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.
Monday, November 19, 2007
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.
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