grammar/composition 2016 - 2017 for metro weeks 1 -...

Grammar/Composition

Before our first class on Monday, September 12

Set up/Organize:Make sure you have:Easy Grammar Plus textFix It! Grammar Robin Hood Student BookBinder with paperPencils, erasers, pencil sharpener, and pensYou must have a stapler and three-hole punch at home. Memorize:Start working on the prepositions on page 1 in your Easy Grammar text. You will be tested on the first 15 (about - beneath).Watch (optional):http://www.youtube.com/watch?v=YjqpZbYe6xA

Read: A personal narrative has the following elements:

• It is based on a personal experience in which you have gained significant meaning, insight, or learned a lesson. It can also be based on a milestone or life-altering event.

• It is a personal narrative. The writer tells the story by including dialogue, imagery, characterization, conflict, plot, and setting.

• It is written in the first person. (“I” point-of-view) • It is an autobiographical story in which the writer describes an incident that

resulted in some personal growth or development. • A personal essay is a glimpse of the writer’s life. The writer describes the

personal experience using the scene-building technique, weaves a theme throughout the narrative, and makes an important point. There must be a lesson or meaning. The writer cannot just write an interesting story.

• It does not have to be objective. However, the writer must express his/her feelings, thoughts, and emotions.

• The writer uses self-disclosure and is honest with his/her readers. • The writer writes about a real life experience. The incident or experience must

have occurred. The writer must use fact and truth. • The writer must dramatize the story by using the scene building technique. A

scene includes setting/location, intimate details, concrete and specific descriptions, action, and often dialogue.

Write:Write three ideas of what your personal narrative can be about, remember the story you pick needs to have meaning or a lesson. You will be asked about your ideas in class.

http://www.youtube.com/watch?v=YjqpZbYe6xA

Grammar/Composition

DUE SEP. 19I divide the work into three days worth of work so you can spread the work throughout the week. Do NOT do all the work in one day.

This work is intended to be done on the first day of your academic week - September 13.

Grammar:Memorize:Start working on the prepositions on page 1. You will be tested on the first 15 (about - beneath); you need to spell them correctly.

Complete:Grammar: pages 7 - 9

Fix-It: Week 1 Day 3 - Remember what we did in class.

Composition: Personal Narrative

Yesterday in class you wrote a sequence chart for your personal narrative. Look at the setting and people in your story. Use the table below to write down adjectives that describe each.

traitsCharacter: Character: Character: Character: Setting

trait

trait

trait

Grammar/Composition

Review your sequence chart. Make any adjustments to it. Create bubbles (like we talked about yesterday) to add more details or funny stories.

Alliteration practice:Good authors use tricks or tools to make their writing stand out. One of these tricks is alliteration. Alliteration is simply to use the same sound (most often letter) in a series of words close together in a sentence. Read this website:http://literarydevices.net/alliteration/

Now make up three alliteration phrases:_____________________ _______________________ _________________________

Now craft a sentence using alliteration (think about your personal narrative):____________________________________________________________________________________________________________________________________________

trait

traitsCharacter: Character: Character: Character: Setting

http://literarydevices.net/alliteration/

Grammar/Composition

DUE SEP. 19(September 15)

Grammar:Memorize:Start working on the prepositions on page 1. You will be tested on the first 15 (about - beneath) in our next class.


Fix-It: Week 1; day 4

Composition:

Personal NarrativeUsing your sequence chart from class and the character traits chart from yesterday, begin your rough draft. You should spend 30 - 45 minutes writing today. Print the rubric (go ahead and print it twice, save one for later) and use it to guide you as you write. Remember to use alliteration at least once in your personal narrative.

Grammar/Composition

Personal Narrative RubricStimulating Ideas 1 2 3 4 5

· Focuses on a specific event or experience · Presents an engaging picture of the action and people involved · Contains specific details and dialogue · Makes readers want to know what happens next

Logical Organization 1 2 3 4 5· Includes a clear beginning that pulls readers into the essay· Presents ideas in an organized manner· Uses transitions to link sentences and paragraphs· Flows smoothly from one idea to the next

Engaging Voice 1 2 3 4 5· Speaks knowledgeably and/or enthusiastically · Shows that the writer is truly interested in the subject · Contains specific nouns, vivid verbs, and colorful modifiers· Uses alliteration

Grammar/Conventions 1 2 3 4 5· Sentence structure and variety · Spelling, punctuation, capitalization · Word choice and usage

Attention to Directions 1 2 3 4 5· 1 page - 6th graders, 1 1/2 - 7th and 8th graders· Typed (no exceptions)· 1 inch margins all around (top, bottom, left, and right)· Double spaced· Times New Roman 12 pt. Font· Name, date, subject, teacher’s name

Comments:

___________________________________________________________________________________________________________________________________________________________________________________________________

Grammar/Composition


Grammar:

Memorize:Start working on the prepositions on page 1. You will be tested on the first 15.

Complete:Grammar: page 16

Fix-It: Write all your sentences again in a story format. This will be known as the student rewrite. Please double space and check your work. Hint - there are two paragraphs. THIS GETS TURNED EACH WEEK - THIS WEEK WE WILL GRADE IT TOGETHER SO YOU CAN SEE HOW IT IS GRADED!

Composition:

Continue to work on your rough draft. Check the rubric carefully. Sixth graders need to have their stories 1 pages double spaced typed. Seventh and Eighth graders need to have 1 1/2 pages double space typed. We will discuss transitions in class.BRING YOUR ROUGH DRAFT TO CLASS - I WILL CHECK TO SEE THAT YOU HAVE IT!Please print the following page and place it in the composition section of your binder.

Grammar/Composition

Transition words:Transitional words and phrases can create powerful links between ideas in your paper and can help your reader understand the logic of your paper. Before using a particular transitional word in your paper, be sure you understand its meaning and usage completely and be sure that it's the right match for the logic in your paper.

Addition:______________ ___________ ___________ ________________

______________ ___________ ___________ ________________

Time:______________ ___________ ___________ ________________

______________ ___________ ___________ ________________

Illustration:______________ ___________ ___________ ________________

______________ ___________ ___________ ________________

Clarification:

______________ ___________ ___________ ________________

______________ ___________ ___________ ________________

Cause/Effect:______________ ___________ ___________ ________________

______________ ___________ ___________ ________________

Summary/Conclusion:

______________ ___________ ___________ ________________

______________ ___________ ___________ ________________

Grammar/Composition


Grammar:



Fix-It: Week 2; days 2 and 3 - follow the same format as last week.

Composition:In class we discussed transition words.Review your list and then check out the website if you need to add more:

https://writing.wisc.edu/Handbook/Transitions.html

Revise and edit your paper.

https://writing.wisc.edu/Handbook/Transitions.html

Grammar/Composition


Grammar:



Fix-It: Week 2; day 4 - follow the same format as last week.

Composition:

Your final draft is due next class. Please attach your rough draft (the one we edited in class) along with the rubric we used and a clean rubric.

Grammar/Composition


Grammar:

Memorize:Memorize the prepositions on page 1. You will be tested on the first 30.


Fix-It: Week 2; complete the student rewrite for this week. Make sure it is double spaced and check your final copy. TURN THIS IN FOR A GRADE

Composition:Your final draft is due next class. Please attach your rough draft (the one we edited in class) along with the rubric we used and a clean rubric. TURN THIS IN FOR A GRADE

Prepare:Please print the following two pages for Active Voice and bring to class.

Grammar/Composition

DUE OCT. 3 (September 27)

Grammar:



Fix-It: Week 3; complete days 2 and 3

Composition:

Review Active Voice. Remember that active voice is not incorrect; it is just not always the best choice for strong writers. Your goal is to write in active voice. (THIS IS PRACTICE - YOU DO NOT NEED TO TURN THIS IN)

Identify which sentences have active voice below; circle the verb each time: 1. The boy killed the spider. 2. This house was built by my grandfather. 3. The boy was bitten by a snake. 4. The loud noise frightened the cows. 5. His command was promptly obeyed. 6. All the milk was drunk by the cat. 7. She opened the door. 8. A stone struck me on the head. 9. I have just posted the letter. 10. The minister inaugurated the exhibition.

Check your work with the answers on the next page.

Rewrite the following paragraph using active voice.

Grammar/Composition

Our garden has been invaded by Japanese beetles. Some traps were bought by

Alex to catch them. Each trap is made by two flat pieces of plastic and a plastic bag.

The plastic pieces were assembled by Alex. The disposable bag was hung below. Each

trap is provided with a lure by which the beetles are attracted. The beetles fly into the

bag and are trapped.

Answers 1. Verb – killed; active voice 2. verb – was built; passive voice 3. Verb – was bitten; passive voice 4. Verb – frightened; active voice 5. Verb – was obeyed; passive voice 6. Verb – was drunk; passive voice 7. Verb – opened; active voice 8. Verb – struck; active voice 9. Verb – have posted; active voice 10. Verb – inaugurated; active voice

Your paragraph should read as follows:

Japanese beetles have invaded our garden. Alex bought some traps to catch them.

Each trap is made of two flat pieces of plastic and a plastic bag. Alex assembled the

plastic pieces. He hung the disposable bags below. Each trap is provided with a lure

that attracts the beetles. The beetles fly into the bag and are trapped.

Grammar/Composition

Grammar/Composition

��

Grammar/Composition

DUE OCT. 3(Sep. 29)

Grammar:

Memorize:Start working on the prepositions on page 1. You will be tested on the first 45.Complete:Grammar: pages 29 - 30

Fix-It: Week 3; complete day 4

Composition:Complete page 12 from the Active Voice worksheet (it is above). TURN THIS IN FOR A GRADE! Review Active Voice. Remember that active voice is not incorrect; it is just not always the best choice for strong writers. Your goal is to write in active voice. (THIS IS PRACTICE - YOU DO NOT NEED TO TURN THIS IN)

Identify which sentences have active voice below; circle the verb each time: 1. The boy killed the spider. 2. This house was built by my grandfather. 3. The boy was bitten by a snake. 4. The loud noise frightened the cows. 5. His command was promptly obeyed. 6. All the milk was drunk by the cat. 7. She opened the door. 8. A stone struck me on the head. 9. I have just posted the letter. 10. The minister inaugurated the exhibition.

Check your work with the answers on the next page.

Rewrite the following paragraph using active voice.

Our garden has been invaded by Japanese beetles. Some traps were bought by

Alex to catch them. Each trap is made by two flat pieces of plastic and a plastic bag.

The plastic pieces were assembled by Alex. The disposable bag was hung below. Each

trap is provided with a lure by which the beetles are attracted. The beetles fly into the

bag and are trapped.

Grammar/Composition

Answers 1. Verb – killed; active voice 2. verb – was built; passive voice 3. Verb – was bitten; passive voice 4. Verb – frightened; active voice 5. Verb – was obeyed; passive voice 6. Verb – was drunk; passive voice 7. Verb – opened; active voice 8. Verb – struck; active voice 9. Verb – have posted; active voice 10. Verb – inaugurated; active voice

Your paragraph should read as follows:

Japanese beetles have invaded our garden. Alex bought some traps to catch them.

Each trap is made of two flat pieces of plastic and a plastic bag. Alex assembled the

plastic pieces. He hung the disposable bags below. Each trap is provided with a lure

that attracts the beetles. The beetles fly into the bag and are trapped.

Grammar/Composition

DUE OCT. 3 (Sep. 30)

Grammar:

Memorize:Start working on the prepositions on page 1. You will be tested on the first 45.Complete:Grammar: pages 31 - 33

Fix-It: Week 3; complete student rewrite. TURN THIS IN FOR A GRADE

Composition:Review active voice. Rewrite the following sentences to be active voice. TURN THIS IN FOR A GRADE - LABELED - MORE ACTIVE VOICE

1. A coat of many colors was given to Joseph by Israel.

2. This wicked world will be destroyed by God.

3. Several well were dug by Isaac.

4. In heaven all tears will be wiped away by God.

5. Salvation has been provided by the blood of Jesus.

6. Divine grace is given to the faithful by God.

7. All the animals were named by Adam.

8. Our lives have been blessed by God.

9. The shelves were built by Uncle Alvin.

10. The dog was walked by Aunt Joan while we were gone.

Prepare: In class we are going to discuss how to write a definition essay. Please think about a concept word you wish to define and print the following pages and bring to class.

Read this website: http://hsbapost.com/2009/09/30/writing-a-definition-paragraph/

Concept words: honesty, courtesy, republic, stewardship, sportsmanship, humility, integrity, courage,

http://hsbapost.com/2009/09/30/writing-a-definition-paragraph/

Grammar/Composition

Definition Paragraph

For this assignment you will select one concept words: honesty, courtesy, republic, stewardship, sportsmanship, humility, integrity, courage and write a solid paragraph with 6 - 12 sentences. The definition paragraph should begin with an introductory sentence. Often the topic sentence states the definition in brief form. Using the definition found in a dictionary is a popular and acceptable choice. Be sure to put it in quotes and cite your source. Or you may begin with a question. Another choice is to begin with a synonym. The remaining sentences develop the topic by illustrating and providing examples. Your concluding sentence should provide a satisfying end to the paragraph.

Total ___________ __________________________________________________________________________________________________________________________________________________________________________________________________________________

Below standard Meets standard Exceed standard

Introduction

Main Idea

Supporting example

Supporting example

Supporting example

Conclusion

Format correct (double spaced,Name, date, etc..)

Strong verbs

Vocabulary

Voice(do you ‘sound’ strong and convincing)

Grammar/Composition

Examples of a definition paragraph:Deja vuDeja vu is a French word meaning "already seen", it has also been described as a feeling or experience that one has seen or done something before. For example, you are waiting in line to check out at the grocery store and the lady behind you asks you to hand her a pack of gum. Suddenly you get an overwhelming feeling that you have been there in that exact same spot, talking to the same lady, even the same brand of gum. Even though everything seems so familiar you know there is no way that could have happened before. There are many theories as to why and how this phenomenon happens. One theory is that deja vu is connected with temporal-lobe epilepsy, but people without a history of epilepsy have also experienced deja vu. Psychiatrists believe it is something in your brain that confuses an event that happened in the past with the present. Another theory is parapsychologist think it is connected with past life experiences. Whether deja vu is an experience of the paranormal or simply some confusion in the brain, it is a perplexing feeling of having "already seen."

RacistA racist can be defined as a prejudiced person who discriminates because of another individuals outer appearance or race. Racism can all start as a child being raised with negative thoughts, or can be brought upon by personal reasons. For example, growing up in a racist family will give adolescent awful thoughts about a race without even experiencing how they really feel first hand. A different example of how one might unfortunately choose to be racist would be if a person visits a country, and a negative event took place; this person might become racist toward a group of people that lived there all because of one personal event that happened. This is not a type of person that treats people like how they want to treated, but it is a form of hatred toward a set of people. This kind of person might use mental abuse, or they can even get physically abusive toward the kind of race they are discriminate towards. They also can have a type of attitude that thinks that they are better than certain groups and cultures. Racism is a negative concept that put down people for no real reason. Racism is a form of ignorance and inequity and only one could wish for this discrimination to stop all together in order for everybody to get along.~© 2005 Fallon Fauque~

Both examples are from: http://english120.pbworks.com/w/page/19006850/definition+paragraphs

http://english120.pbworks.com/w/page/19006850/definition+paragraphs

Grammar/Composition

DUE OCT. 10 (Oct. 4)

Grammar:

Memorize:Start working on the prepositions on page 1. You will be tested on all 60 prepositions.

Complete:Grammar: Complete your test; it can be found under “Parent Resources” on the Lincoln Prep website. I am trusting you to be honest. THIS SHOULD BE TURNED IN FOR A GRADE

Fix-It: Week 4; days 2 and 3

Composition:In class we discussed three ways to start your definition paper. Review your notes if you cannot remember them. Your paragraph also needs at least three examples or supporting details - please note I did not say, “sentence”; three different and distinct ideas may take more than one sentence to develop. Complete some research, talk to your parent, read information and form three or more solid examples for your paragraphs.

Grammar/Composition

DUE OCT. 10(Oct. 6)

Grammar:

Memorize:Start working on the prepositions on page 1. You will be tested on all the prepositions.


Fix-It: complete day 4

Composition:

You should have written your introductory sentence in class. Your last assignment asked you develop at least three supporting details/examples for this paragraph. Today you are going to take those three or more ideas and craft them into sentences. Remember that strong writers write in active voice. Also pay attention to how your sentences begin; variety makes your writing sound more interesting. Lastly, you are going to receive a grade on your “voice.” This simply means that I want your words to reflect your ideas and your passion for this topic. Please type your rough draft and follow the example for format.

Grammar/Composition

DUE OCT. 10(Oct. 7)

Grammar:

Memorize:Start working on the prepositions on page 1. You will be tested on all the prepositions.

Complete:Grammar: pages 41 and 42

Fix-It: complete the student rewrite TURN IN FOR A GRADE

Composition:You will now add the concluding sentence to your paragraph. A concluding sentence summarizes the whole paragraph and brings closure to the audience. Read the examples I have included and think how they bring closure to the reader. Type your concluding sentence as the last sentence of your rough draft.

Read your paragraph aloud. Ask yourself:

Do my sentences have variety? Can I hear strength or passion in my paper?Have I used interesting vocabulary? (use a thesaurus)Do I have at least two strong verbs?

Tomorrow you should bring your typed rough draft and a copy of the rubric to class. Do not forget your test!

Grammar/Composition

DUE OCT. 17(Oct. 11)

Grammar:

Memorize:The helping verbs on page 43 - you will have a test next class.


Fix-It: Days 2 and 3

Composition:Review your notes from class. Revise and edit your paragraph. The final draft is due next class.

Please check: Introductory sentence 3 supporting ideas (or more) Concluding sentence Format is correct Two strong verbs ___________________ ____________________ My ‘voice’ is heard My sentences have variety: begin differently I utilized a thesaurus or used interesting vocabulary

Grammar/Composition


Grammar:

Memorize:The helping verbs on page 43.

Complete:Grammar: pages 53, 54, 55

Fix-It: Day 4

Composition:Review your notes from class. Revise and edit your paragraph. The final draft is due next class.


Print and read your final draft. You will turn it in next class along with a clean rubric and your edited rough draft.

Grammar/Composition


Grammar:

Memorize:The helping verbs on page 43.


Fix-It: complete the student rewrite TURN IN FOR A GRADE

Composition:Your final paper is due next class. You will turn it in next class along with a clean rubric and your edited rough draft.

Read the following two pages on similes. Complete Practice #1 on page 14. Please bring your answers to class and turn in for a grade!

Grammar/Composition

Grammar/Composition

DUE OCT. 24

(Oct. 18)

Grammar:

Complete:Grammar: pages 62, 63

Fix-It: complete days 2 and 3

Composition:As discussed in class you will now write a definition paragraph for a scientific term. You may select any vocabulary word from your science studies. You will follow the same format as before. However, you should be mindful that your “voice” is scientific. You should not use any slang or try to be silly. This paper will use the same rubric as before.


Print and read your final draft. You will turn it in next class along the rubric.

Grammar/Composition


Grammar:



Composition:As discussed in class you will now write a definition paragraph for a scientific word. You may select any vocabulary word from your science studies. You will follow the same format as before. However, you should be mindful that your “voice” is scientific. You should not use any slang or try to be silly. This paper will use the same rubric as before, so use that as you as write.


Print and read your final draft. You will turn it in next class along with the rubric.

Grammar/Composition


Grammar:


Fix-It: complete the student rewrite TURN THIS IN FOR A GRADE

Composition:Your final definition paragraph is due tomorrow for a scientific term. Please staple the rubric to your final draft.

Write a good topic or introductory sentence for these paragraphs. Please write your sentences on a sheet of paper so it can be turned in next class for a grade. Label this assignment topic sentences.

1. Cold fronts move fast, often giving only a few hours’ notice of their approach by cloud formations. Slow-moving warm fronts may give their cloud announcement a day or two in advance. The precipitation caused by cold fronts is usually heavy and stormy, but it does not last long. Warm fronts bring steady precipitation that may last for several days. Cold fronts are followed by a sharp drop in temperature, but warm fronts bring warmer weather.

2. They are the only animals that nurse their young. Compared to most other animals, mammals give much care to their young. They are also only animals to have hair. Mammals breathe with lungs by means of a diaphragm. Finally, their brains are larger and more complex than other animals.

3. No fish can swim in its waters, and very little plant life graces its banks. The main source of the sea, the Jordan River, carries with it more than the average amount of minerals. Add to this the fact that the Dead Sea has no outlet, and you can easily understand why this is the most salty and barren sea in the world. In fact, whiled ocean water averages about 5 percent mineral content, the Dead Sea averages about 25 percent!

Prepare:Print the next five pages, place in your binder under composition, and bring to class.

Grammar/Composition

Grammar/Composition

DUE Oct. 31(Oct. 25)

Grammar:Grammar: pages 77; 78, 79


Composition:

Complete the page “Showing Instead of Telling” page 18. You will turn this in for a grade. Make sure you put your name on it.

Review:Change these sentences to active voice (write it on another sheet of paper so it can turned in for a grade and label it active voice.)

1. Abel offered to God an acceptable sacrifice.

2. Noah was warned by God of the coming flood.

3. Alice was told by her mom to clear the table.

4. It is thought by all teachers for students to do their best.

5. The winners the science fair were announced by the principal.

Grammar/Composition

DUE Oct. 31

(Oct. 27)

Grammar:



Composition:

In class we discussed how to develop paragraphs by using details and making transitions.

Improve these paragraphs by adding specific details; do some research if necessary so that you will know your topic well enough to be specific. (This should be turned in for a grade and labeled: 3 Improved Paragraphs.)

1. Hares are different from rabbits. They are different at birth. Their size and their habits are not the same. The jack rabbit is actually a hare, not a rabbit. Both can be cute.

2. Bats are mammals. Most people do not know bats are mammals. A lot of people think bats are birds. Bats fly at night and are popular Halloween decorations.

Add smoother transitions to this paragraph:

1. Follow an orderly method in cutting out a new apron. First, lay out your material.

Second, lay your pattern on the material. Third, adjust the pieces to use the least

amount of fabric possible. Fourth, be sure each pattern piece has a place. Fifth, cut

out the pieces. Sixth, fold the pieces, keeping the pattern with each piece for easy

identification.

Grammar/Composition

DUE Oct. 31

(Oct. 28)

Grammar:


Fix-It: complete the student rewrite

Composition:Read the following sheet “A Correct Paragraph” and identify the main ideas of the three paragraphs. Put your name on the sheet and be ready to turn it in for a grade.

Prepare:

Print the sheets that have “41” on the top; there are 3 pages in all. Or have digital copies available to use in class.

Grammar/Composition

DUE

Grammar/Composition

Grammar/Composition

DUE NOV. 7(Nov. 1)

Grammar:



Composition:Yesterday in class we practiced making an outline for the composition, “Mining Coal”; you need to finish the outline today. This should be turned in for a grade and labeled: Mining Coal Outline.

Grammar/Composition

DUE NOV. 7(Nov. 3)

Grammar:



Composition:

Read the next two pages, “Avoid Bloat by Eliminating Word Overdose” and complete 1 - 6 in the practice section on the second page. This should be turned in for a grade on another sheet of paper labeled: Word Overdose.

Grammar/Composition

Grammar/Composition

DUE NOV. 7 (Nov. 4)

Grammar:


Fix-It: complete student rewrite Turn this in for a grade.

Composition:No assignment today!

Prepare: Print copies of the following pages on alligators.

Grammar/Composition

Grammar/Composition

DUE NOV. 14(Nov. 8)

Grammar:



Composition:In class we made notes on “the habits of an alligator” from the second resource - make sure yours is complete. Today you will go back to the first resource and pick out information on the topic, “the body of an alligator.” Make sure your notes are in the same format as we did class.

Grammar/Composition

DUE NOV. 14(Nov. 10)

Grammar:



Composition:There is a lot of grammar today; there is not an assignment in composition for today.

Grammar/Composition


Grammar:

Complete:Grammar: TAKE THE TEST; IT IS ON THE WEBSITE.

Fix-It: complete student rewrite Turn this in for a grade.

Composition:From the second reference section write a set of notes on the topic, “the body of an alligator.”

Keep all your notes as you are going to use them over the next few weeks. BRING YOUR NOTES TO CLASS - I WILL LOOK AT THEM AND GIVE YOU A GRADE.

Grammar/Composition


Grammar:Complete:Grammar: pages 113, 115, 119,

Fix - It: days 2 and 3

Composition:We started this in class.

Examine your notes. You should have four sets of notes; two from the first source on the habits and the body of the alligator and two from the second source with the same topics as previously listed. Follow these steps to organize your notes:

1. Identify the main idea of the notes from each paragraph. If you took your notes correctly, you can easily see the original paragraph divisions. From those main ideas, decide what the main ideas are that you want to include in your report.

2 Combine the main ideas from all the reference sources. Decide which main ideas fit together. From your notes you should see that, “guarding the nest” and “nesting habits” go together so you would combine them. Continue with other similar topics.

3. Arrange the main ideas in a logical order on an outline. This takes some thought... For instance, what should come after “digging burrows, dens and gator holes” it might be “eating habits” or “building nests.’ You will have to decide, but sometimes there is a logical sequence (what should come after “building nest?”); just think and be prepared to explain your logic.

4. Place the details in your notes under the main ideas where they fit. This is again where you have to use logic. Think about which details are worth including

**Today you will organize your notes on “Habits of Alligators.” You will put it into an outline.**

Here is an idea of what I am looking for:

The Habits of AlligatorsI. Keeping warm or cool enough

A. Basking in the sunB. Hiding in burrows

Grammar/Composition


Grammar:Complete:Grammar: pages 120, 122

Fix - It: day 4

Composition:Follow the steps from yesterday and using your organized your notes, complete an outline for “The Body of an Alligator.”

Grammar/Composition

Check your outlines!Have your parent look over your outlines to see if they are similar to these. Make corrections:

The Habit of AlligatorI. Keeping warm or cool enough

A. Basking in the sunB. Hiding in burrows

II. Digging burrows, dens, and “gator holes”A. Size and shapeB. Usefulness

1. Hibernation 2. Help to other animals

III. Eating habitsA. What they eat 1. Mostly fish 2. Different foods for different sizes

3. Special treats 4. Unusual objects

B. How they catch food 1. At night 2. Under water 3. With help of tail

IV. Nesting habits A. Construction of nest B. Description of eggs C. Fierce guarding by femaleV. Caring for young alligators

A. Setting young freeB. Feeding the young

VI. Sounds made by alligatorsA. Mother alligators’ callB. Baby alligators’ criesC. Young alligators’ bellowsD. Adult alligators’ roars

Grammar/Composition

The Body of an Alligator

I. HeadA. Shape 1. Is long and flat

2. Has eyes, ears, nose at highest point 3. Has long snoutB. Jaws 1. Have heavy, sharp teeth 2. Are powerful

3. Are weak when closed C. Throat - flap closes in water D. Eyes 1. Have three eyelids 2. Have transparent lids that close under water E. Ears 1. Are hidden under flaps 2. Can hear wellII. Main Body

A. Shape - long and narrowB. Tail - powerfulC. Legs and feet

1. Short legs 2. Webbed feet

D. Rate of growth 1. Are about 9 inches when hatched

2. Grow about 1 foot a year 3. Grow up to 12 feet 4. Weigh up to 500 poundsIII. Skin

A. Tough scales B. No sweat glands C. Attractive appearance D. Color 1. Dull olive gray 2. Yellow marks when young

Grammar/Composition


Grammar:Complete:Grammar: pages 123 - 124

Fix - It: complete your student rewrite. TURN THIS IN FOR A GRADE.

Composition:1. You should have two complete outlines to turn in for a grade. (please make sure

your parent has checked it against the sample before you turn it in to me so you will get a good grade)

*TURN IN YOUR TWO OUTLINES; I WILL GIVE THEM BACK TO YOU IN CLASS. *TURN IN YOUR FIX- IT

Grammar/Composition

DUE NOV. 28Write a rough draft of the first three paragraphs for “The Habits of Alligators.” (Keeping warm, Digging burrows..., and Eating habits) make sure your rough draft is double spaced and typed! I will look at these in class and give you a grade.

We started this in class; if you missed class, please complete these three paragraphs over the break.

Grammar/Composition

(Dec. 5)Grammar:


Fix - It: complete days 2 and 3

Composition:By the next time we meet you should have all the paragraphs written for both topics. Which means you have 6 paragraphs to complete; hopefully, you completed a few in class. There are total of 9 paragraphs total - 6 for the “The Habits of Alligators” and 3 for “The Body of Alligators.”

Grammar/Composition

DUE DEC.7(Dec. 3)


Fix - It: complete day 4

Composition:By the next time we meet you should have all the paragraphs written for both topics. Which means you have 6 paragraphs to complete; hopefully, you completed a few in class. There are total of 9 paragraphs total - 6 for the “The Habits of Alligators” and 3 for “The Body of Alligators.”

Grammar/Composition

DUE DEC. 7(Dec. 4)

Grammar:Complete:Grammar: page 135 - 136

Fix - It: complete the student rewrite TURN THIS IN FOR A GRADE

Composition:By the next time we meet you should have all the paragraphs written for both topics. Which means you have 6 paragraphs to complete; hopefully, you completed a few in class. There are total of 9 paragraphs total - 6 for the “The Habits of Alligators” and 3 for “The Body of Alligators.”KEEP YOUR ROUGH DRAFTS AT YOUR SEATS; WE WILL HAVE WRITING CONFERENCES.

Grammar/Composition

DUE DEC. 12(Dec. 8)


Fix - It: complete days 2 and 3

Composition:Your final draft is due on December 12 . Use the rubric to guide you. Please print it out and attach it to your final draft along with your completed outlines and rough drafts.

Grammar/Composition

Below Meets standard Exceeds standard

outline

1st paragraph: main ideaDetailsConcluding sentence

1 4 5

Second paragraphmain ideaDetailsConcluding sentence

1 4 5

Third paragraphmain ideaDetailsConcluding sentence

1 4 5

Fourth paragraphmain ideaDetailsConcluding sentence

1 4 5

Fifth paragraphmain ideaDetailsConcluding sentence

1 4 5

Sixth paragraphmain ideaDetailsConcluding sentence

1 4 5

Seventh paragraphmain ideaDetailsConcluding sentence

1 4 5

Grammar/Composition

Total ________/70

Comments:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Eighth paragraphmain ideaDetailsConcluding sentence

1 4 5

Ninth paragraphmain ideaDetailsConcluding sentence

1 4 5

FormattingName, date, font size...

1 3

2 examples of alliteration

1 2 3

3 examples of strong verbs 1 2 3

3 examples of interesting adjectives used

1 2 3

Sentence variety 1 3 5

Overall strong writing

1 5 8

Below Meets standard Exceeds standard

Grammar/Composition

DUE DEC. 12

(Dec.10)

Grammar:Complete:Grammar: page 140 - 146

Fix - It: complete day 4

Composition:Your final draft is due on December 12. Use the rubric to guide you. Please print it out and attach it to your final draft along with your completed outlines and rough drafts.

Grammar/Composition

DUE DEC. 12(Dec. 11)

Grammar:Complete:Grammar: Take the test for the noun chapter; it is on the website.

Fix - It: complete student rewrite TURN THIS IN FOR A GRADE

Composition:Your final draft is due on December 14. Use the rubric to guide you. Please print it out and attach it to your final draft along with your completed outlines and rough drafts.

You have work due the first day after Christmas break which is January 2, 2017. MAS students are expected to work through the week of December 14th. Please do yourself a favor and finish the work that is due on January 2 on December 15th and 17th. Then enjoy your time off.

Grammar/Composition

DUE. JAN 2(Dec. 15)

Grammar:

Complete:Grammar: pages 144 - 146 and 148, 149


Grammar/Composition

DUE JAN. 2(Dec. 17)

Grammar:

Complete:Grammar: 150, 152, 153


Composition:

Composition:Your next writing assignment is to write a persuasive paper. You will need to persuade your audience to agree with your viewpoint. In the past, you may have written persuasive papers covering topics such as: why we should get a puppy or why I should have a bigger outside. In middle school you will need to pick a topic that extends beyond yourself. Your topic should impact your community. Possible topics include:

Should the government place a tax on junk food and fatty snacks?

Should people be allowed to keep exotic animals like chimpanzees or tigers? Should schools start later in the morning?

Should high school students have to complete community service hours to graduate? Should students have to wear uniforms?

Should the driving age be raised to twenty-one?

These are just suggestions. You need to think about your topic and discuss it with your parent. Your topic must have an opposing side and must be supported by research. We will discuss your topic choices in class.

Prepare:

Print the pages on this website and place in the composition section of your binder. Read them and highlight important parts; we will discuss this in class.

http://www2.waterforduhs.k12.wi.us/staffweb/sereno/mainpages/InfoLit/Microsoft%20Word%20-%20Writing%20the%20Persuasive%20Essay.pdf


Grammar/Composition

Grammar/Composition

DUE JAN. 4(Dec. 18)

Grammar:

Complete:Grammar: 150, 152, 153, 154, 155

Fix-It: complete student rewrite

Composition:Your next writing assignment is to write a persuasive paper. You will need to persuade your audience to agree with your viewpoint. In the past, you may have written persuasive papers covering topics such as: why we should get a puppy or why I should have a bigger outside. In middle school you will need to pick a topic that extends beyond yourself. Your topic should impact your community. Possible topics include:

Should the government place a tax on junk food and fatty snacks?

Should people be allowed to keep exotic animals like chimpanzees or tigers? Should schools start later in the morning?

Should high school students have to complete community service hours to graduate? Should students have to wear uniforms?

Should the driving age be raised to twenty-one?

These are just suggestions. You need to think about your topic and discuss it with your parent. Your topic must have an opposing side and must be supported by research. We will discuss your topic choices in class.

Prepare:

Print the pages on this website and place in the composition section of your binder. Read them and highlight important parts; we will discuss this in class.



grammar/composition 2016 - 2017 for metro weeks 1 -...

Documents