Please scroll slightly down for Semester 2 info...all Semester 1 info will be found below Sem. 2
Sure, writing is tough. But every writer has to start somewhere. The beautiful thing about writing in sixth grade is that you have a teacher who understands the frustrations, the mistakes, and the block that you sometimes feel when given a writing assignment.
But the most important thing is to not give up. Give yourself a chance. Know that it won't be perfect, but that's why you are in school--to improve your writing. So, make mistakes--by all means! I love mistakes because they can be corrected and learned from. Let the thoughts flow and don't worry about bad spelling, incomplete sentences, unclear statements. I will help you make those things better. That's why they give me the "big bucks!" Reading. Many kids hate it. But why is that? Perhaps it's because many haven't practiced enough. Like writing, reading is a SKILL. Like any skill, you need to PRACTICE! So, read at home, read in the car, read in class. Those words on the page are more than just words. Those are ideas, new ways of seeing the world, new perspectives, and more than anything, every time you read something new, you become smarter. You know more than you did before. So read. Challenge yourself. That is the only way to build a skill--a skill you WILL NEED for the rest of your life. You are on your way. Just keep trying. because the only time you truly fail is when you don't even try. |
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Students will review the AVID strategies we will be using for the rest of the semester this week. On Monday they will get a quarter 3 goals worksheet (which will be stapled to their Qtr. 2 goals sheet). PARENTS!! I need you to sign this sheet. It is due by Wed. 2/3/16
Tuesday: We did group work on semi-colons--watch the video here to learn how to use semi-colons. We also practiced with Cornell notes and used them to answer questions about Quarter 3 success.
Wednesday: Thursday: We are revising writing prompts (essays) today on Google Docs Friday: We are revising writing prompts (essays) today on Google Docs--essays due today |
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Week 3: Feb. 16-Feb. 19 Science Fiction!! This week we will be reading Ray Bradbury's science-fiction short story: "All Summer in a Day". This was one of my favorite stories when I was in middle school. To see the text of the story, please click on the link below |
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Week 5: Working Memory and Strategies to Build a Better Memory/working with memory and reading comprehension
2/29-3/4
2/29-3/4
Monday: Feb 29, 2016
In class assignment:
Today we took Cornell notes on the two videos below (Notes were turned in for credit)
In class assignment:
Today we took Cornell notes on the two videos below (Notes were turned in for credit)
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Wednesday 3/1/16:
Thursday 3/2/16
Today we will learn about ACTIVE READING and how it can help with remembering what we read---we are also going to be starting to learn about the PERSUASIVE ARGUMENT in writing.
The following worksheets are our assignments for Wed. and Thurs.
Week 7: March 14- March 18
This week we are citing quotes from a source(informative article), spelling words, Springboard book work (Responding to a quote), and reading Literary Non-Fiction.
Monday: Today we will get new spelling words for the week, we will write target spelling words 10x each and turn it in, we will practice responding to comprehension questions using quotation marks the proper way, and HW for tonight is finishing copying spelling words and studying them for practice spelling quiz on Tuesday.
Tuesday: Today we will turn in the copied spelling words 10x each, take practice spelling quiz, and we will work in pages 136-137 in our Springboard books (Responding to a quote)
Wednesday: Finish Springboard book pages 136-137
Wednesday: Finish Springboard book pages 136-137
Week 9: March 28-April 1
This week we are working on PERSUASIVE ESSAYS.
Monday:
1. Students will practice responding to a persuasive prompt: Should the voting age be lowered to 16?
2. Students will look at a sheet of 5 issues and say whether they agree/disagree with them and give 2 reasons why (support for their claim) (see worksheet link below)
3. Students will choose 1 issue they feel most comfortable writing about
Monday:
1. Students will practice responding to a persuasive prompt: Should the voting age be lowered to 16?
2. Students will look at a sheet of 5 issues and say whether they agree/disagree with them and give 2 reasons why (support for their claim) (see worksheet link below)
3. Students will choose 1 issue they feel most comfortable writing about
April 4-April 7: Persuasive Essay
Intro Paragraph of Persuasive Essay Video ---->
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Body Paragraph Video----->
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Counterargument paragraph video----->
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Conclusion Paragraph Video------->
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April 12-April 15: Theme: Dogs
Tuesday and Wednesday: Students will create quarter 4 goals for academic success
We will also read Springboard text pages 143-145: John Steinbeck's excerpt from "Travels with Charley: In Search for America." Skills for this lesson: summarizing chunks of the text, reading comprehension, identifying imagery, discussing the question, "What IS America?" What is "American?" and "How do animals fit in with the idea of "America?"
Thursday:
Springboard text pages 146-148: John Grogan's piece, "Saying Farewell to a Faithful Pal." Skills for this lesson: text evidence and inference based on evidence, finding a theme/lesson in the text, discussion: "What are some lessons animals can teach us?"
Friday: Springboard text pages 149-151: Temple Grandin and Catherine Johnson's excerpt from, "Animals in Translation"
Skills for this lesson: Reading comprehension, discussion on "How do/can animals make us more "human" or "humane?"
April 18- April 22: Writing a paragraph and Smarter Balance TEST Practice
Monday: Students will bring their paragraphs to class (they were to finish these over the weekend). We will exchange papers, peer edit, return papers, and rewrite NEATLY on a separate sheet of paper.
Tuesday-Thursday: Smarter Balance Testing Practice (TEST IS ALL OF NEXT WEEK)
We will log on to the Smarter Balance Test practice website at https://practice.smarterbalanced.org/student/
Together we will go over the navigation (how to use the site) and the types of questions that will be on the test.
Friday: Review Citing Sources/ Writing structured paragraphs
May 2- May 6
Practice Cursive Writing, Reviews on Parts of Speech, Writing Paragraphs Practice (giving support to your ideas!)
This week we will be learning how to write in cursive. After polling my classes, it seems not many of you know the ways of the fluid pen---CURSIVE WRITING! Yes, it's fast becoming a lost art---but not on MY watch! Not only that, but many students need further practice in writing neatly. Neat handwriting is a valuable asset you can use for the rest of your lives!
We will also be reviewing Verbs, Nouns, Adjectives, Pronouns, and I will introduce you to Adverbs and Prepositions.
Expect a quiz this week and next week. Be sure to keep the notes you take in class, as they will serve as your study guides for the test!
May 9-May 13
Monday: Review graded tests and verbs
Take notes on adjectives, articles, and nouns
Study these notes every night this week! Quiz on Friday!!!
Tuesday: Review verbs, nouns, adjectives, and articles (get out notes)
Cursive writing
Get previous paragraph returned, look for common mistakes so you don't make them on paragraph to be written today
Writing prompt---1 paragraph in 10 minutes (due at end of period)
Wednesday: Review verbs, nouns, adjectives, and articles (get out notes)
Cursive writing--finish capitals and write words
Thursday: Review verbs, nouns, adjectives, and articles (get out notes)
Cursive writing--finish capitals and write words
Friday: Quiz on verbs, nouns, adjectives, and articles
Writing Assignment: (Social Studies crossover--to be done in LA/ and Soc. Studies) Describing Bread and Circuses and how
they were significant in Rome, what they look like today in America, and how they are significant
Take notes on adjectives, articles, and nouns
Study these notes every night this week! Quiz on Friday!!!
Tuesday: Review verbs, nouns, adjectives, and articles (get out notes)
Cursive writing
Get previous paragraph returned, look for common mistakes so you don't make them on paragraph to be written today
Writing prompt---1 paragraph in 10 minutes (due at end of period)
Wednesday: Review verbs, nouns, adjectives, and articles (get out notes)
Cursive writing--finish capitals and write words
Thursday: Review verbs, nouns, adjectives, and articles (get out notes)
Cursive writing--finish capitals and write words
Friday: Quiz on verbs, nouns, adjectives, and articles
Writing Assignment: (Social Studies crossover--to be done in LA/ and Soc. Studies) Describing Bread and Circuses and how
they were significant in Rome, what they look like today in America, and how they are significant
May 24-May 27: Adverbs/ Prepositions/Apostrophes (Test: adverbs on Friday)
Monday: Field Trip Tuesday: REVISION (2nd draft) and 1st draft of "Animals in Entertainment" paragraph due Today we learn about adverbs and practice with adverbs We will also review Prepositions (TEST RETAKE THURSDAY AT LUNCH) Wednesday: Practice with adverbs and prepositions Thursday: Practice with adverbs and prepositions (Prepositions test RETAKE at LUNCH TODAY!) Friday: Test on Adverbs Work on Apostrophes |
Everything below is from SEMESTER 1: Go here only if you are feeling nostalgic.
Week 1This week we tested in MAPS so that I, as your teacher, know your strengths and weaknesses in writing and reading. I will use this information when we begin our journey into 6th grade language arts!
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Week 2This week we will be learning how to do peer editing for our writing assignments. We will learn about what a sentence is, what a fragment is, what a run-on sentence is, and we will review the need for proper punctuation and capitalization. Please click on the links below for the PowerPoint about sentences that we will see in class, as well as a video on taking Cornell Notes.
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Week 3This week we worked on sentences, run-on sentences, fragments, nouns, adjectives, and pronouns. We also covered highlighting a text and began summary skills. We took quiz 1 of commonly misspelled words and parts of speech. Next week we will cover these concepts again for final assessment on them.
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Week 4: This week we are reviewing sentences, run-ons, fragments, nouns, adjectives, pronouns, and compound sentences and conjunctions. There will be a big test on sentences, run-ons, fragments, nouns, adjectives, pronouns, and conjunctions on Friday 9/25 and students will be expected to work on practice sheets for homework and study their notes every night this week in preparation for the test. We will also visit the library so the students can check out books for an upcoming book report. Students are to bring their books to their classes every day and are expected to read when they have finished any work in class. Book report will be due around Oct. 5
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Week 5: This week we will be learning about Narrative terms like conflict, protagonist, antagonist, and theme. We will read very short stories and analyze them in regards to these terms in preparation for the book report that is due on October 7. We will have an opportunity to begin the book report in class. Books should be read in class and at home, and the reading logs I handed out must be filled in each time you read. You must have a reading log done before I will give you a book report form. It is expected that you complete your book report for homework if you do not finish it in class on Friday. This can be turned in before or on October 7.
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Week 6
This week we are officially in the Springboard curriculum. You will need to make sure you have a spiral notebook for this class now if you haven't had one already. For UNIT one, we are preparing to write a NARRATIVE ESSAY. The narrative essay will be a final assessment (and worth A LOT of points). If you need help with understanding what a narrative essay is, please see the links above.
This week we are officially in the Springboard curriculum. You will need to make sure you have a spiral notebook for this class now if you haven't had one already. For UNIT one, we are preparing to write a NARRATIVE ESSAY. The narrative essay will be a final assessment (and worth A LOT of points). If you need help with understanding what a narrative essay is, please see the links above.
WEEK 7
This week we will be looking at the Springboard book. We will "unpack" the embedded assessment for Unit One: writing a narrative. In doing so, we will see what is expected of you in regards to the narrative writing assignment--in other words, we will be looking at the rubric (scoring guide) in order to see how to write a good narrative essay.
We will also discuss the terms "genre," "prose" and "stanza" and "poetry" and read a couple of poems about our year's theme of CHANGE. In doing so, we will learn how to read a poem STANZA by STANZA and how to label the rhyme scheme of a rhyming poem.
If you need any help in defining any of the literary terms we cover, please visit the website below on "Literary Devices".
You can search the site for the term you are looking for.
We will also discuss the terms "genre," "prose" and "stanza" and "poetry" and read a couple of poems about our year's theme of CHANGE. In doing so, we will learn how to read a poem STANZA by STANZA and how to label the rhyme scheme of a rhyming poem.
If you need any help in defining any of the literary terms we cover, please visit the website below on "Literary Devices".
You can search the site for the term you are looking for.
Week 8
This TUESDAY we will take our first UNIT 1 quiz on the terms genre, prose, poetry, point of view, 1st person POV, and 3rd person POV....You will be prompted on Monday to study that night! (in your planner)
We will begin writing a "scary" narrative. Please see the links below for the writing prompt, rubric, and brainstorming sheet.
This TUESDAY we will take our first UNIT 1 quiz on the terms genre, prose, poetry, point of view, 1st person POV, and 3rd person POV....You will be prompted on Monday to study that night! (in your planner)
We will begin writing a "scary" narrative. Please see the links below for the writing prompt, rubric, and brainstorming sheet.
WEEK 9
This week we are learning the terms
conflict
internal conflict
external conflict
characterization
coherence
And we are learning how to use the apostrophe---Test on terms and apostrophes is Friday 10/30/15
We analyzed a scene from The Princess Bride (setting, characterization, dialogue, and conflict)
and we wrote a letter from the perspective of one of the characters in the scene describing the setting, conflict, characterization, thoughts, and actions (we used the sequencing of events exercise in our Springboard books to do this)
This week we are learning the terms
conflict
internal conflict
external conflict
characterization
coherence
And we are learning how to use the apostrophe---Test on terms and apostrophes is Friday 10/30/15
We analyzed a scene from The Princess Bride (setting, characterization, dialogue, and conflict)
and we wrote a letter from the perspective of one of the characters in the scene describing the setting, conflict, characterization, thoughts, and actions (we used the sequencing of events exercise in our Springboard books to do this)
Week 10: Reading "My Superpowers" and analyzing the sequence of events, incident/response/reflection in a narrative (in preparation for our "incident" narrative essay coming up), and analyzing how an author opens (begins) his narrative and how he builds up events to the main incident.
Parents: please ask your children about what they are learning about in regards to telling a story...they should be aware of having a good opening (beginning), explaining events as they happened (sequencing of events), describing people, places, and situations in detail (through characterization and imagery), and describing feelings and attitudes (responses to events)...finally, talk to them about what kinds of ways good stories can end..does everything get settled in the end? Is there a cliffhanger? Is there a reflection if it is a personal story? Was there a lesson learned? A significant realization?
Parents: please ask your children about what they are learning about in regards to telling a story...they should be aware of having a good opening (beginning), explaining events as they happened (sequencing of events), describing people, places, and situations in detail (through characterization and imagery), and describing feelings and attitudes (responses to events)...finally, talk to them about what kinds of ways good stories can end..does everything get settled in the end? Is there a cliffhanger? Is there a reflection if it is a personal story? Was there a lesson learned? A significant realization?
Week 11: Characterization, properly formatting dialogue in a narrative, writing in past vs. present tense. We will also be talking about academic goals for second quarter.
Watch the video to the right to understand what CHARACTERIZATION is.
What is Direct vs. Indirect characterization? |
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Watch the video to the right to understand how to format dialogue when writing a narrative. (The video is AWESOME and SO HELPFUL!)
Can you name some of the rules in dialogue formatting? |
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Tense Consistency in writing:
Please see worksheet to understand "Consistency of Tense" We will do this worksheet on Friday or sometime next week |
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Week 12: please read ALL of the
content below for week 12 |
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What is connotation?
We all use connotation. We use it when we say 'I want to go home,' meaning not just a physical place, but a place of security and comfort. We use it when we say 'Irene really knows how to pinch a penny' meaning that she is thrifty, not that she actually pinches pennies. When we say 'What a rotten day this has been' or 'My Uncle Jim is a snake' we don't mean that the day we just had is actually decaying, or that Uncle Jim is a limbless, scaly reptile. We are using the connotations of words to suggest meanings that go above and beyond their literal dictionary meanings.
Connotation is the meaning that a word suggests or implies above and beyond its literal meaning. Connotation includes the emotions or associations that surround a word. A word's connotations can be either positive or negative and will depend on the context in which it is used, and, to some degree, on the reader or hearer.
So what is DENOTATION?
- Denotation refers to the literal meaning of a word, the "dictionary definition."¨ For example, if you look up the word snake in a dictionary, you will discover that one of itsdenotative meanings is "any of numerous scaly, legless, sometimes venomous reptiles; having a long, tapering, cylindrical body and found in most tropical and temperate regions."
SIMILE (when describing things, people, places, situations, ideas)
What is a simile? (NOT a "smile")
A SIMILE is a figure of speech in which two unlike things are explicitly compared,as in “she is like a rose.”. Uses the words "like" or "as" when comparing things.
When describing people, things, ideas, places, or situations in stories, poetry, songs, etc., similes are used to convey to the audience a better idea of that person, place, feeling, or other thing or idea.
For example, I could say, "The old man had a lot of wrinkles." True, but not interesting--doesn't tell much.
OR I could say, "The old man's wrinkles were as numerous as the stars and as deep as any ocean--each line like a divide between youth and death." Now that's interesting. It makes sense, it's deep (thought-provoking) , and it has a poetic quality to it.
Pronouns: Please see video below--it's "School House Rock" and your parents (probably) and I grew up on these videos---THEY ARE AWESOME!!!!
Week 13: Analyzing Short Stories
---These assignments are duThis week (Monday and Tuesday) we will analyze two short stories in preparation for writing a short narrative. On Monday and Tuesday, we will analyze "Giving Life" on a worksheet. On Tuesday, I will give out the story, "The Racist Warehouse" and another analysis packet--students will be expected to do this for homework over the break. Students will take home the story and packet we do together in class on Monday and Tuesday so they can have a model of what they need to do with the story, "The Racist Warehouse."--These assignments are due on Monday 11/30/15
Week 14: Brainstorming and Writing a Personal Narrative
This week we are beginning the process of writing a personal narrative about an incident, response to the incident, and a reflection of that incident. Grades for this week will be based on completing a brainstorming worksheet, completing an outline of the narrative, completing a first draft of the narrative and getting peer feedback, revising and turning in a final draft.
This week we are beginning the process of writing a personal narrative about an incident, response to the incident, and a reflection of that incident. Grades for this week will be based on completing a brainstorming worksheet, completing an outline of the narrative, completing a first draft of the narrative and getting peer feedback, revising and turning in a final draft.
Week 15: Dec. 7-11 Writing a Personal Narrative Using Google Docs
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Week 16: Dec. 14-18
This week we are finishing the narrative outline, writing the first draft, peer editing, and by Friday, we should be completing the essay. Students may work on essays at home after their outline has been approved.
If students finish everything early, they will be given additional assignments in language arts. These additional assignments may be homework if they aren't finished in class.
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Week 16: Dec. 14-18
This week we are finishing the narrative outline, writing the first draft, peer editing, and by Friday, we should be completing the essay. Students may work on essays at home after their outline has been approved.
If students finish everything early, they will be given additional assignments in language arts. These additional assignments may be homework if they aren't finished in class.
Writing Prompt for this Essay: Describe an incident (or in other words, a memory of something specific that happened to you), your response to the incident, and a reflection (conclusion) about the inceident
Week 19: Figures of Speech:
Similes, Metaphors, and Personification
SIMILE (when describing things, people, places, situations, ideas)
What is a simile? (NOT a "smile")
A SIMILE is a figure of speech in which two unlike things are explicitly compared,as in “she is like a rose.”. Uses the words "like" or "as" when comparing things.
When describing people, things, ideas, places, or situations in stories, poetry, songs, etc., similes are used to convey to the audience a better idea of that person, place, feeling, or other thing or idea.
For example, I could say, "The old man had a lot of wrinkles." True, but not interesting--doesn't tell much.
OR I could say, "The old man's wrinkles were as numerous as the stars and as deep as any ocean--each line like a divide between youth and death." Now that's interesting. It makes sense, it's deep (thought-provoking) , and it has a poetic quality to it.
What is a simile? (NOT a "smile")
A SIMILE is a figure of speech in which two unlike things are explicitly compared,as in “she is like a rose.”. Uses the words "like" or "as" when comparing things.
When describing people, things, ideas, places, or situations in stories, poetry, songs, etc., similes are used to convey to the audience a better idea of that person, place, feeling, or other thing or idea.
For example, I could say, "The old man had a lot of wrinkles." True, but not interesting--doesn't tell much.
OR I could say, "The old man's wrinkles were as numerous as the stars and as deep as any ocean--each line like a divide between youth and death." Now that's interesting. It makes sense, it's deep (thought-provoking) , and it has a poetic quality to it.
METAPHOR
A METAPHOR is a figure of speech which makes an implied or hidden comparison between two things that are unrelated but share some common characteristics...
In simple English, when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically. “He is the black sheep of the family” is a metaphor because he is not a sheep and is not even black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal and typically stays away from the herd, and the person you are describing shares similar characteristics.
Metaphors are fun to use and we use them every day!
In fact, all of us in our routine life speak, write and think in metaphors. We cannot avoid them. Calling a person a “night owl” or an “early bird” or saying “life is a journey” are common metaphor examples commonly heard and understood by most of us. Below are some more common metaphors we often hear in our daily life:
- My brother was boiling mad. (This implies he was too angry.)
- The assignment was a breeze. (This implies that the assignment was not difficult.)
- It is going to be clear skies from now on. (This implies that clear skies are not a threat and life is going to be without hardships)
- The skies of his future began to darken. (Darkness is a threat; therefore, this implies that the coming times are going to be hard for him.)
- Her voice is music to his ears. (This implies that her voice makes him feel happy)
Without metaphors, lyrics of songs, lines of poetry, messages and themes in movies, etc. would not be as interesting, thought-provoking, and beautiful!
PERSONIFICATION
Personification is a figure of speech in which a thing, an idea or an animal is given human attributes. The non-human objects are portrayed in such a way that we feel they have the ability to act like human beings.
For example, when we say, “The sky weeps” we are giving the sky the ability to cry, which is a human quality. Thus, we can say that the sky has been personified in the given sentence.
- The wind whispered through dry grass.
- The flowers danced in the gentle breeze.
- Time and tide waits for none.
- The fire swallowed the entire forest.
What kinds of metaphors, similes, personification could you use to describe the pictures below?
The twisted trunks bent their woodsy ears as if they were trying to listen to the strange, industrial sounds of progress and destruction.
The water softly lapped against the boat with a patient rhythm and an intention to lull its passengers to sleep.
The desert was nothing but the broken and cracked dreams of a parched spirit in a fifty-year drought.
Sammy was a clown spirit in the fur of a canine disguise.
Week 21 (Jan. 19-22)
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This week we will be working with SENTENCE TYPES: simple, compound, and complex sentences.
The purpose of learning about different sentence types is so that students can learn how to create SENTENCE VARIETY in their writing.
Without sentence variety (all sentences are usually SIMPLE SENTENCES), then writing is inefficient and CHOPPY.
Here's an example of choppy, inefficient sentences :
I went to the store. I went to to store with my mom. My dad didn't go. My dad was at home. He was at home working on the car. We went to the store yesterday.
This writing is not SMOOTH and it does not FLOW. The sentences above are what we call CHOPPY.
Here's a better way to write the information above:
Yesterday, I went to the store with my mom, but my dad stayed home to work on the car.
(By the way, this is a compound sentence because it uses a COORDINATING CONJUNCTION: "but")
Students will get a few worksheets this week, they will take notes on sentence types in their spiral notebooks, and they will most likely have homework. On Friday Jan. 22, the will have a test on these particular sentence types.
Please look at the PowerPoint below on Sentence types in order to study for the test (we will look at this in class as well)...if you cannot get this link. please search Google using the search term "powerpoint simple compound complex sentences in your writing"....you should find the same PowerPoint, and if not, there are plenty more with the same information.
Tip: KNOW what the FANBOYS are (coordinating conjunctions used to join two simple sentences, thus making them into one COMPOUND SENTENCE) FANBOYS= for, and, nor, but, or, yet, so
What do you need to tell me on the test on Friday?
Tell me what a simple sentence is ( an independent clause with one idea) a compound sentence (two independent clauses joined by a coordinating conjunction) and a complex sentence is (a dependent clause and an independent clause joined together by a subordinating conjunction)
Also tell me WHY we are learning these sentence types: We are learning different sentence types to give our writing SENTENCE VARIETY.
Want some practice?
Take these online quizzes!!
Want some practice?
Take these online quizzes!!
Week 22: End of Semester 1 (Jan. 25-Jan. 27)
Writing prompts this week:
Monday: If you won the recent Power Ball (which was almost one BILLION dollars) explain AT LEAST three things you would do with that money. For each thing you would do, explain:
A. the thing you would want to do
B. WHY you would do it
C. HOW it would affect either you and/or others
Write a simple introduction sentence
Organize your responses in small paragraphs (1 paragraph for each thing you would do
Write a simple concluding sentence
Tuesday: Why should we give respect to senior citizens and people who are our elders (older than we are)? (TIP: Try to put yourself in the shoes of a senior citizen or someone who has had more life experience than you)
Write a simple introduction sentence
Organize your responses in small paragraphs (1 paragraph for each thing you would do
Write a simple concluding sentence
Wednesday: Often, our parents tell us the same thing over and over again. It could be constantly reminding us to do a chore, it could be something about school, or it could be a piece of advice. A. What do your parents/guardians tell you over and over again? B. Why do they tell you this? (TIP: put yourself in the place of your parent or guardian in order to try and understand what and why they tell you such things)
Write a simple introduction sentence
Organize your responses in small paragraphs (1 paragraph for each thing you would do
Write a simple concluding sentence
LESSON THIS WEEK: Affixes in word use (root words and PREFIXES and SUFFIXES
Check out the videos below to understand affixes....
Monday: If you won the recent Power Ball (which was almost one BILLION dollars) explain AT LEAST three things you would do with that money. For each thing you would do, explain:
A. the thing you would want to do
B. WHY you would do it
C. HOW it would affect either you and/or others
Write a simple introduction sentence
Organize your responses in small paragraphs (1 paragraph for each thing you would do
Write a simple concluding sentence
Tuesday: Why should we give respect to senior citizens and people who are our elders (older than we are)? (TIP: Try to put yourself in the shoes of a senior citizen or someone who has had more life experience than you)
Write a simple introduction sentence
Organize your responses in small paragraphs (1 paragraph for each thing you would do
Write a simple concluding sentence
Wednesday: Often, our parents tell us the same thing over and over again. It could be constantly reminding us to do a chore, it could be something about school, or it could be a piece of advice. A. What do your parents/guardians tell you over and over again? B. Why do they tell you this? (TIP: put yourself in the place of your parent or guardian in order to try and understand what and why they tell you such things)
Write a simple introduction sentence
Organize your responses in small paragraphs (1 paragraph for each thing you would do
Write a simple concluding sentence
LESSON THIS WEEK: Affixes in word use (root words and PREFIXES and SUFFIXES
Check out the videos below to understand affixes....