading these pages please answer the questions on pages 111-113 on your own sheet of paper.
This assignment is due at the end of the period.
Friday/Monday Classwork assigned on 9/28-10/1
Language Arts Students: Today we will embark on our third lesson in the Measuring up book. Lesson 13 will cover literary characters, main characters, minor characters, direct characterization, indirect characterization, motivation, and dialogue.
Please copy down, define, and create and example for the terms listed on page 106 in bold print.
After completing this assignment immediately begin to read pages 107-108, answer all the guided questions in complete sentences on your own paper. On pages 108-109 copy down questions 1-4 and answer them in complete sentences on your own paper.
This assignment is worth 40 points.
Please copy down, define, and create and example for the terms listed on page 106 in bold print.
After completing this assignment immediately begin to read pages 107-108, answer all the guided questions in complete sentences on your own paper. On pages 108-109 copy down questions 1-4 and answer them in complete sentences on your own paper.
This assignment is worth 40 points.
Period 1 Homework 9/27
Language Arts Students: All students will complete chapters 3 and 4 in their Grammar and Usage Books. This assignment is worth 200 points. This assignment is due 9/27/07-10/01/07
Period 1 Classwork 9/25/07
Language Arts Students: All students will complete in class pages 49-53 in their Grammar and Usage books. I will go over these pages out loud to ensure that students understand the assignment prior to it being assigned as homework later on in the week.
Monday, September 24, 2007
Narrative Writing Rubric
Scoring Guide
Score Point 4 The response exhibits a strong command of narrative writing. The response is focused and has an effective sequencing of events and clear progression of ideas. The writer provides specific, relevant details to support ideas. The composition is unified and well elaborated. The writer's organization provides a clear strategy or controlled plan; the composition progresses logically and has a sense of overall completeness.
Score Point 3 The response exhibits a reasonable command of narrative writing. The response is focused and establishes progression of ideas and events although minor lapses in focus and progression may be present. The composition contains elaboration and support in the form of specific details. The composition may have minor weaknesses in coherence. The writer's organization provides a reasonable sense of logical progression and overall completeness.
Score Point 2 The response exhibits a weak command of narrative writing. The response exhibits some progression of ideas and events and provides some elaboration and support. The elaboration is relevant but may be flawed. The composition may not be evenly elaborated, having a list-like quality with concrete supporting details. The composition may have little connection between a controlling idea and supporting details relevant to development.
Score Point 1 The response exhibits a lack of command of narrative writing. There is evidence that the writer has read the prompt and attempted to respond to it. The writer may attempt to support ideas, but there may be not sense of strategy or control, the writer may exhibit skeletal control but the response is too sparse to be scored higher than a "1." The response may not sustain focus on the topic, may lack clarity, and/or may have an inappropriate strategy.
NS This code may be used for compositions that are entirely illegible or other wise unscorable: blank responses, responses written in a foreign language, restatement of the prompt, and responses that are off topic or incoherent.
Score Point 4 The response exhibits a strong command of narrative writing. The response is focused and has an effective sequencing of events and clear progression of ideas. The writer provides specific, relevant details to support ideas. The composition is unified and well elaborated. The writer's organization provides a clear strategy or controlled plan; the composition progresses logically and has a sense of overall completeness.
Score Point 3 The response exhibits a reasonable command of narrative writing. The response is focused and establishes progression of ideas and events although minor lapses in focus and progression may be present. The composition contains elaboration and support in the form of specific details. The composition may have minor weaknesses in coherence. The writer's organization provides a reasonable sense of logical progression and overall completeness.
Score Point 2 The response exhibits a weak command of narrative writing. The response exhibits some progression of ideas and events and provides some elaboration and support. The elaboration is relevant but may be flawed. The composition may not be evenly elaborated, having a list-like quality with concrete supporting details. The composition may have little connection between a controlling idea and supporting details relevant to development.
Score Point 1 The response exhibits a lack of command of narrative writing. There is evidence that the writer has read the prompt and attempted to respond to it. The writer may attempt to support ideas, but there may be not sense of strategy or control, the writer may exhibit skeletal control but the response is too sparse to be scored higher than a "1." The response may not sustain focus on the topic, may lack clarity, and/or may have an inappropriate strategy.
NS This code may be used for compositions that are entirely illegible or other wise unscorable: blank responses, responses written in a foreign language, restatement of the prompt, and responses that are off topic or incoherent.
Classwork Monday/Tuesday 9/24-9/25
Language Arts Students: After defining the terms in bold print on pages 2-3 in your Measuring Up text, please write an example in your own words for each of the terms.
Next read the story The Power Of Bekos on pages 4-6, answer all of the guided questions numbers 1-10 in complete sentences.
Students are also required to complete the rewrite assignment found on the bottom of page 6 numbers 1-5.
If you finish early please check your work and move on to the reading on pages 7-10. Answer all of the questions on pages 10-13.
When you finish this entire assignment check your work for corrections and spend the remainder of class reading a book.
This assignment is worth 50 points.
Next read the story The Power Of Bekos on pages 4-6, answer all of the guided questions numbers 1-10 in complete sentences.
Students are also required to complete the rewrite assignment found on the bottom of page 6 numbers 1-5.
If you finish early please check your work and move on to the reading on pages 7-10. Answer all of the questions on pages 10-13.
When you finish this entire assignment check your work for corrections and spend the remainder of class reading a book.
This assignment is worth 50 points.
Friday, September 21, 2007
Transitional Words
The following are common words and phrases that help show logical connections between sentences or between ideas.
Additional facts- again, also, another, and besides, finally, further, furthermore, in conclusion, initially, next, to begin with
Similarities- as, as though, also, in the same way, like, similarly
Contrasts- although, but, despite, either, even though, however, if, in spite of, instead, neither, still, unless, yet
Place- above, among, adjacent, below, beyond, farther, nearby, opposite, there, under
Cause- because, since, for this reason
Result- as a result, consequently, for this reason, obviously, so, therefore
Specific Examples- a few of these are, especially, for example, in particular, specifically
Emphasis- basically, essentially, certainly, in fact, indeed, of course
Time- after, afterward, as soon as, before, finally, later, now, not long after, until, when, while
Additional facts- again, also, another, and besides, finally, further, furthermore, in conclusion, initially, next, to begin with
Similarities- as, as though, also, in the same way, like, similarly
Contrasts- although, but, despite, either, even though, however, if, in spite of, instead, neither, still, unless, yet
Place- above, among, adjacent, below, beyond, farther, nearby, opposite, there, under
Cause- because, since, for this reason
Result- as a result, consequently, for this reason, obviously, so, therefore
Specific Examples- a few of these are, especially, for example, in particular, specifically
Emphasis- basically, essentially, certainly, in fact, indeed, of course
Time- after, afterward, as soon as, before, finally, later, now, not long after, until, when, while
Narrative Brainstorm
Remember, you can always brainstorm the way you feel most comfortable. Examples include: webbing, listing, flow charts, pictures, or answering these questions
Is the story personal or imaginative?
Do you need to be creative?
Do you need to think about something that has happened or could happen in real life?
Think of the prompt, what strange or unrealistic thing could happen?
Does the prompt make you think of a fun, happy time or a sad, depressing time?
As soon as you read the prompt, do you know what you want to write about? If not, list 5 possible topics that you could write about.
Do you not have that experience in your own life? Write about someone else's life.
What will the main idea of your story be?
Who is going to be in the story?
Where are you going to be throughout most of the story?
What will your name be in the story?
Are you going to be a villain (bad guy) or a hero (good guy)?
How much time will pass in your story? (Make sure you check the prompt)
What will the mood of the story be?
What noises do you hear around you in your story?
What things do you smell around you in your story?
What do you see around you in your story?
What things do you taste in your story?
What things do you feel in your story?
What will happen in your story? (Make a short list of events that you can use to help you order your story correctly)
From these events that you've just listed, what event is the climax or the most important event that has to do with the prompt? In the end, what will happen to you?
Is the story personal or imaginative?
Do you need to be creative?
Do you need to think about something that has happened or could happen in real life?
Think of the prompt, what strange or unrealistic thing could happen?
Does the prompt make you think of a fun, happy time or a sad, depressing time?
As soon as you read the prompt, do you know what you want to write about? If not, list 5 possible topics that you could write about.
Do you not have that experience in your own life? Write about someone else's life.
What will the main idea of your story be?
Who is going to be in the story?
Where are you going to be throughout most of the story?
What will your name be in the story?
Are you going to be a villain (bad guy) or a hero (good guy)?
How much time will pass in your story? (Make sure you check the prompt)
What will the mood of the story be?
What noises do you hear around you in your story?
What things do you smell around you in your story?
What do you see around you in your story?
What things do you taste in your story?
What things do you feel in your story?
What will happen in your story? (Make a short list of events that you can use to help you order your story correctly)
From these events that you've just listed, what event is the climax or the most important event that has to do with the prompt? In the end, what will happen to you?
Personal Narrative Story Prompts
Think about a family friend or relation that you admire. It should be someone who is a role model for you. Think of a time when they did something that showed their kindness or other good qualities.
Think about a time when you had to do something you didn't really want to do. It could be a chore, a family day, or something in school. Write about one time when you were surprised at how much fun you had doing this.
Think about a time you did something special with a brother, sister, family member, or friend. Sharing this event made you realize how close you were. Write about what made this time special.
Think about a time you were surprised about something that happened to you. It could be a happy surprise or a disappointment. Write about the event.
Think about a time you succeeded at something that was hard for you to do. It could be something you finally learned how to do at school or in a game. It could also be a new way of behaving at home. Write about what happened the day you changed.
Write about a time when you made a special gift for someone in your family or for a friend. How did you know what they would like? How did you make the gift? What was the person's reaction? Write a story about this event.
Your family celebrates special events such as birthdays, holidays, or other special times. Choose one family event and write a story about it.
You have been on many field trips while at school. Choose one and tell a story about what happened on that trip.
You have learned many things since you started school. Tell a story about one thing you learned in kindergarten that you have used this year.
Think about a day when nothing went right. It could have been anywhere. It might have been at home or at school. Write a story about this bad experience.
Think about a time when you had to do something you didn't really want to do. It could be a chore, a family day, or something in school. Write about one time when you were surprised at how much fun you had doing this.
Think about a time you did something special with a brother, sister, family member, or friend. Sharing this event made you realize how close you were. Write about what made this time special.
Think about a time you were surprised about something that happened to you. It could be a happy surprise or a disappointment. Write about the event.
Think about a time you succeeded at something that was hard for you to do. It could be something you finally learned how to do at school or in a game. It could also be a new way of behaving at home. Write about what happened the day you changed.
Write about a time when you made a special gift for someone in your family or for a friend. How did you know what they would like? How did you make the gift? What was the person's reaction? Write a story about this event.
Your family celebrates special events such as birthdays, holidays, or other special times. Choose one family event and write a story about it.
You have been on many field trips while at school. Choose one and tell a story about what happened on that trip.
You have learned many things since you started school. Tell a story about one thing you learned in kindergarten that you have used this year.
Think about a day when nothing went right. It could have been anywhere. It might have been at home or at school. Write a story about this bad experience.
Lesson 1 Word Analysis Definitions for classwork for 9/24-/9/25
Language Arts Students: All students must copy down the following terms and definitions. Students will be tested on their knowledge of these terms on the SPA test.
Literal Language: uses words with their usual dictionary definition.
Figurative Language: uses words in highly imaginative ways without their usual dictionary definitions.
Simile: is a comparison between two basically unlike things.
Metaphor: compares two basically dissimilar things without the use of connecting words such as like, as, or resembles.
Idiom: is a common expression in which the words don't really mean what they say.
Analogy: expression a comparison between two situations or ideas that are alike in one important way but different in others.
Literal Language: uses words with their usual dictionary definition.
Figurative Language: uses words in highly imaginative ways without their usual dictionary definitions.
Simile: is a comparison between two basically unlike things.
Metaphor: compares two basically dissimilar things without the use of connecting words such as like, as, or resembles.
Idiom: is a common expression in which the words don't really mean what they say.
Analogy: expression a comparison between two situations or ideas that are alike in one important way but different in others.
Academic Cheating Fact Sheet
Academic cheating is defined as representing someone else's work as your own. It can take many forms, including sharing another's work, purchasing a term paper or test questions in advance, paying another to do the work for you.
Statistics show that cheating among high school students has risen dramatically during the past 50 years.
In the past it was the struggling student who was more likely to cheat just to get by. Today it is also the above-average college bound students who are cheating.
73% of all test takers, including prospective graduate students and teachers agree that most students do cheat at some point. 86% of high school students agreed.
Cheating no longer carries the stigma that it used to. Less social disapproval coupled with increased competition for admission into universities and graduate schools has made students more willing to do whatever it takes to get the A.
Grades, rather than education, have become the major focus of many students.
Fewer college officials (35%) believe that cheating is a problem, in this country than do members of the public (41%).
High school students are less likely than younger test takers to report cheaters, because it would be "tattling" or "ratting out a friend."
Many students feel that their individual honesty in academic endeavors will not effect anyone else.
While about 20% of college students admitted to cheating in high school during the 1940's, today between 75 and 98 percent of college students surveyed each year report having cheated in high school.
Students who cheat often feel justified in what they are doing. They cheat because they see others cheat and they think they will be unfairly disadvantaged. The cheaters are getting 100 on the exam, while the non-cheaters may only get 90's.
In most cases cheaters don't get caught. If caught, they seldom are punished severely, if at all.
Cheating increases due to pressure for high grades.
Math and Science are the courses in which cheating most often occurs.
Computers can make cheating easier than ever before. For example, students can download term papers from the world wide web.
"Thirty years ago, males admitted to significantly more academic dishonesty than females. Today, that difference has decreased substantially and some recent studies show no differences in cheating between men and women in college."
Cheating may begin in elementary school when children break or bend the rules to win competitive games against classmates. It peaks during high school when about 75% of students admit to some sort of academic misgivings.
Research about cheating among elementary age children has shown that: There are more opportunities and motivations to cheat than in preschool; Young children believe that it is wrong, but could be acceptable depending on the task; Do not believe that it is common; Hard to resist when others suggest breaking rules; Need for approval is related to cheating; Boys cheat more.
Academic cheating begins to set in at the junior high level.
Research about cheating among middle school children (Ages 12-14) has shown that: There is increased motivation to cheat because there is more emphasis on grades; Even those students who say it is wrong, cheat; If the goal is to get a good grade, they will cheat.
According to one recent survey of middle schoolers, 2/3 of respondents reported cheating on exams, while 9/10 reported copying another's homework.
According to the 1998 poll of Who's Who Among American High School Students, 80% of the country's best students cheated to get to the top of their class. More than half the students surveyed said they don't think cheating is a big deal – and most did not get caught.
According to surveys conducted by The Josephson Institute of Ethics among 20,000 middle and high school students, 64% of high school students admitted to cheating in 1996. That number jumped to 70% in 1998.
Research about cheating among college students has shown the following to be the primary reasons for cheating: Campus norm; No honor code; Penalties not severe; Faculty support of academic integrity policies is low; Little chance of being caught; Incidence is higher at larger, less selective institutions.
Additional influencers include: Others doing it; Faculty member doesn't seem to care; Required course; No stated rules or rules are unclear; Heavy workload.
Profile of college students more likely to cheat: Business or Engineering majors; Those whose future plans include business; Men self-report cheating more than woman; Fraternity and Sorority members; Younger students; Students with lower GPA's or those at the very top.
Cheating is seen by many students as a means to a profitable end.
Cheating does not end at graduation. For example, resume fraud is a serious issue for employers concerned about the level of integrity of new employees.
Academic cheating is defined as representing someone else's work as your own. It can take many forms, including sharing another's work, purchasing a term paper or test questions in advance, paying another to do the work for you.
Statistics show that cheating among high school students has risen dramatically during the past 50 years.
In the past it was the struggling student who was more likely to cheat just to get by. Today it is also the above-average college bound students who are cheating.
73% of all test takers, including prospective graduate students and teachers agree that most students do cheat at some point. 86% of high school students agreed.
Cheating no longer carries the stigma that it used to. Less social disapproval coupled with increased competition for admission into universities and graduate schools has made students more willing to do whatever it takes to get the A.
Grades, rather than education, have become the major focus of many students.
Fewer college officials (35%) believe that cheating is a problem, in this country than do members of the public (41%).
High school students are less likely than younger test takers to report cheaters, because it would be "tattling" or "ratting out a friend."
Many students feel that their individual honesty in academic endeavors will not effect anyone else.
While about 20% of college students admitted to cheating in high school during the 1940's, today between 75 and 98 percent of college students surveyed each year report having cheated in high school.
Students who cheat often feel justified in what they are doing. They cheat because they see others cheat and they think they will be unfairly disadvantaged. The cheaters are getting 100 on the exam, while the non-cheaters may only get 90's.
In most cases cheaters don't get caught. If caught, they seldom are punished severely, if at all.
Cheating increases due to pressure for high grades.
Math and Science are the courses in which cheating most often occurs.
Computers can make cheating easier than ever before. For example, students can download term papers from the world wide web.
"Thirty years ago, males admitted to significantly more academic dishonesty than females. Today, that difference has decreased substantially and some recent studies show no differences in cheating between men and women in college."
Cheating may begin in elementary school when children break or bend the rules to win competitive games against classmates. It peaks during high school when about 75% of students admit to some sort of academic misgivings.
Research about cheating among elementary age children has shown that: There are more opportunities and motivations to cheat than in preschool; Young children believe that it is wrong, but could be acceptable depending on the task; Do not believe that it is common; Hard to resist when others suggest breaking rules; Need for approval is related to cheating; Boys cheat more.
Academic cheating begins to set in at the junior high level.
Research about cheating among middle school children (Ages 12-14) has shown that: There is increased motivation to cheat because there is more emphasis on grades; Even those students who say it is wrong, cheat; If the goal is to get a good grade, they will cheat.
According to one recent survey of middle schoolers, 2/3 of respondents reported cheating on exams, while 9/10 reported copying another's homework.
According to the 1998 poll of Who's Who Among American High School Students, 80% of the country's best students cheated to get to the top of their class. More than half the students surveyed said they don't think cheating is a big deal – and most did not get caught.
According to surveys conducted by The Josephson Institute of Ethics among 20,000 middle and high school students, 64% of high school students admitted to cheating in 1996. That number jumped to 70% in 1998.
Research about cheating among college students has shown the following to be the primary reasons for cheating: Campus norm; No honor code; Penalties not severe; Faculty support of academic integrity policies is low; Little chance of being caught; Incidence is higher at larger, less selective institutions.
Additional influencers include: Others doing it; Faculty member doesn't seem to care; Required course; No stated rules or rules are unclear; Heavy workload.
Profile of college students more likely to cheat: Business or Engineering majors; Those whose future plans include business; Men self-report cheating more than woman; Fraternity and Sorority members; Younger students; Students with lower GPA's or those at the very top.
Cheating is seen by many students as a means to a profitable end.
Cheating does not end at graduation. For example, resume fraud is a serious issue for employers concerned about the level of integrity of new employees.
Cheating
What Exactly Is Cheating?
Cheating is when a person misleads, deceives, or acts dishonestly on purpose. For kids, cheating may happen at school, at home, or while playing a sport. If a baseball team is for kids who are 8 or younger, it's cheating for a 9-year-old to play on the team and hit home run after home run.
At school, in addition to cheating on a test, a kid might cheat by stealing someone else's idea for a science project or by copying a book report off the Internet and turning it in as if it's his or her original work. Copying someone else's words or work and saying they're yours is a type of cheating called plagiarizing (say: play-jeh-rise-ing).
How Do People Cheat?
Cheating can happen in a lot of different ways. Jeff is doing it by sneaking answers to a test, but it's also cheating to break the rules of a game or contest or to pretend something is yours when it isn't. When people cheat, it's not fair to other people, like the kids who studied for the test or who were the true winners of a game or contest.
It's tempting to cheat because it makes difficult things seem easy, like getting all the right answers on the test. But it doesn't solve the problem of not knowing the material and it won't help on the next test - unless the person cheats again.
Sometimes it may seem like cheaters have it all figured out. They can watch TV instead of studying for the spelling test. But other people lose respect for cheaters and think less of them. The cheaters themselves may feel bad because they know they are not really earning that good grade. And, if they get caught cheating, they will be in trouble at school, and maybe at home, too.
Why Kids Cheat
Some kids cheat because they're busy or lazy and they want to get good grades without spending the time studying. Other kids might feel like they can't pass the test without cheating. Even when there seems to be a "good reason" for cheating, cheating isn't a good idea.
If you were sick or upset about something the night before and couldn't study, it would be better to talk with the teacher about this. And if you don't have enough time to study for a test because of swim practice, you need to talk with your parents about how to balance swimming and school.
A kid who thinks cheating is the only way to pass a test needs to talk with the teacher and his or her parents so they can find some solutions together. Talking about these problems and working them out will feel better than cheating.
Truth and Consequences
Many kids feel tempted to cheat once in a while. Most resist and do the work instead. Some kids cheat once and feel so bad that they never do it again. Others get caught and decide it isn't worth it. Unfortunately, some kids start cheating and feel like they can't stop.
Kids who cheat may feel worried about getting caught. Whether they are caught or not, these kids may feel guilty, or embarrassed, or ashamed - or all three. Even if the cheater feels fine or doesn't get caught, that doesn't mean it's OK. If you see someone cheating, or if someone asks to copy your work, you can tell a teacher or another grown-up.
If a kid gets caught cheating, the teacher may give the kid a "zero" score on the test, send him or her to the principal's office, and contact his or her parents. Worse than the bad grade may be the feeling of having disappointed other people, like parents and teachers. A parent may worry that you are not an honest person and a teacher might watch you more closely the next time you're taking a test.
Karen McCalley, an English teacher in New Jersey says, "It is always disappointing when students cheat because it makes me think the student doesn't believe in himself. I expect students to do their very best and am sad when they don't put their best foot forward."
Cheaters cheat themselves in a way because they don't make an honest attempt to learn as much as they can. For instance, if you cheat your way through spelling tests, you won't learn how to spell. That can katch - I mean catch - up with you when you get older! And adults who cheat - at work, sports, or in their relationships - get into serious trouble, far more serious than a bad grade on a spelling test.
Making a Comeback
There are plenty of reasons why a kid shouldn't cheat, but some kids have already cheated. If that's you, it's never too late to stop cheating. Cheating can become a habit, but like other bad habits, a kid can always decide to act better and make better choices. It might help to talk the problem over with a parent, teacher, or counselor. Choosing to play fair and be honest again can help a kid feel relieved and proud.
There's an old saying that cheaters never win and winners never cheat. This may sound confusing because sometimes it seems like cheaters do win - at least for the moment. But kids who don't cheat are true winners because, when they win, they do it fair and square.
Cheating is when a person misleads, deceives, or acts dishonestly on purpose. For kids, cheating may happen at school, at home, or while playing a sport. If a baseball team is for kids who are 8 or younger, it's cheating for a 9-year-old to play on the team and hit home run after home run.
At school, in addition to cheating on a test, a kid might cheat by stealing someone else's idea for a science project or by copying a book report off the Internet and turning it in as if it's his or her original work. Copying someone else's words or work and saying they're yours is a type of cheating called plagiarizing (say: play-jeh-rise-ing).
How Do People Cheat?
Cheating can happen in a lot of different ways. Jeff is doing it by sneaking answers to a test, but it's also cheating to break the rules of a game or contest or to pretend something is yours when it isn't. When people cheat, it's not fair to other people, like the kids who studied for the test or who were the true winners of a game or contest.
It's tempting to cheat because it makes difficult things seem easy, like getting all the right answers on the test. But it doesn't solve the problem of not knowing the material and it won't help on the next test - unless the person cheats again.
Sometimes it may seem like cheaters have it all figured out. They can watch TV instead of studying for the spelling test. But other people lose respect for cheaters and think less of them. The cheaters themselves may feel bad because they know they are not really earning that good grade. And, if they get caught cheating, they will be in trouble at school, and maybe at home, too.
Why Kids Cheat
Some kids cheat because they're busy or lazy and they want to get good grades without spending the time studying. Other kids might feel like they can't pass the test without cheating. Even when there seems to be a "good reason" for cheating, cheating isn't a good idea.
If you were sick or upset about something the night before and couldn't study, it would be better to talk with the teacher about this. And if you don't have enough time to study for a test because of swim practice, you need to talk with your parents about how to balance swimming and school.
A kid who thinks cheating is the only way to pass a test needs to talk with the teacher and his or her parents so they can find some solutions together. Talking about these problems and working them out will feel better than cheating.
Truth and Consequences
Many kids feel tempted to cheat once in a while. Most resist and do the work instead. Some kids cheat once and feel so bad that they never do it again. Others get caught and decide it isn't worth it. Unfortunately, some kids start cheating and feel like they can't stop.
Kids who cheat may feel worried about getting caught. Whether they are caught or not, these kids may feel guilty, or embarrassed, or ashamed - or all three. Even if the cheater feels fine or doesn't get caught, that doesn't mean it's OK. If you see someone cheating, or if someone asks to copy your work, you can tell a teacher or another grown-up.
If a kid gets caught cheating, the teacher may give the kid a "zero" score on the test, send him or her to the principal's office, and contact his or her parents. Worse than the bad grade may be the feeling of having disappointed other people, like parents and teachers. A parent may worry that you are not an honest person and a teacher might watch you more closely the next time you're taking a test.
Karen McCalley, an English teacher in New Jersey says, "It is always disappointing when students cheat because it makes me think the student doesn't believe in himself. I expect students to do their very best and am sad when they don't put their best foot forward."
Cheaters cheat themselves in a way because they don't make an honest attempt to learn as much as they can. For instance, if you cheat your way through spelling tests, you won't learn how to spell. That can katch - I mean catch - up with you when you get older! And adults who cheat - at work, sports, or in their relationships - get into serious trouble, far more serious than a bad grade on a spelling test.
Making a Comeback
There are plenty of reasons why a kid shouldn't cheat, but some kids have already cheated. If that's you, it's never too late to stop cheating. Cheating can become a habit, but like other bad habits, a kid can always decide to act better and make better choices. It might help to talk the problem over with a parent, teacher, or counselor. Choosing to play fair and be honest again can help a kid feel relieved and proud.
There's an old saying that cheaters never win and winners never cheat. This may sound confusing because sometimes it seems like cheaters do win - at least for the moment. But kids who don't cheat are true winners because, when they win, they do it fair and square.
Cheating
Education
The use of crib notes during an examination is cheating
Further information: Academic dishonesty
A common venue for cheating is in education settings, where it takes a number of forms. Cheating on tests (or other school-based work) may include the sharing of information among test takers or the use of covert notes or crib sheets. Obtaining the questions or answers to a test ahead of time is another form of cheating. On essay assignments or term papers cheating often takes the form of plagiarism. Another phenomenon of contract cheating has been observed, where students have work completed on their behalf. Internet plagiarism is a growing concern. Some schools subscribe to services which help them detect this type of cheating. Most colleges have written policies defining and punishing plagiarism.
Cheating is considered immoral by most, and may face stiff punishment if discovered, although some faculty indicate they are reluctant to take action against suspected cheaters. In colleges guided by an honor code, cheating could result in expulsion. Academic honor codes appear to reduce cheating; nonetheless, it remains quite common among students.
However, others have defended the practice of cheating. Some argue that many school activities are pointless, and cheating offers an innovative way of surmounting these difficulties.[2]
A 1998 Survey Who's Who Among American High School Students Reported that 80% admitted to cheating on an exam[3] and 39 percent of the sixth-graders surveyed in a 1985 study conducted by the California State Department of Education admitted to one or more instances of copying from another student during a test, and 41 percent admitted to plagiarism. With high school students, the numbers jumped to 75 percent admitting to copying and 51 percent to plagiarism.[4] Anecdotally, cheating at universities has become widespread and even college athletes such as Greg Newton have been exposed as cheaters[5]
Recently, software to statistically detect cheating on tests has been developed[6] which compares pairs of examinees in terms of their responses to test questions. Examinees with large numbers of similar correct and incorrect responses to questions are flagged as being suspicious.
A study published fall 2006 by Donald McCabe, a Rutgers professor who has studied cheating for decades, found that 56% of MBA students admitted cheating, along with 54% of graduate students in engineering, 48% in education, and 45% in law.[7]
The use of crib notes during an examination is cheating
Further information: Academic dishonesty
A common venue for cheating is in education settings, where it takes a number of forms. Cheating on tests (or other school-based work) may include the sharing of information among test takers or the use of covert notes or crib sheets. Obtaining the questions or answers to a test ahead of time is another form of cheating. On essay assignments or term papers cheating often takes the form of plagiarism. Another phenomenon of contract cheating has been observed, where students have work completed on their behalf. Internet plagiarism is a growing concern. Some schools subscribe to services which help them detect this type of cheating. Most colleges have written policies defining and punishing plagiarism.
Cheating is considered immoral by most, and may face stiff punishment if discovered, although some faculty indicate they are reluctant to take action against suspected cheaters. In colleges guided by an honor code, cheating could result in expulsion. Academic honor codes appear to reduce cheating; nonetheless, it remains quite common among students.
However, others have defended the practice of cheating. Some argue that many school activities are pointless, and cheating offers an innovative way of surmounting these difficulties.[2]
A 1998 Survey Who's Who Among American High School Students Reported that 80% admitted to cheating on an exam[3] and 39 percent of the sixth-graders surveyed in a 1985 study conducted by the California State Department of Education admitted to one or more instances of copying from another student during a test, and 41 percent admitted to plagiarism. With high school students, the numbers jumped to 75 percent admitting to copying and 51 percent to plagiarism.[4] Anecdotally, cheating at universities has become widespread and even college athletes such as Greg Newton have been exposed as cheaters[5]
Recently, software to statistically detect cheating on tests has been developed[6] which compares pairs of examinees in terms of their responses to test questions. Examinees with large numbers of similar correct and incorrect responses to questions are flagged as being suspicious.
A study published fall 2006 by Donald McCabe, a Rutgers professor who has studied cheating for decades, found that 56% of MBA students admitted cheating, along with 54% of graduate students in engineering, 48% in education, and 45% in law.[7]
Thursday, September 20, 2007
Report Cards
The first progress report will be finalized on October 10, 2007.
Progress reports cover a 4 week time period, the dates included are September 5-October3.
Progress reports cover a 4 week time period, the dates included are September 5-October3.
Period 2 Only/ Every Class Meeting/ Warm-Up
Language Arts Students:
Our daily warm up will consist of 25 minutes of grammar. I will work closely with you to make sure that you understand the concepts needed to understand English grammar.
Grammar books must be left with the teacher at all times unless instructed to take them home.
If your grammar book is currently at home please bring your book to class on Monday September 24th.
The grammar assignment for this class will not be counted as a grade it is more of an exploration and discovery of grammar and will not be graded because I will help you complete all of the work in class.
Our daily warm up will consist of 25 minutes of grammar. I will work closely with you to make sure that you understand the concepts needed to understand English grammar.
Grammar books must be left with the teacher at all times unless instructed to take them home.
If your grammar book is currently at home please bring your book to class on Monday September 24th.
The grammar assignment for this class will not be counted as a grade it is more of an exploration and discovery of grammar and will not be graded because I will help you complete all of the work in class.
Wednesday, September 19, 2007
Secondary Periodic Assessment
LAUSD has created a quarterly assessment to test students in the areas of Language Arts, History, and Math. These test were created to make sure that students are appropriately learning the CA standards as assigned by grade level and content area. The first test will be administered on October 22, 2007. The first SPA will cover: idioms, analogies, metaphors, similes (10 points) analyze characters (2 points) identify and analyze recurring (6 points) analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and belief (6 points) Grammar (10 points)
Monday/Tuesday Homework assigned on 9/24-9/25
Language Arts Students:
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)
All essays must be at least 2 pages in length, include details, contain sensory words, include descriptions of setting, and describe the thoughts and feelings of the writer. This assignment is worth 60 points.
This assignment is due 9/24-9/28. No late work will be accepted. The last day to turn in your assignment is on the last day that I meet with your class for the week.
References for this assignment are the Writing Check List, Grammar Check List, and Narrative Writing Rubric.
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)
All essays must be at least 2 pages in length, include details, contain sensory words, include descriptions of setting, and describe the thoughts and feelings of the writer. This assignment is worth 60 points.
This assignment is due 9/24-9/28. No late work will be accepted. The last day to turn in your assignment is on the last day that I meet with your class for the week.
References for this assignment are the Writing Check List, Grammar Check List, and Narrative Writing Rubric.
Monday/Tuesday Classwork assigned on 9/24-9/25
Language Arts Students: All students will analyze idioms, analogies, metaphors, and similes. We will use our Measuring Up text to learn about reading standard 1.1. We will focus on lesson 1 which deals with the analysis of figurative and literal language.
Writing Check List
Writing Checklist
BEGINNING
________Am I writing about the prompt? ________Is the story about me? ________Did I begin with a sound, quote or simile? ________Did I write where the story is taking place? ________Did I write about the time of year, month, season, and/or date? ________Have I mentioned the prompt, or at least hinted about it? ________Did I mention the people that are in my story? ________Did I use good words to describe the setting and tie in relevant details?
MIDDLE ________Did I write a story and not a grocery list? ________Did I choose 3-5 main events? ________Is the climax at the middle? ________Did I use my senses and thoughts to describe those events? ________Did I add details that have to do with the prompt? ________Is it in order of the way it happened, and not jumping around from thought to thought? ________Am I making the story interesting? ________How many things did you do? (If it is more than 10, you are listing!)
END ________Did I tie the beginning to the end? ________Did I mention the prompt? ________Did I add details that bring the story to an interesting end, and not keep adding more events? ________Does my story make people smile, laugh, or cry? ________Does every sentence have a purpose? ________Are they longer than 4 words?
BEGINNING
________Am I writing about the prompt? ________Is the story about me? ________Did I begin with a sound, quote or simile? ________Did I write where the story is taking place? ________Did I write about the time of year, month, season, and/or date? ________Have I mentioned the prompt, or at least hinted about it? ________Did I mention the people that are in my story? ________Did I use good words to describe the setting and tie in relevant details?
MIDDLE ________Did I write a story and not a grocery list? ________Did I choose 3-5 main events? ________Is the climax at the middle? ________Did I use my senses and thoughts to describe those events? ________Did I add details that have to do with the prompt? ________Is it in order of the way it happened, and not jumping around from thought to thought? ________Am I making the story interesting? ________How many things did you do? (If it is more than 10, you are listing!)
END ________Did I tie the beginning to the end? ________Did I mention the prompt? ________Did I add details that bring the story to an interesting end, and not keep adding more events? ________Does my story make people smile, laugh, or cry? ________Does every sentence have a purpose? ________Are they longer than 4 words?
Grammar Check List
Grammar Checklist
CAPITALIZATION
Capitalize the first word in a sentence.
Capitalize the pronoun "I" wherever it appears.
Capitalize a title used before a person's last name. Examples: President Clinton or Dr. Smith.
Capitalize each important word in the title of books, movies, magazines, etc.
Capitalize the first word in a direct quotation. Example: The teacher said, "Write your story."
Capitalize all proper nouns.
PUNCTUATION
Use a period at the end of a statement or a command.
Use a period at the end of an abbreviation. Example: Mr. Hankins or Mrs. Moore
Use a question mark at the end of a question.
Use an exclamation point at the end of a sentence that shows strong feeling.
Use a comma between words in a series of three or more things.
Use a comma before a direct quotation. Example: Mrs. Purifoy, "Don't forget to turn in your library books."
Use a comma between the day and year in a date.
Use a comma between the city and state.
Use a comma after the opening of a friendly letter.
Use a comma after the closing of a letter.
Use an apostrophe in possessives. Example: Sam took off the dog's collar.
Use an apostrophe in contractions.
CAPITALIZATION
Capitalize the first word in a sentence.
Capitalize the pronoun "I" wherever it appears.
Capitalize a title used before a person's last name. Examples: President Clinton or Dr. Smith.
Capitalize each important word in the title of books, movies, magazines, etc.
Capitalize the first word in a direct quotation. Example: The teacher said, "Write your story."
Capitalize all proper nouns.
PUNCTUATION
Use a period at the end of a statement or a command.
Use a period at the end of an abbreviation. Example: Mr. Hankins or Mrs. Moore
Use a question mark at the end of a question.
Use an exclamation point at the end of a sentence that shows strong feeling.
Use a comma between words in a series of three or more things.
Use a comma before a direct quotation. Example: Mrs. Purifoy, "Don't forget to turn in your library books."
Use a comma between the day and year in a date.
Use a comma between the city and state.
Use a comma after the opening of a friendly letter.
Use a comma after the closing of a letter.
Use an apostrophe in possessives. Example: Sam took off the dog's collar.
Use an apostrophe in contractions.
Wednesday/Thursday Homework assigned on 9/26-9/27
Language Arts Students:
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)
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)
This assignment is due on 9/26-10/01. No late work will be accepted. All homework is due the next assigned class meeting.
References for the assignment are the Writing Check List, Grammar Check List, and the Narrative Writing Rubric.
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)
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)
This assignment is due on 9/26-10/01. No late work will be accepted. All homework is due the next assigned class meeting.
References for the assignment are the Writing Check List, Grammar Check List, and the Narrative Writing Rubric.
Wednesday/Thursday Classwork assigned on 9/26-9/27
Language Arts Students: All students will begin to explore the 8Th grade writing conventions standards. Students will focus on WC. 8.1.1 and WC 8.1.3. We will use the Measuring Up text Lessons 22 and 24 to help students understand correct and varied sentence types, subordination, coordination, and apposition.
Teacher Suggestions
I recommend that students read for 30 minutes a day.
I recommend that students complete all assignments assigned to them. Completing all work will help ensure that students will pass all of their classes.
If students need additional help free tutoring is offered on our school campus.
The public library offers free tutoring in all subjects from 3-9 pm everyday.
Parents should check with students every night to make sure their child completes the required assignments each night.
Teacher Suggestions
I recommend that students read for 30 minutes each night to help them increase fluency, reading comprehension, and to help them gain writing skills. (LA TIMES)
I recommend that parents check with their child to find out what their child's homework assignments entail.
I recommend that if students need additional help they should seek free tutoring in the morning from 7:15-7:45, lunch time from 12:37-1:07 in room 403, or in the afternoon from 3:15-3:45.
The public library also offers free tutoring in all subjects from 3-9 pm every day.
All assigned work should be taken very seriously and all students should complete all work assigned to them to ensure a good grade in all classes.
I recommend that parents check with their child to find out what their child's homework assignments entail.
I recommend that if students need additional help they should seek free tutoring in the morning from 7:15-7:45, lunch time from 12:37-1:07 in room 403, or in the afternoon from 3:15-3:45.
The public library also offers free tutoring in all subjects from 3-9 pm every day.
All assigned work should be taken very seriously and all students should complete all work assigned to them to ensure a good grade in all classes.
Classroom Rules
All Students must follow the rules at all times. Students must be in line and ready to learn when the first bell rings. All students must be in their seat when the tardy bell rings. All homework is due during the first 5 minutes of class. No late work will be accepted.
Wednesday- Regarding Grammar
Language Arts Students: Students who were given back their grammar work to complete or correct must turn the work in by Friday 09/21/07 to receive credit for the work. No late work will be accepted.
Homework Window
Language Arts Students: All students are given a 4 day window to turn in their homework the very first day to turn in your homework begins on the first day it is assigned and ends on the date that is assigned for collection. This will help me the teacher avoid the students who habitually ditch or are absent on the day that work is due. No late work will be accepted.
Wednesday/Thursday Classwork assigned on 9/19-9/20
Language Arts Students: 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). Please answer all questions on page 205. Answer all questions on your own sheet of paper. All answers must be written in complete sentences in order to receive credit. The writing assignment must be written in your journal. All students must follow the guidelines as outlined on page 206 in your book. This assignment is worth 150 points.
Tuesday, September 18, 2007
Parent Conferences
All parent conferences must be scheduled 2 days prior to the requested date. My conference period is period 3 only...
Tardies
Any student who is tardy must report to Room 403 the first 5 minutes of lunch. Any student who does not show up in detention will severely be punished.
Wednesday/Thursday Classwork assigned on 9/19-9/20
Language Arts Students: All students must read pages 112-116 in their Day Book. After reading these pages please answer all the questions on pages 113-115 on your own sheet of paper. Answer the writing prompt found on page 116 in your writing journal. This assignment is worth 150 points.
Monday/Tuesday Classwork assigned on 9/17-9/18
Language Arts Students: All students must write about a time in their life. This can be any time in your life. The writing must be 2 pages in length. Students will receive 40 points for this assignment.
On- Going Extra Credit
Language Arts Students: All students are encouraged to write in their leisure. I will give extra credit points to students who write narrative pieces during their leisure time. Students must complete two pages of writing on the same topic in order to receive extra credit. Extra credit for this assignment will be worth 30 points per writing assignment completed.
Extra Credit
Language Arts Students: Please bring in your Student Report with yours CST scores in order to receive extra credit. Extra Credit is worth 50 points. The last day to cash in on this wonderful opportunity is this Friday the 28th.
Wednesday/Thursday Classwork assigned 9/12-9/14
Language Arts: Write about a time in you life when you were surprised. In an essay format explain what your surprise was and why you were surprised. This essay should be at least 2 pages in length. This assignment is worth 40 points. This entry must be written in your class journal.
Wednesday/Thursday Homework assigned 9/10-9/11
Language Arts: All students must write a 2 page essay explaining how they would teach 8th grade English if they were the teacher. This essay must include details, must include descriptions, must include sensory words, and it must also explore the thoughts and feelings of the student. This assignment is worth 100 points. No late work will be accepted. This assignment is due on 9/12/or 9/14 depending on when our class meets next.
Monday/Tuesday Homework assigned on 9/6-9/7
Language Arts: All students must write their own obituary. This Assignment is worth 40 points. No late work will be accepted. This assignment is due on 9/10 or 9/11 depending on when our class meets next.
Monday/Tuesday Homework 9/17-9/18 assigned
Language Arts: All students must complete pages 1-48 in their grammar and usage books. This assignment is composed of chapter 1 and chapter 2. Chapter 1 is worth 100 points and chapter 2 is worth 100 points. No late work will be accepted. This assignment is due on 9/19 or 9/20 depending on what day our class meets.
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