What an exciting day we had! We were able to hear about half of 5 people's stories. I am so impressed with the quality of stories your authors have written! For HW this week, I'd like those that shared today to add their story to the flip grid (I sent an email about this). For those that did not share, make sure your story is ready to share next week!

Today we discussed what happens after the Climax--it's a bit more complicated than just the resolution. The protagonist should have the DEFEAT (they should feel like they can't go on) and then the POWER (what reminds them of the true power they have within themselves?) and finally, the RESOLUTION (what have they learned? How are they different? What is the new world like that they are in? Even if they are in the same world, they should see it with fresh eyes and it will feel new to them.) The RESOLUTION is similar to the exposition in that you will spend some time describing the new world and describing your character in the new world. This will bring closure to your story! So HW should be as follows:

DEFEAT 100-300 words
POWER 100-300 words
RESOLUTION 200-400 words

Also, make your cover for your book. I'll have my book binding machine at school next week, so students can bind their finished book. You may use card stock or plain paper, but make it colorful and creative. Don't forget to include the title of your book and the author. If you finish all that, you can work on an About the Author Page. You can look at your favorite books for examples of About the Author pages. Remember to write about yourself in third person and tell about the things you like to do besides writing too!

The following people will be presenting their stories next week (May 5th):
Tyler
Joey
Eva
Jack

The following people will be presenting their stories the following week (May 12th):
Liam
Violet
Chloe
Owen
Kristen

Today I returned everyone's quiz from last week. I counted the editing paragraph as extra credit, so I had a lot of students make over 100! Way to go! We also discussed the two parts that make up the climax for this week. Students need to write their climax for HW this week. Each part will be 300-500 words (so a total of 600-1000 words). We're getting close to the end of our stories! We'll have a publishing party on the last day of class.

Today, we took the quiz for our narrative elements. That took the majority of the time, but we were able to discuss briefly what is assigned for HW. Students should continue to work on their story. At this point, they should have the exposition (300-500 words), the inciting incident (300-500 words), and three problems to create the rising action (200-400 words each). So, students should have written approximately 1200-2200 words at this point! That's a lot of writing stamina. We'll begin discussing the climax on Thursday and how to end our stories.

Today we review narrative literary element terms for our quiz on Thursday (see below). We also discussed writing our inciting incident and the problems that inciting incident brings about. Students should start writing the three major problems of the rising actions (200-400 words EACH). Refer to your planning page to know what to include in your rising action section!

Literary Terms:
Foreshadowing
Protagonist/Antagonist/Villain
Conflict
First Person Perspective/Alternating Narration
Exposition/Climax/Inciting Incident
Irony
Tone
Symbol
Dynamic & Static Character

Today we completed our plot planner and discussed narrative element terms. We will have a quiz over those terms next week (you can see most of the terms on Module 9--We also discussed the terms Ensemble, Epistolary, and, Villain).

For HW this week, please write your inciting incident. Remember, this is the event that sets your whole story in motion, so make it a good scene! It should be 300-500 words. This is the moment of your "Until one day..." story spine. This is when everything gets upset. Write it clearly, but also include a lot of details, especially details about how the protagonist responds to the incident.

Today we did a creative writing exercise to help us review our parts of speech and sentence types. Most students need to finish this for HW. In addition, please select another scene from your story and do the same exercise again. If you need a refresher, here is what we did:

1. Draw picture
2. Label 5 nouns (pencil)
3. Label adjectives to describe those nouns on top (red)
4. Label verbs (what is the noun doing? green)
5. Label adverbs (When? How? To what extent? blue)

Make a parts of speech tree map and transfer your data. Alternate beginning and ending with adverbs to create variety. Create 2 complex, 2 compound, and one simple sentence using your picture, labels, and tree map.

YOU WILL TURN IN BOTH OF THESE NEXT WEEK. Watch the Pixar video about Story Structure. Study the following terms:
Protagonist
Antagonist
Exposition
Inciting incident
Rising Action
Climax
Falling Action
Resolution
Conflict
Setting

Today we did another writing prompt, pretending to be our main characters. Then we wrote a character's memory. We also worked on our one page plot planner. For spring break HW, students need to write their Stasis or Exposition. Watch the opening of the movie Up for a great example of an exposition. Then, write one of your own. You may want to storyboard and sketch what your exposition will be.

Write a scene that introduces the world your character lives in.
Write a scene that introduces your character.
Write a scene that describes what your character's goals are.
Write a scene that describes what is preventing your character from achieving his or her goal.

Aim for each of these to be at least 300 words, but no more than 500 words.

Notice in Up, the writers do not say, "Let me introduce the characters" or "This is what the world is like." They definitely do not say, "Carl and Ellie wanted a baby, but they were not able to have one," or "Carl and Ellie wanted to go to the Falls, but they were not able to save enough money."

Use lots of descriptive language. If you are struggling, read the first few chapters of your favorite books.
*** You should not write anything about your trigger yet!***

In class today, we learned the creative writing technique called "First Lines." Students opened up their book to a page and used the first line on that page to write a story about their own world. This was a challenge and a lot of the authors were able to articulate that this forced them to think about parts of their story about which they had not previously thought. We also worked on our one page plot planner. We'll continue that next week too.

For HW: please edit the following:
Paragraph 1
Paragraph 2

Draw a picture of your story world. You can make it in comic form, map form, or realistic. It's up to you. Also draw pictures of your main characters. Make them descriptive! Include details and colors.

We had a quick editing lesson today, specifically reviewing possessives and plurals. Some are still struggling to know the difference between the two. A plural is more than one, but a possessive shows ownership. I encouraged everyone to identify what it is they think the person owns before they start putting apostrophes in their writing. Finally, we wrote about our world/stories, but with a twist. We wrote an ABC story, so each new sentence had to start with the next letter of the alphabet. This challenges writers to think about word choice and not beginning each sentence exactly the same way.

For HW:
Editing Practice: Edit the following paragraph. Rewrite it correctly.

with the invention of the personal computer and the Internet, a new age in communications begins. now people could communicate fastest and more easily than ever before. Writing, editing and storing information became quick and easy. It was no longest necessary to write draft after draft but changes could be made so easily using a word Processor program. Message's, could now be sent in no time to anywhere in the world, without addressing envelope's or licking stamp's. (THERE ARE 11 errors--all things we have worked on before!)

Grammar: Analogies

Writing: Continue to write your ABC story about story world and using your characters. Bring it to class next week to share.

Today we progressed more on our stories and worked specifically on word choice. We did a one-page plot planner and discussed the eight parts we need to have for our story.
Grammar: Semantic Gradient
Main Word: WALKED
Range Words: Quick/Slow
Words to place on the continuum: crawl, sprint, limp, run, dart, prance, meander, lope, stroll, jog
Grammar Review: Sentence Types
Writing: Character Development-Watch the Pixar Storytelling Character videos. Please watch the following:
Intro to character
Internal vs. External Features
Wants vs. Needs

We are having a blast in class! Everyone is treating it as a real writers' workshop and we're learning so much in the process!

Grammar: Plurals vs. Possessives (Again-review)
Vocabulary: Review Synonyms
Writing: World Building Continued

Friday: What is the belief system? Is this is a world with religious beliefs or spirituality? Are there gods? Do people pray or answer to a higher power?

Monday: What is daily life like? What do the people who live here do for food? For work? For money? What do they use for currency? Are there different cultures in your sci-fi or fantasy fiction? Is there tension between them or do they get along?

Tuesday: What form do the main characters take? Are they superheroes, or antiheroes? Are they wizards or knights? Are they aliens or humans? What language do they speak? How do they communicate with one another? Are they from this world or a visitor?

Wednesday: Is there a political structure? Who is in charge? Is there a system of government in place? Is it ruled by a monarch? Are they good or evil? Do they have an agenda or intentions at all? How is power measured in your world? Is it with military might or magic? Has this place been affected by world wars?

Are there social classes (upper, middle, lower class)? How do people move up in their social ranks? Is there tension between the classes? Are there different outfits or privileges awarded to those in different classes?

Bring everything in next week. I know everyone is anxious to get started on their stories, BUT keep doing the plotting and planning that is assigned. Once we have these things really fleshed out with lots of details, our story writing will go quickly!

We are having a great time working on our stories, and everyone is super excited to get started writing!

Grammar: Commas exercises
Vocabulary: Analogies Game (you can play with a partner or by yourself)
Elevator Pitch: Write out your final elevator pitch. Make sure this is a story you want to write for a while! :) Look at Module 2 to see the template for the elevator pitch.
Write: Write about the world in which your story will be set. Answer as many of the following questions as you can in your description. You can follow the guideline to split the writing up over the week:
Your World's Geography: Friday
How does your world look? What are its colors and geography? What does it look like in the daytime and at night? What are the major landmasses or geographical phenomena that might occur in a place like this? Does it look like the real world, or is it totally fantastical? What are its natural resources? Are they plentiful or severely limited? Does this cause strife amongst the inhabitants or affect its environment?
Your World's History: Monday
What is the world’s history? What is the backstory of your world? How was it created? How long has it existed? Have there been any natural disasters? Is there a mythology or lore that’s a part of this world? Are there fairy tales or bedtime stories that allude to major historical events? What if the people in your new world one day found out that everything they knew about their history wasn’t true?
Living Creatures in your world: Tuesday
What sort of biology inhabits your world? What lifeforms exist in this place? Are the civilians human-like (like hobbits) or hybrids (like mermaids or fauns)? Are they creatures? What kind of biomes would one encounter in this world? Are there poisonous plants or vicious monsters like orcs or goblins?
Magic or No? : Wednesday
Is this a magical world? This is an important question if you’re planning on writing a novel in the fantasy genre. Is this the kind of world where there are magic users? If so, what kind of magic system is it? What does it rely on? What fuels it? What are the rules of magic?

Watch the Pixar Storytelling if you have not already! You only need to do We Are All Storytellers.
Bring everything in next week :)

We've been out due to illness, so I'm combining the two missed days here. I'm very excited to get our story writing started. Please complete the following for next week:

Begin by watching the Pixar Storytelling Modules on Khan Academy. We won't use this for everything we are doing, but since we are home bound this week, this is a great place to start. If you can watch and work your way through the first section (We are All Storytellers), you'll be in a good place when we return next week.

In addition, think about the following for your own story and write a brief description of each .
Perspective-From what/whose perspective will your story be told? Will it be first person? Third person? The main character's? A narrator's?
Describe your Story World-What are the rules? Is it in the future? past? Is there magic? How is everyone's mood there? How to people live there?
Characters: As of right now, who are are your characters?
Protagonist: Who is your main character? Describe him/her/them. Not only should you use physical descriptive traits, but also personality traits as well.

Finally, complete your "elevator pitch" for your story. An elevator pitch is a short version of your story. Image you are stuck in an elevator with a famous book publisher, but you only have 10-20 seconds to get her to like your book enough to want to publish it. Use the following format:

Once upon a time _______________________________________________________________
Every day _______________________________________________________________________
Until one day ___________________________________________________________________
Because of that _________________________________________________________________
Because of that _________________________________________________________________
Because of that _________________________________________________________________
Until Finally, ____________________________________________________________________
And ever since then _____________________________________________________________

Welcome back! Everyone is very excited for this semester because we're going to focus on writing great stories! Of course, we'll still be working on grammar and "report" type writing as well, but we'll spend the semester continuing to work on story that will be shareable by the end of the semester.

For HW this week:
Grammar & Spelling: Accept/Except Worksheet and Commonly Confused Words #1
Vocab: Analogies
Writing #1: Write about your favorite Christmas gift. Describe it in great sensory details BUT do NOT name what it is. I want to be able to guess based upon your description!
Writing #2: Write one paragraph about what makes a good book. Write a second paragraph about what makes a bad book. This is completely your opinion. Vary your sentence lengths and include compound and complex sentences. You may use the brainstorming ideas we did in class to help.
Writing #3: This one is about the story you would like to write in class. There are two options here and you should ONLY CHOOSE ONE. Please read and select the best option for you!
OPTION 1 (You already have a story idea in mind): Write about the problem in your story. What is the biggest problem of your story? What is your main character trying to accomplish?
OPTION 2 (You do NOT already have a story idea in mind): TW--The best writing often comes from sharing our emotions. Sometimes this is hard because we are scared to share or are afraid that we are the only people who have ever felt scared, sad, or lonely. These are all universal feelings. Most people have felt those feelings at some point. It is often difficult to write about, but doing so will give you an authentic and relatable story. Option 2 is to complete the story idea brainstorm page. Only Dr. Rowe will be reading this paper.

In class today, we finished our Christmas figurative language trail, which was a super fun way to review the types of figurative language. We also wrote about our experience and feelings in and about the class, as well as our goals for the new semester. I will be working on grades over the break and will have those to you by January at the latest!

I hope you all have a wonderful holiday season! I have loved watching your writers grow, and I'm looking forward to everything we will do in the New Year!

No HW over the break (except to read a lot of really great books and write thank you notes for your gifts!)

Grammar: Figurative Language Coloring page. You will need part one and part two!
Also complete the parts of speech coloring page.

Vocabulary: Make a 'zine to write about the origins of the following words:
yuletide, tannebaum, humbug, belly-cheer, oblation, snow-bones, sonrock, meggle

Spelling: Write the following words 10 times each (5 in red and 5 in green):
favorite, again, always, calendar, definitely, believe, grammar, grateful, a lot (this is two words), because

Writing: Pretend you can choose one gift (the same gift) for every child in the world. What gift would you choose? Why would you choose that gift? Describe it in detail. How do you think the children will respond to this gift?

Quiz: Posted Monday

Today we learned all about figurative and literal language. We took doodle notes on the following types of figurative language: onomatopoeia, alliteration, simile, metaphor, hyperbole, and personification. Then we listened to The Grinch Theme Song and identified the various types of figurative language in the song.
For HW, please complete the following:

Grammar: Parts of Speech Coloring Page
Vocabulary: Think about the meanings of the 20 words we have been working on for the past few weeks. Which words can be grouped together? Group the words together and then explain how and why you grouped those words together. See Module 12 for a list of all the words. All 20 of the words are in the spelling section. We will have an in-class quiz next week.
Spelling: Find the correctly spelled words in the word search.
Writing: Write about your most favorite Christmas gift. Write so that you show your emotions rather than name your emotions. Show, but don't tell! Also write each type of sentence in the following colors (all of these sentences should still be about your favorite Christmas gift):
complex sentence-red
compound sentence-green
compound-complex sentence-blue
figurative language-purple

NO QUIZ THIS WEEK!

Today we reviewed parts of speech and the many, many types of sentences we have been learning to write over the semester. I offered the students extra credit to complete over the break. There is no other HW except for the extra credit. Students must complete the entire extra credit assignment and they must spell everything correctly. I will ONLY take the extra credit the Thursday we return from break (December 2nd). Students may complete TWO extra credit activities to eliminate a zero or a low quiz grade. They may do this as many times as necessary.
2 = one zero or low grade replaced
4 = two zeroes or low grades replaced
6 = three zeroes or low grades replaced
etc.
Please review parts of speech before completing this assignment!

The quiz that was due today will be available until next Wednesday 11/24

Today, we worked on "Showing, not Telling!" In other words, we practiced writing descriptively, not directly. I would like for students to move from saying, "I was sad," into something more like, "Tears streamed down my face, and I couldn't even enjoy my favorite ice cream."

You may put as many assignments as possible on one page!
Grammar: Write the following:
1. A simple sentence about November and using the word aplomb.
2. A compound sentence about autumn and using the word grueling.
3. A complex sentence about the leaves in autumn and use the word barricade.
4. A compound-complex sentence about Thanksgiving, and use the words quell & headway (tricky)!

Vocabulary: Make a comic using the following words: commotion, jabber, sociable, cunning, uncanny

Writing: Show, Don't Tell! Write a very well written paragraph about a time when you were excited/thrilled. Do not name the emotion. Instead, use words that describe facial expressions, body language, and voice sounds. Write deeply and well! Include a variety of complex and compound sentences!

Spelling: Divide the following past vocabulary words into syllables. Then color code them into open and closed syllables.

Meander Translucent Kindle Subside Imperious Serenity Havoc Repugnant Furtive Pristine

Aplomb Grueling Quell Barricade Headway commotion jabber sociable cunning uncanny

Quiz: Posted Monday

Today we caught up on graphing our stamina. After that, we worked on syllabication and dividing syllables properly to determine if they are open or closed syllables (this let's us know if we have a long vowel sound or a short vowel sound within the syllable). After that, we worked a bit more on identifying the major components of our mentor sentence and tried our hand at writing our own. Finally, we wrote to a timed prompt about gratitude!

You may put as many assignments as possible on one page!
Grammar: Write the following:
1. A simple sentence about Thanksgiving.
2. A compound sentence about November.
3. A complex sentence about autumn.
4. A compound-complex sentence about the leaves in autumn.

Vocabulary: Write the following:
1. A simple sentence using the word aplomb.
2. A compound sentence using the word grueling.
3. A complex word using the word quell.
4. A compound-complex sentence using the word barricade.
5. Dialogue using the word headway.

Writing: Name one! Write a well formulated paragraph about the one thing you are most grateful for. Aim to write around 200 words about this thing you are most grateful for. Describe it. Explain why you have gratitude for it. What does it mean to you? What would you life be like without it? How is your life better because of it? Write deeply and well! Include a variety of complex and compound sentences!

Spelling: divide the following words into syllables. Then color-code them according to whether they are open or closed syllables.
bracelet, divide, spacecraft, precede, consume, expose, discrete, debate, serene, advise, pollute, statement, surprise, postpone, excite, misuse, compose

Quiz: Posted Monday

In class we took a vocabulary quiz over the past few week's words. We'll take another one in a few weeks, once we get around ten or so words. We also reviewed simple, compound, and complex sentences. Everyone is doing a much better job of being able to define each of those, but I'm still seeing a struggle with actually creating. We will keep identifying and creating these as we write.

HW:
Grammar: Write and label the mentor sentence.
“If there's anyone who can appear before Aslan without their knees knocking, they're either braver than most, or else just silly.” (Lion, the Witch, and the Wardrobe)
Look for: subject, predicate, prepositional phrases, adjectives, adverbs, pronouns, subordinate conjunctions, coordinate conjunctions, dependent clauses, independent clauses, nouns, verbs, possessives, contractions, and anything else you can grammatically think to label. After you have spent some time labeling, try writing your own sentence like the mentor sentence.
Vocabulary: Make a comic using the following words: serenity, havoc, pristine, furtive, repugnant.
Writing: Write about a memory you have involving an animal. It can be a pet, a zoo animal, a jungle animal, a good experience or a bad one-funny or sad. It's up to you! Write well and use a variety of simple, complex, and compound sentences!

Today we dissected a new mentor sentence (see below) and discussed the elements we noticed. Next week, we will work on creating our own following the same pattern.

We also spent a great deal of time review complex, compound, and simple sentences. Many students are still struggling with this skills. Please go back and review the videos from Module 6 for a review. Practice walking through the checklist for every sentence:
1. Do I see a comma? If so, what does that comma tell me?
2. Do I see a subordinate conjunction? If so, what is it and what does it mean?
3. Do I see a FANBOY? If so, that usually means I have a compound sentence (but not always!).

We discovered that English has lots of exceptions to the rules, so sometimes words can be conjunctions, but then other times they can be prepositions.
Please review the following conceptions before taking the quiz this week:
-prepositional phrases
-their (possessive pronoun), there (relative pronoun), they're (contraction of they + are)
-dependent and independent clauses
-sentence types (compound, complex, simple, compound-complex)
-conjunctions (both coordinating-FANBOYS and subordinate)

HW:
Grammar: Simple, Complex, or Compound Jeopardy (you can play by yourself, just use a sheet of paper to write your answer before you press the space bar. Keep track of your points!), Dependent or Independent Clause?, Subordinate or Coordinating Conjunction?
Vocab: Review the following words: meander, translucent, kindle (not the reading device), subside, imperious, eavesdrop, exasperation, outlandish, vulnerable, multitude. We will have an in-class quiz next week on these words.
Writing: Write a paragraph explaining what you would like to be when you grow up. What does this job entail? Why would you like to have this job? Aim for 8-10 sentences (at least).
Spelling: Divide the following words into syllables: season, pretzel, reason, silent, dessert, raccoon, paper, attack, stolen, pollute, female, after, pilot, channel, navy, perform, hello, human, chosen, percent
Quiz #6

Today we reviewed simple, compound, and complex sentences. We also worked on hooks for writing and metaphors for our name. We have our first writing assignment over the break, so students were given the instructions for completing that assignment. The directions can be found here. There is no other HW over the break. Students should simply complete their paper by 10/20.

If students have lost their composition books, they MUST have a replacement when we return from break.

I will be sending a midterm grade home over the break.

Today, we learned the difference between simple, compound, and complex sentences. We also reviewed possessives and prepositional phrases.

For HW:

Grammar: Complete the worksheets about simple, compound, and complex sentences. Remember to look for dependent and independent clauses as necessary. We did not explicitly name subordinate conjunctions, so you may go here to help with listing 5 subordinate conjunctions.
Vocabulary: Review the following words: meander, translucent, kindle (not the reading device), subside, imperious, eavesdrop, exasperation, outlandish, vulnerable, multitude. These words will be on the quiz (posted Monday).
Writing: Part I. Below are two quotes about names. Select one that you like the best. Then write about the quotes. What does this quote mean? Do you think this quote is true? Why or why not? Who said the quote? Why are they important?

Quote 1: "What's in a name? That which we call a rose by any other name would smell as sweet." ~ William Shakespeare
Quote 2: "A good name is rather to be chosen than riches." ~ King Solomon

Writing: Part II. Write the following about your name (you can write it on the back of Writing Part I).
In English my name means _______. In ________(another language--French, German, Italian, Spanish) it means __________. It means __(emotion word)_______, it means _____(action word)______. It is like the number ______. A _________ color. It is the ___________________(item from your memory or childhood)________________________________.
Spelling: Now that you have sorted your words by syllable, divide them to show the syllable parts. You can use a / to show the parts. For example, rabbit would be rab/bit and basic would be ba/sic.
Quiz #5: Posted on Monday (this will cover prepositional phrases, simple, compound, and complex sentences)

This week, we worked on our mentor sentence #2 a bit more and really dissected the difference between plurals and possessives. We also did a writing prompt and recorded our stamina.

HW:
Grammar: Watch the video about simple and compound sentences. Then watch the video of complex sentences. Be prepared to discuss the difference next week in class. If you have not already done so, please write your own example of your mentor sentence #2 in your composition book.
Vocabulary: Make a comic using the following words: meander, translucent, kindle (not the reading device), subside, imperious. Feel free to add more panels if necessary.
Writing: Complete the Name Metaphor Worksheet. Bring this back into class.
Spelling: Sort last week's words by syllable. Put one syllable words together, two syllable words together, three syllable words together, etc.
Quiz: Quiz #4

Today, we reviewed Mentor Sentence #1 and completed a writing prompt in class. We also graphed our writing stamina. We discussed our vocabulary terms and dissected a new mentor sentence (#2). We did not have time for spelling, so we will continue to work on that same list/rule for this week.

MENTOR SENTENCE 2: He closed his eyes and images from the Warden's cabin floated inside his head: her red fingernails, Mr. Sir writhing on the floor, her flowered make-up kit. (from Holes by Louis Sachar)
Skills: Possessives and Possessive Pronouns; using a colon for a list

HW:
1. Grammar: What is the difference between a plural and a possessive? What is a possessive pronoun? More possessive pronoun practice.
2. Writing: Write about your name. Conduct an interview about your name. Ask your parents about how they came up with your name and any other special information about from where your name came. This week, we'll just research for information. Complete the research page and also look up the origin and meaning of your name.
3. Vocabulary: Make a comic from the comic strip. Include the dialogue for the characters. You must use the following words in your dialogue: eavesdrop, exasperation, outlandish, vulnerable, multitude
4. Spelling: Sort the following list of words in any way. Be prepared to share and explain your rule! (List: setting, hiking, reading, cutting, moving, adding, spelling, floating, living, coming, stopping, begging, grinning, having, feeling, talking, taking, fixing, snowing, chewing, jogging, running, working) . Remember: LOOK FOR PATTERNS-It is obvious that they all end in -ing. How else can you sort them? What else can you determine? In a different color, add words you see to your lists! How do these words also fit the rules?
5. Quiz: Quiz 3

Class Recap: Today, we reviewed all manner of nouns (common, proper, abstract, concrete, collective, and even pronouns)! We also learned what a mentor sentence was and looked at the structure of a mentor sentence. We also worked together to write our own sentence with the same elements as the mentor sentence. Students did all this work in their composition books. These will come back and forth to class each week, so please make sure you have them!

We did not manage to get to the spelling this week, so we will pick that up next week. Several students said they did not complete the HW. I understand things happen (people move into new houses, get sick, or take an extended field trip). Please make every effort to get caught up as soon as possible. We will apply writing skills each week in class, so it is crucial to do the homework so as not to miss anything!

For HW this week: Please review all the previous week's grammar, vocabulary, and writing skills (including the mentor sentence) and take QUIZ #1.

Also complete the following:
HW:
1. Grammar: Complete as many of the grammar skills from last week until you have achieved mastery!
2. Writing: Select an image from a magazine or print off an image from online. Label everything in the image. Bring this to class.
3. Vocabulary: Said is DEAD! -Use this to make a 'zine! For your 'zine these week, use a thesaurus and make a collection of words to use instead of the following words: said, nice, happy, hard, bad, good
4. Spelling: Review your list from last week. What pattern do you notice?
5. Mentor Sentence: Write your own mentor sentence using the example in your composition book. It should be on the same page as the sentence we wrote together in class. IN YOUR COMPOSITION BOOK!!

Bring BLUE ITEMS BACK TO CLASS ON THURSDAY

Today we reviewed the spelling sort from last week and determined the rules for the spelling words. That rule will be assessed on the quiz for this week. We also built our stamina in writing and worked on creating our mentor sentence in groups.

MENTOR SENTENCE 2: He closed his eyes and images from the Warden's cabin floated inside his head: her red fingernails, Mr. Sir writhing on the floor, her flowered make-up kit. (from Holes by Louis Sachar)

HW:
Grammar: Write your own mentor sentence following the same pattern as the one in the mentor sentence. Write this in your composition book. Circle the possessive pronouns in your mentor sentence. Put a box around the possessive noun.
Writing: Write more facts about your name. This week, tell me about the country from which your name originates. Also tell me what your name meaning is (For example, Mary means "pure." You should do this for both your first and your middle names. Finally explain if you think this name fits your personality or not. If it does, give examples of how. If it does not, give examples to argue against it. If you could be named anything else in the world, what would you be named and why?
Vocabulary: This week, incorporate some amazing vocabulary into your writing assignment. Use at least five words from this list and add them into your writing about your name. Underline them in your writing so I can see them clearly. If you do not know what the word means, look it up in a dictionary first!
Spelling: athlete, pilgrim, create, control, complete, children, poet, duet, pumpkin, monster, riot, mushroom, halfway, kitchen, trial, poem, English, hundred, cruel, giant, lion, kingdom, inspect, diet
Quiz: Surprise! Take the week off from a quiz :)

Abstract or Concrete Nouns
Common and Proper Nouns
Collective Nouns Practice
Types of Nouns Printable Practice #1
Types of Nouns Printable Practice #2

Today was a great, first day! We made an All About Me 'zine (mini book) and we also did a writing sample. We went over our classroom rules as well. This is an academic class, so students will need to complete the assigned homework each week! Assignments in blue will need to be brought back into class next week. Beginning next Thursday, we will have a weekly quiz covering all assigned skills. Assignments in black may be completed at home according to your schedule and do not need to be returned to class.

HW:
1. Grammar: Complete as many of the grammar skills above until you have achieved mastery!
2. Writing: Make lists of your Favorites (foods, games, places to visit, things to wear, books, movies, etc.). Be sure to give each group of lists a title and include at least 5-7 items in each category.
3. Vocabulary: Animal Collective Noun Vocabulary-Use this to make a 'zine! Draw the animals and write the name for the collective group.
4. Spelling: Sort the following list of words in any way. Be prepared to share and explain your rule! (List: trapped, waited, played, mailed, boiled, dotted, mixed, stopped, treated, tried, seemed, ended, chased, asked, handed, filled, raised, jumped)

Today we graphed our writing frequency, had more practice with our original mentor sentence and dissected a new mentor sentence. We did not have time to review the spelling rules, so we will keep the same list as last week and review those next week. Please complete the following for HW:

MENTOR SENTENCE: He closed his eyes, and images from the Warden's cabin floated inside his head: her red fingernails, Mr. Sir writhing on the floor, her flowered make-up kit.

1. Grammar: What is the difference between a plural and a possessive? What are the possessive pronouns?
2. Writing: Write something about the picture below. It can be a story, a poem, a song, or an informational paper.

3. Vocabulary: Make a comic from the comic strip below. Include the dialogue for the characters. You must use the following words in your dialogue: adversary, banish, and destination.

4. Spelling: Sort the following list of words in any way. Be prepared to share and explain your rule! (List: setting, hiking, reading, cutting, moving, adding, spelling, floating, living, coming, stopping, begging, grinning, having, feeling, talking, taking, fixing, snowing, chewing, jogging, running, working) . Remember: LOOK FOR PATTERNS-It is obvious that they all end in -ing. How else can you sort them? What else can you determine?
5. Quiz: