6th Grade Humanities (Period 5) Assignments
- Instructor
- Josh Hamler
- Term
- 2016-2017 School Year
- Department
- 01) Humanities
- Description
-
Welcome to 6th grade Humanities
Course Description:
This class is a combination of reading different types of texts, writing, and history. Students are able to understand the term “humanities” by making clear connections between literature and history.
In this class, students in the sixth grade will be taking a journey through different cultures by interacting with the Amplify Curriculum. Students will be reading and writing different types of texts and stories in their exploration of these units. This class will address the diversity of student learning styles and connect to the new Common Core State Standards.
We will be using the California Common Core State Standards for the basis of our learning. These standards require all of us to be proficient 21st Century, critical thinkers, independent readers, and effective communicators. To do this we will be developing the following habits of mind through our studies:
HABITS OF MIND
Curiosity: the desire to know more about the world
Openness: the willingness to consider new ways of being and thinking in the world
Engagement: a sense of investment and involvement in learning
Creativity: the ability to use novel approaches for generating, investigating, and representing ideas
Persistence: the ability to sustain interest in and attention to short and long-term projects
Responsibility: the ability to take ownership of one’s actions and understand the consequences of those actions
Flexibility: the ability to adapt to situations, expectations, or demands
Metacognition: the ability to reflect on one’s own thinkingGrading Policy
10% Vocabulary
10% Reading Comprehension
20% Daily Writing
20% Daily Standards-Based Formative Assessment (tied to lesson focus/check sheet)
40% Summative-
Final Draft/Quest/Block and Interim Tests
Formative Assessment Grading Scale
10 Exceeding Standard/Advanced
8 Meeting Standard/Proficient
7 Approaching meeting the Standard
6 Not yet but getting there.
5 Incomplete
100%-90% = A
- 89%-80% = B
- 79%-70% = C
- 69%-60% = D
- 59% and below = F
Class Expectations
ALL SCHOOL RULES APPLY TO THIS CLASS! PLEASE REFER TO YOUR STUDENT HANDBOOK.Reading Comprehension Homework
Solo Reading Comprehension assignments will be given every day and checked the following class day.. At the end of each class period, the teacher will remind you to write down the Solo assignment in your agenda. If you do not have computer access, then you must complete the workbook assignment and quickly input it into the “Solo” part of the Amplify website at the beginning of class. . Homework will also be posted on the school website. Go to WWW.mykla.org, then access the link to the teacher’s class.
Beginning of Class Procedures
1. Gather all supplies that will be necessary to succeed in class out of backpack.
2. Leave backpack in assigned backpack area (you will not be able to access backpack for the rest of the period.)
3. Retrieve notebook and computer quietly.
4. Quietly walk to your assigned seat.
- Sign into Amplify
6. Begin Vocabulary
7. Check the board for next steps.
8. Wait for further instructions from the teacher.
Restroom Policy
To use the restroom, I will require you to have your student agenda. You will be allowed to leave the room ONCE per week. I expect that you will ask to use the restroom and have your planner open and ready to be signed. If you do not have your student agenda, you will not be permitted to use the restroom.
Hand Raising
Students must raise their hands to speak out loud in class unless specifically directed otherwise by the teacher. Talk only when permitted. Be aware of the situation since quiet talking is allowed in some situations and speaking to the entire group without raising your hand may be allowed in others. I will remind you once and expect compliance. Non-compliance will result in consequences such as lowering of the student’s citizenship grade, detention, and/or a call home.
Countdown = the teacher may count down from 10 to 1. At “1” students must be back to their seats, quiet, and ready to follow directions. Students not following directions will receive a loss of citizenship points.
Absences and Missed Work:
- Students are responsible for all work missed work during their absence. All assignments will be posted online.
- The student should set up an appointment with the teacher to go over and to turn in any missed work. Late work may only be submitted during the teacher’s tutoring time after school.
- Missed work is the responsibility of the student to make up!
Citizenship Points
You start with 20 points each week, which is an “E”
For each violation you lose 1 point.
Violations
- Backpacks at seat
- Not getting quick questions started within 1 minute of bell
- Not facing forward/paying attention while the teacher is talking.
- Dress Code
- Off Task
- Arguing
- No Homework
- Disrespectful to other students/teacher
- Outbursts without raising hand
- Walking around room
- Spending too much time playing with mechanical pencils/not prepared with supplies
- Tapping
- Cross-classroom talking/yelling/giggling
At the end of each week this will be your grade based on violations. This will be added up at the end of each grading period for your citizenship grade.
18 – 20 = E 14-15 = S <11 = U
16 - 17 =G 12-13 = N
Parent Involvement
I believe that the education of your child requires a team effort. Please feel free to contact me whenever you have questions. I hope that your child has a productive year in which their appreciation of history and language arts grows. Please sign the below and have your child return to me. The remaining pages must be kept in the student’s binder/folder for future reference. the teacher reserves the right to change his policies and expectations at any time. This will be the first assignment for the student worth a total of 10 points.
I have read and discussed the teacher’s Class Expectations with my Child
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Make a Copy and Rename It (Your Name - Ancient Civilization Project)
Google Slides and Notes Due June 16
Presentations: June 19- June 22
Name:_______________________________________
Your assignment:
The museum has a new area for an ancient civilization exhibit. You are a student archaeologist that is an expert on ancient civilizations. You have been asked to pick your favorite ancient civilization and create an exhibit. Your exhibit will include two parts:, research notes on your civilization, and a Google Slides slide show presentation based on your research.
Choices: Ancient Egypt, Ancient China, Ancient India, Ancient Africa, Ancient Rome, Ancient Greece, Mayan Civilization, Aztec Civilization, Inca Civilization.
I have chosen the ___________________________ civilization for to do my research on.
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Role |
Audience |
Format |
Topic |
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You may work with a partner of your choosing or work independently
Sources of information might include your Social Studies textbook, an encyclopedia, books from the library and the internet. http://www.Mrdonn.org is a great website to start with! Also http://www.seaford.k12.ny.us/Page/1395. You will have class time to work on your power point. Most of the research (finding information and taking notes) will also be done in class but may need to be done at home as well. The artifact should be created at home. Please ask questions early and often. There should be no stress or confusion at the last minute. I have read the research project guidelines and I understand the requirements and due dates.
Each part has specific requirements.
- Research Notes - Add notes into the document below: You must come to class with notes to use to create your power point slides. Use the questions below to collect information about each of the cultural aspects for your civilization. You must also have proper works cited or bibliography page in your power point stating where you got all your information for your notes. I will provide you with an outline and also index cards to be sure you have all your topics covered. Your notes will be checked. You must turn in a 'works cited' page, on a piece of paper or a note card, listing the sources you used to gather information. (Books, websites, encyclopedias, etc) (50 Points)
- Google Slides Slide Show To receive an "A" grade, your power point must include the following slides:
- A title slide which includes the name of the civilization, your name, and an appropriate, colorful graphic
- A timeline of the Ancient Civilization’s most important events, minimum of 5 events.
- A map of the world showing the location of the civilization you have researched.
- A slide on each of the 7 Themes of history for your civilization
- A slide for the important people.
- A slide about the interesting features in the cicilization.
- A works cited slide.
- A 10 question quiz at the end.(100 points)
Take notes under each topic
5 Important Events-
Notes
Geography and Environment -Find a map of your Acient Civilization- How did the people adapt to their land, climate (what type of climate), and natural resources?
Notes:
Economic System - What were the jobs, slavery, trade and money?
Notes:
Technology - Inventions, tools, weapons, things we use today from the culture.
Notes:
Religion and Belief System - What were the religious beliefs and practices, birth and death rituals, myths, values?
Notes:
Government and Leadership - Political System - Who ruled, what type of government, how were they chosen, laws, how were conflicts resolved?
Notes:
Daily Life - What did a normal person do in their life? What kind of food did they eatWhat were the roles of men, women, and children? Describe family life and the people in it?
Notes:
Culture Are there any traditions or customs for this group? Describe the art, literature, architecture, leisure activities, and other items considered valuable and beautiful by the culture. Writing style: Name of it and method; was it letters, numbers, symbols, pictures?
Notes:
Important people-Identify the roles and contributions of famous leaders in the civilization you chose.
Notes:
An interesting or unique feature of this civilization (for example Greek mythology, Egyptian Pyramids or the Great Wall of China)
Notes:
Works Cited slide- You must use at least 5 different resources and three different styles of literature (internet site, text book, magazine etc.) Each slide must include enough written information to explain the cultural aspect in the civilization you researched. You may choose outline (bullets) or paragraph form for your writing.
Your presentation should have a uniform appearance - in other words the style (background, font, and layout) of the slides should all be similar.,
All Google Slides must have a 10 question quiz at the end
Works Cited Slide
Plagiarism:
Remember that it is illegal to use an author’s words without giving them the proper credit (works cited). Please read the section in your Write Source book on plagiarism if you are not sure what this means. Page 229 will help you.
Works Cited:
1.___________________________________________________________________
_____________________________________________________________________
2.___________________________________________________________________
_____________________________________________________________________
3.___________________________________________________________________
____________________________________________________________________
4.___________________________________________________________________
____________________________________________________________________
5.___________________________________________________________________
____________________________________________________________________
Due:
Assignment
1) Choose one of Arachne's behaviors from the list below.
- Arachne laughs when someone suggests that Minerva may be a better weaver than she is.
- Arachne challenges Minerva to a contest.
- Arachne shouts at the old woman.
2) Describe which trait motivates that behavior. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.
The following sentence frames will help you get started:
Arachne does ________, because she is __________.
Arachne feels ________, so she ________.
Arachne is ________, so she ________.
1) Reread the following quotes have been selected to help you get started.
- “Her sole instructor, she claimed, was her inborn skill.” [29]
- “As she spat at her: ‘Your brain totters / Like your decrepit body. / You have lived too long.’” [55–57]
- “Why doesn’t she take up my challenge?” [65]
2) What character traits do these quotes reveal? Find two other details that show the same traits, and explain why you chose them.
3) Describe which trait motivates that behavior. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.
The following sentence frames will help you get started:
Arachne does ________, because she is __________.
Arachne feels ________, so she ________.
Arachne is ________, so she ________.
Pick one of Arachne's behaviors and describe the character trait that motivates it. Cite 2–4 details that support your claim, and make sure those details come from at least two moments in the passage.
The following sentence starters will help you organize your writing.
This passage shows that Arachne...
I think that Arachne...
Writing Prompt
Choose one of Arachne's behaviors or actions from the table and describe which trait motivates it. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.
Identify Arachne’s main character trait. Cite at least three details that support your claim, and make sure those details from two different moments in the passage. Next, list at least one other character trait Arachne displays, and provide evidence from the text to support your answer. How do the traits you’ve listed connect to each other? Is Arachne a simple or complicated person?
Original Writing Prompt
Choose one of Arachne's behaviors or actions from the table and describe which trait motivates it. Why does she do what she does? Include at least two details from two different moments in the text to support your idea.
Directions
- With your teacher, review the “Guidelines for Citing and Punctuating a Direct Quote From a Poem.”
- Check that you have correctly punctuated and cited your direct quotes.
- Underline the sentence in your Writing Response that best summarizes your understanding of Arachne’s attitude.
Due:
Assignment
Due:
Assignment
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing and underline two sentences that contain two (or more) verbs in each sentence.
- Skip to the bottom of the writing and rewrite each sentence, using a different verb tense (past, present, or future), but maintaining the correct sequence of time between the actions.
EXAMPLE:
Original Sentence: Almost before Odysseus has finished speaking, the Cyclops grabs one of his men.
Revised Sentence: Almost before Odysseus had finished speaking, the Cyclops grabbed one of his men.
Writing Prompt
Write about a dialogue about a moment when you tried to persuade someone to do something. Include the dialogue of what people said and narration to describe what you and others did and looked like.
(When you finish writing, reread your prompt and check whether your verb tenses are correct and help the reader understand the sequence of dialogue and narration.)
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Copy three complete sentences from this writing.
- Skip to the bottom of your writing and paste these sentences.
- Underline the simple subject and italicize the simple predicate in each sentence.
Writing Prompt
Write about a moment that happened in three minutes or fewer.
Revision Assignment: Use of Evidence
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
- Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
- Reread that part of the book and identify 1–2 more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Revision Assignment: Focus (in Response to Text)
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
- Copy and paste your writing from that activity into this new writing space.
- Reread your writing and find a place where you focused on one idea about the reading.
- Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
Writing Prompt
- Reread the last piece of reading you were assigned (or your teacher will assign one to you).
- Copy and paste one passage from this reading assignment that surprised or interested you.
- Paraphrase the passage that you copied (restate the passage into your own words).
- Describe what you notice about this passage and why it is so surprising or interesting.
Due:
Assignment
4) What is the most important character trait Odysseus shows in this passage? Give two reasons based on the text that explain your answer.
Use the following quotes to help you identify Odysseus’s main character trait illustrated in this passage:
- “I shouted out derisive words at Polyphemus.” [44/1]
- “I was about to shout something else to the Cyclops, but from all parts of the ship my men called out, trying to restrain and pacify
me.” [45/5] - “But my temper was up; their words did not dissuade me, and in my rage I shouted back at him once more.” [47/1]
What is the most important character trait Odysseus shows in this passage? Give one or two reasons based on the text that explain your answer.
Use these sentence frames to help you identify Odysseus’s character traits illustrated in this passage:
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The things Odysseus shouts to Polyphemus tell me Odysseus is a _____ man.
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Odysseus’s men try to calm him down but he won’t listen, which shows that he is a ____ man.
What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.
Use these sentence starters to help you talk about Odysseus’s characteristics:
I would describe Odysseus as …
I think that Odysseus is…
What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.
What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.
Next, list at least two other character traits Odysseus displays, and provide evidence from the text to support your answer. How do all the traits you’ve listed connect to each other? Is Odysseus a simple or complicated person? Does looking at all the traits together help you understand why Odysseus behaves the way he does?
Original Writing Prompt
What is Odysseus's defining character trait? Be sure to give three reasons based on the text that explain your answer.
EXTRA CREDIT
Now that you’ve studied how Odysseus and Polyphemus both tried to trick each other, think about a moment in your own life that involved trickery. Write about a time when you tried to trick someone else. Did it work? Use as many showing details as you can to help your reader understand what happened.
- Read the passage from Nathaniel Hawthorne’s “Circe’s Palace.” (Ulysses is the Latin name for Odysseus.)
- Does Hawthorne’s description of Ulysses (Odysseus) confirm the same character trait that you originally selected? If it does, give three reasons based on the text that explain why.
- Does Hawthorne's description point to another defining character trait of Ulysses (Odysseus)? What is it? Be sure to give three reasons based on the text to explain your choice.
Due:
Assignment
Due:
Assignment
Ancient Greece Is….
Name:____________________________
One Pager
Use pages 355-365 in the World History Ancient Civilizations Textbook
Complete the 1-pager on the back of this paper
Your individual poster must include the following.
- 5 quotes or pieces of evidence from the reading about “Ancient Greece”.
- Ten words that describe or represent Ancient Greece..
- Five visual images or pictures that represent Ancient Greece
- Cluster around these images captions that describe the images.
- Two thoughtful questions and answers about Ancient Greece
- Use lots of color!
___/10 Five quotes
___/10 Ten words that describe Ancient Greece
___/10 Five visual images/pictures
___/10 Captions for pictures
___/10 Two questions with answers
___/10 Color
___/60 Total
Due:
Assignment
Due:
Assignment
2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?
3) Use these sentence starters to help you with your writing.
- The quote _____ shows that the Cyclops is _____.
- The quote _____ shows that Odysseus and his men are in _____.
- The quote _____ helped me predict _____ because _____.
Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.
Use these sentence starters to help you with your writing:
I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…
Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops is and how he will react to finding strangers in his cave.
Select four instances of foreshadowing in this story. Two instances should foreshadow what the Cyclops does later in the story, and two should foreshadow what Odysseus will do. Make sure to explain how each detail hints at what kind of characters both the Cyclops and Odysseus have and what they will do later in the story.
Original Writing Prompt
Pick one of the details you highlighted in blue and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what is going to happen when the Cyclops actually appears.
Due:
Assignment
Due:
Assignment
4) Using your answers to the previous questions as a guide, write your own version of the Prometheus myth.
Write your own version of the Prometheus myth. Use details about each character to show readers who these characters are, what they care about, and why they do what they do.
Here are some ideas to get you started:
- How did you feel about the Prometheus myth? Did you think Prometheus was treated unfairly, or that he got what he deserved, or that he should have been punished but not so severely? You could change any of these things in your story.
- You could start the story at the end instead of the beginning.
- You could have the main character give humans money or a computer instead of fire.
- You could have the main character tell the story from his or her own point of view. For instance, you could begin with Prometheus saying something like this: “Humans should have fire, and I’m going to give it to them.”
Directions
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Using your answers to the previous questions as a guide, write your own one-page version of the Prometheus myth.
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If you want to challenge yourself, think about the attitude you want each character to show. Add two more details to every character to help show that attitude.
Directions
Is there something you believe in so strongly that you’d risk a terrible punishment to make it happen? Write about this in your own version of the Prometheus myth.
- You do not have to be the main character, but you can be if you like.
- Make sure to use lots of detail about each of the major characters so readers get a strong sense of who they are, what they care about, and why they do what they do.
Original Writing Prompt
Using your answers to the previous questions as a guide, write your own one-page version of the Prometheus myth.
Due:
Assignment
1) Reread paragraphs 14-16.
2) Highlight the reasons Zeus and Prometheus behaved the way they did.
3) Why did Zeus punish Prometheus? Was the punishment fair or unfair?
Use the following sentence starters to help you with your writing.
Zeus punished Prometheus because____________.
Zeus’s punishment was fair/unfair because ____________.
____________ shows that Zeus’s punishment was fair/unfair.
Is Zeus’s punishment of Prometheus fair or unfair? Use at least 3 reasons to support your claim.
Focus on paragraphs 14- 16.
Use the following sentence starters to structure your writing.
This passage shows Zeus’s punishment of Prometheus is …
I think that Zeus’s punishment of Prometheus is…
Is Zeus’s punishment of Prometheus fair or unfair? Use at least three reasons to support your claim.
Original Writing Prompt
Is Zeus’s punishment of Prometheus fair or unfair? Use at least three reasons to support your claim.
Due:
Assignment
Introduction
There isn’t a correct order in which to read Greek myths. It doesn’t matter if the first myth you ever hear is the story of Persephone, or the story of Odysseus, or the story of Icarus, as long as the story is exciting to you. Each myth stands alone, and it also builds context to help you enjoy the next one you hear. So learning Greek myths is a lot like an exploration in which your path is dictated by your curiosity and by your sense of excitement.
The Myth World Quest takes this idea and makes it literal. In Myth World, students use their tablets to explore mythological Greece. They can climb Mount Olympus, cross the sea to Crete, or descend into the underworld. As they explore, they will find characters who have been turned into stone by a rampaging Medusa. The students’ job is to read stories about those characters in order to crack them out of their stony prisons.
Along their journey, students will find four hidden items: Winged Sandals of Hermes, The Sword of Heracles, the Shield of Athene, and the Helmet of Hades. These were the tools Perseus used to defeat Medusa, and collecting all four will allow the class to end Medusa’s rampage.
As students search the world for these artifacts, they will gain a diverse body of knowledge about Greek myths. Although students will be choosing which myths they want to read about, they will be asked to record passages from the text to justify claims about the characters of Greek mythology. Your job as the teacher is to pull these bodies of knowledge together, so that students can teach one another about the myths. In this Teacher Guide, we’ve outlined a series of exercises that will help you give your students an overview of the world the Greeks created.
Due:
Assignment
Due:
Assignment
Name:____________________________
Spring Break Assignment: Sugary Drinks Are……….
One Pager
Read the packet I handed back to you..
Complete the 1-pager on the back of this paper
Your individual poster must include the following.
- 5 quotes or pieces of evidence from the article about “sugary drinks”
- Ten words that describe or represent sugary drinks..
- Five visual images or pictures that represent sugary drinks and what sugary drinks can do to you, or pictures that show what can be done about sugary drinks.
- Cluster around these images captions that describe the images.
- Two thoughtful questions and answers about Sugary Drinks
- Use lots of color!
___/10 Five quotes
___/10 Ten words that describe sugary drinks
___/10 Five visual images/pictures
___/10 Captions for pictures
___/10 Two questions with answers
___/10 Color
___/60 Total
Due:
Assignment
Sugary Drinks
Your Favorite Drinks Can Wreck Your Body Name
Student Directions:
Your school is planning to bring a soda machine back on campus to help raise funds for ASB. You will read several articles and view videos about the pros and cons of having a soda machine on campus, then write an argumentative essay about it.
Steps you will be following:
In order to plan and compose your essay, you will do all of the following in three sessions over the next three days:
- Read an article and watch a video on the topic of sugary drinks, taking notes on these sources.
- Answer three questions about the sources.
- Read a second article and watch a video, taking notes on these sources.
- Participate in a discussion of the information in the sources with a group of classmates, taking notes on your discussion.
- Plan and write your essay.
Session 1 (60 minutes)
Directions for beginning:
You will now read an article from Scholastic Scope and watch a video related to the topic of sugary drinks, taking notes on all of these sources. Take notes because you will use them in the other sessions. You can to refer back to any of the sources as often as you like while you are taking notes during this session and during later sessions on this task.
Your notes and the sources will be your basis for writing your final draft.
Participants will read (and annotate) the article “Yes, Putting Warning Labels on Sugary Drinks Would Save Lives” by Russ Lloyd(Scholastic Scope 9/2014) silently. You may annotate the text.(Approx 20 min)
Questions
Use the remaining time to answer the questions below. Your answers to these questions will be scored.
Answer the questions in the spaces provided below them.
- Explain what the author’s attitude is toward sugary drinks in the article “Yes, Putting Warning Labels on Sugary Drinks Would Save Lives” by Russ Lloyd. Use details from the article you read to support your answer.
I think that____________________________________________________________________ ____________________________________________________________________________________________________________________________. In the text it says, _____________________________
__________________________________________________________________________________________________________________”(Citation) This shows that _______________________________
_________________________________________________________._.
- The author of “Yes, Putting Warning Labels on Sugary Drinks Would Save Lives” by Russ Lloyd uses different types of evidence to support his claim about sugary drinks.. Identify two different types of evidence she uses and give an example of each.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
- What can people learn about sugary drinks from the video. Support your answer with details from the video.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
Session 2
Read the article “No, Let us enjoy our sweet drinks in peace.” by Evan Cook(Scholastic Scope 9/2014) independently. You may annotate the text. (20 Minutes)
Watch the videos – Play the videos for the students. You may play the video more than once.
Videos for Performance Task Sugary Drinks:
- Sugary drinks: 16 packets of sugar in soda. (:30) - Add against sugary drinks
https://www.youtube.com/watch?v=6kgIctvwCqw
Crazy Amount of Sugar in Foods
https://www.youtube.com/watch?v=hWzeSbCwwjU
- NY times Soda Ban Explained (4:21)
http://www.nytimes.com/video/opinion/100000001768095/soda-ban-explained.html
- CBS News - California considering labeling (1:36) - Info on labeling and soda marketing
http://www.cbsnews.com/videos/california-considering-warning-labels-for-sugary-drinks/
Crazy Amount of Sugar in Foods
https://www.youtube.com/watch?v=hWzeSbCwwjU
Next move to the area your teacher has assigned for your small group. Take your notes with you.
Discuss as a group the following questions. You may refer to your notes. Write other people’s ideas in your notes, as well as new ideas you have during the discussion.
- What did you think about sugary drinks at the end of Session 1?
- How are sugary drinks better than the current drinks offered at school?
- What do you like about sugary drinks
- What don’t you like about sugary drinks?
- Did your opinion of sugary drinks change after reading the article and seeing the video in Session 2? If not, why not? If so, how, and why?
Debrief: ask for volunteers to share their experience of writing. What was
your process? What thinking skills did you employ? Share your process with
the group (2 min)
:
Session 3 (90 minutes)
Today you will have 90 minutes to review your notes and sources, plan, draft, and revise.
Session 3 (90 minutes)
Today you will have 90 minutes to review your notes and sources, plan, draft, and revise your essay. (You will have 25 minutes to refer back to the articles and videos and plan your essay, 45 minutes to write your essay, and 20 minutes to revise your essay.)
While you may use your notes and refer back to the sources, you must work on your own. You may also refer to the answers you wrote to questions at the end of Session 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work.
Your Assignment
Remember, your school is planning to bring back a soda machine on campus. Write an argumentative essay to make a claim for or against the soda machine. Your essay can be read by students, teachers, and community members.. Support your claim with details from what you have read, viewed, and discussed with some of your classmates.
Now begin work on your essay. Manage your time carefully so that you can:
- Plan your essay
- Write your essay
- Revise and edit for a final draft
Write your essay in a Google doc titled: The argument for/against sugary drinks at KLA.
How your essay will be scored: The people scoring your essay will be assigning scores
For:
- Establishing a claim/LEAD:
- Presentation of relevant evidence – how well you provide support and
elaboration for your claim with specific information from the sources and how well
you stay on topic throughout the essay
- Organization – how well your ideas logically flow from your statement of focus, to
supporting ideas, to concluding statement(s)
- Conventions – how well you follow the rules of grammar and mechanics (spelling,
punctuation, capitalization, etc.)
- Language, tone, purpose, audience – the appropriateness of your language and
tone for your purpose and audience
- Content – the accuracy and relevance of the information you use from the sources
Due:
Assignment
1) Reread the passage, focusing on paragraphs 5-7.
The following quotes have been selected to help you with your writing.
- “Man is happy now.” (3/4)
- “Happy as beasts are happy,” said Prometheus. (6/1)
- “He has another quality,” said Zeus, “the capacity for worship.” (7/1)
2) Do you agree with Zeus that humans should not have fire? Find places in the text to support your answer.
Use these sentence starters to help you answer the prompt.
One reason Zeus thinks humans should not have fire is___________.
One reason Prometheus thinks humans should have fire is___________.
I agree/disagree with Zeus because___________.
Directions
1) Reread paragraphs 5–9 and highlight all the reasons Zeus gives for not wanting humans to have fire.
2) Do you agree with Zeus that humans should not have fire?
3) Use these sentence starters to help you answer the prompt.
-
One reason Zeus thinks humans should not have fire is _____.
-
One reason Prometheus thinks humans should have fire is _____.
-
I agree/disagree with Zeus because _____.
Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.
Use these sentence starters to help with your writing.
-
Zeus thinks humans should not have fire because______.
-
Prometheus thinks humans should have fire because______.
-
I agree/disagree with Zeus because______.
Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.
Directions
1) Is Zeus correct that man should not have fire, or is Prometheus correct that man should have fire? Use evidence from the text to explain the positive and negative consequences of man obtaining fire.
2) Consider the reasons why someone may argue the opposite view and create a counter argument to further explain your view.
Original Writing Prompt
Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.
Directions
- With your teacher, review the “Guidelines for Citing and Punctuating a Direct Quote From a Book.”
- Check that you have correctly punctuated and cited your direct quotes.
Due:
Assignment
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Assignment
Revise your essay to make any improvements necessary to your introduction, body paragraphs, or conclusion.
Follow the steps in the Editing Process to revise and polish your essay.
Original Writing prompt:
Research Option 1: Informative Essay: Chocolate and Slavery
Research Option 2: Argumentative Essay: Chocolate = Happiness…or Does It?
If there is any part of your essay you wish to finalize—aside from citations and your Works Cited page—finish it now.
Due:
Assignment
2) Write one or two paragraphs providing key information you discovered about your topic. Make sure to include two framed quotes from at least two sources.
Raise your hand to share what you've written.
Due:
Assignment
Directions
1) Work with your group to decide on your strongest piece of supporting evidence for your side.
2) Write an opening statement that includes:
- your position for or against the topic
- a strong, attention-grabbing claim or question
- your strongest piece of evidence
1) Work with your group to add explanations of your evidence. Write 1–2 sentences to explain how each piece of evidence proves your point. Insert the explanations below each piece of evidence in the YES and NO writing spaces, and don't forget to add the explanation of your strongest evidence to your opening statement.
2) Decide who will speak first (to present your opening statement with strongest evidence point), second (to present your counterargument), and third (to present your closing statement). Review the opening argument.
Opening Statement:
When called on, present your part of the debate. Use the debate responses you completed in the last activity. Speak clearly and loudly, so that everyone can hear your statements.
Opening Statement:
Directions:
1) Look at the three pieces of evidence and explanations you wrote for the opposing position.
2) Choose one that an opposing team presented in their opening statement.
3) Work with your group to write a counterargument to disprove or weaken this opposing point.
Write the most convincing statement you can make for your side. Make sure that this closing statement includes a restatement of your strongest piece of evidence.
Closing Statement:
Counterargument:
Closing Statement:
Due:
Assignment
2) Write one or two paragraphs providing key information you discovered about your topic. Make sure to include two framed quotes from at least two sources.
Raise your hand to share what you've written.
Due:
Assignment
Directions
1) Work with your group to decide on your strongest piece of supporting evidence for your side.
2) Write an opening statement that includes:
- your position for or against the topic
- a strong, attention-grabbing claim or question
- your strongest piece of evidence
1) Work with your group to add explanations of your evidence. Write 1–2 sentences to explain how each piece of evidence proves your point. Insert the explanations below each piece of evidence in the YES and NO writing spaces, and don't forget to add the explanation of your strongest evidence to your opening statement.
2) Decide who will speak first (to present your opening statement with strongest evidence point), second (to present your counterargument), and third (to present your closing statement). Review the opening argument.
Opening Statement:
When called on, present your part of the debate. Use the debate responses you completed in the last activity. Speak clearly and loudly, so that everyone can hear your statements.
Opening Statement:
Directions:
1) Look at the three pieces of evidence and explanations you wrote for the opposing position.
2) Choose one that an opposing team presented in their opening statement.
3) Work with your group to write a counterargument to disprove or weaken this opposing point.
Write the most convincing statement you can make for your side. Make sure that this closing statement includes a restatement of your strongest piece of evidence.
Closing Statement:
Counterargument:
Closing Statement:
Due:
Assignment
Due:
Assignment
3) Does Dove find chocolate irresistible? Describe two or three details from the poem to support your answer.
Due:
Assignment
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing.
- Find and underline three pronouns you used.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun.
Writing Prompt
Write about a moment when a friend or family member did something that made you laugh.
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing. Find and underline two places where you used a demonstrative pronoun this, that, those, these, or the relative pronoun which or that.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun. Or, if the reference is not clear, rewrite the sentence.
Writing Prompt
Write about a moment in a book where a character made a decision you disagreed with. Describe the decision and explain why you disagreed with it.
Revision Assignment: Use of Evidence
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
- Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
- Reread that part of the book and identify 1–2 more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Revision Assignment: Focus (in Response to Text)
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
- Copy and paste your writing from that activity into this new writing space.
- Reread your writing and find a place where you focused on one idea about the reading.
- Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
Writing Prompt
- Reread the last piece of reading you were assigned (or your teacher will assign one to you).
- Copy and paste one passage from this reading assignment that surprised or interested you.
- Paraphrase the passage that you copied (restate the passage into your own words).
- Describe what you notice about this passage and why it is so surprising or interesting.
Due:
Assignment
Due:
Assignment
Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.
Click NEXT to find the texts, and click to the end of the activity to HAND IN.
Raise your hand to share your work with the class.
Due:
Assignment
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing.
- Find and underline three pronouns you used.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun.
Writing Prompt
Write about a moment when you had to help a family member with a chore or task.
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing. Find and underline two places where you used a demonstrative pronoun this, that, those, these, or the relative pronoun which or that.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun. Or, if the reference is not clear, rewrite the sentence.
Writing Prompt
Write about a moment when you had to work with a friend or partner to complete a task.
Revision Assignment: Use of Evidence
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
- Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
- Reread that part of the book and identify 1–2 more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Revision Assignment: Focus (in Response to Text)
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
- Copy and paste your writing from that activity into this new writing space.
- Reread your writing and find a place where you focused on one idea about the reading.
- Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
Writing Prompt
- Reread the last piece of reading you were assigned (or your teacher will assign one to you).
- Copy and paste one passage from this reading assignment that surprised or interested you.
- Paraphrase the passage that you copied (restate the passage into your own words) and then
- Describe what you notice about this passage and why it is so surprising or interesting.
Due:
Assignment
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing.
- Find and underline three pronouns you used.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun.
Writing Prompt
Write about a moment when you had to help a family member with a chore or task.
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing. Find and underline two places where you used a demonstrative pronoun this, that, those, these, or the relative pronoun which or that.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun. Or, if the reference is not clear, rewrite the sentence.
Writing Prompt
Write about a moment when you had to work with a friend or partner to complete a task.
Revision Assignment: Use of Evidence
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
- Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
- Reread that part of the book and identify 1–2 more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Revision Assignment: Focus (in Response to Text)
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
- Copy and paste your writing from that activity into this new writing space.
- Reread your writing and find a place where you focused on one idea about the reading.
- Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
Writing Prompt
- Reread the last piece of reading you were assigned (or your teacher will assign one to you).
- Copy and paste one passage from this reading assignment that surprised or interested you.
- Paraphrase the passage that you copied (restate the passage into your own words) and then
- Describe what you notice about this passage and why it is so surprising or interesting.
Due:
Assignment
2) Write one or two paragraphs providing key information you discovered about your topic. Make sure to include two framed quotes from at least two sources.
Raise your hand to share what you have written.
Read the passage from Mark Twain’s memoir, Life on the Mississippi. How does Twain use chocolate to portray the Mississippi? In your description, use at least three details from the text. (Consider reading the passage as if it were a poem.)
Due:
Assignment
2) Write one or two paragraphs providing key information you discovered about your topic. Make sure to include two framed quotes from at least two sources.
Raise your hand to share what you have written.
Read the passage from Mark Twain’s memoir, Life on the Mississippi. How does Twain use chocolate to portray the Mississippi? In your description, use at least three details from the text. (Consider reading the passage as if it were a poem.)
Due:
Assignment
During the scavenger hunt, you read about the importance of chocolate to the men who travelled to the North Pole.
Read the excerpt, where Benjamin Franklin lists supplies that he ordered for the soldiers of Colonel Dunbar’s regiment. After reading the list of the supplies that were delivered, what can you conclude about the fact that chocolate was among these items?
Based on what you have learned about chocolate in the scavenger hunts, do you agree or disagree that chocolate should be included in the list of supplies? Use details from the texts in the Collection to support your ideas.
Due:
Assignment
Choose one of the images to study again. Using details from the image, describe whether this image makes you think chocolate is a luxury or a necessity for humans.
Click NEXT to see the images.
Raise your hand to share what you have written.
Due:
Assignment
Due:
Assignment
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing.
- Find and underline three pronouns you used.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun.
Writing Prompt
Write about a moment when you and a friend (or friends) were playing outside.
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Reread your writing. Find and underline two places where you used a demonstrative pronoun this, that, those, these or the relative pronoun which or that.
- Write whom or what each pronoun refers to in parenthesis next to each underlined pronoun. Or, if the reference is not clear, rewrite the sentence.
Writing Prompt
Write about something you did recently that did not go the way you expected.
Revision Assignment: Use of Evidence
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
- Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
- Reread that part of the book and identify 1–2 more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Revision Assignment: Focus (in Response to Text)
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
- Copy and paste your writing from that activity into this new writing space.
- Reread your writing and find a place where you focused on one idea about the reading.
- Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
Writing Prompt
- Reread the last piece of reading you were assigned (or your teacher will assign one to you).
- Copy and paste one passage from this reading assignment that surprised or interested you.
- Paraphrase the passage that you copied (restate the passage into your own words).
- Describe what you notice about this passage and why it is so surprising or interesting.
Due:
Assignment
Due:
Assignment
Due:
Assignment
Which of the four sources (discussed in class) do you think is the most dependable? Which source do you think is the least dependable? Support your thinking using evidence from one or more of the websites.
Raise your hand to share what you have written.
-
Take one minute to create a list of your interests and hobbies (movies, books, sports, fashion, animals, music, etc.).
-
Review your list and choose three subjects that you are most interested in learning more about.
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For each subject, create a list of three answerable research questions. (e.g., How many times have the Yankees won the World Series? Who is the highest-paid actress in Hollywood? Which breed of dog is best for a family? Who has had the most number-one songs?)
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With a partner, choose one question to research and find an answer to that question.
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With your partner, search the Internet for dependable sources that answer your question.
-
Write a one-paragraph response that includes the answer to your question, where you found the answer, and how/why you know the sources are dependable.
Due:
Assignment
Directions
1) Open a search window and enter the tree octopus site’s URL:
(http://zapatopi.net/treeoctopus/)
Review the sites that come up after the original site.
2) Did the other sites reveal anything about the validity of the tree octopus site? Write what you learned from the other sites.
Due:
Assignment
Now write your second body paragraph explaining what is true about the red herring you’ve written about, as well as what prevents us considering it a valid clue. Use the sentence starters to help you with your writing.
- At first, the red herring made me think that ___________, but I was wrong.
- I realized that ___________ when ___________.
- In the story, there is no ___________ to support the red herring.
- The truth about the red herring was that ___________.
Directions
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what is true about the red herring.
Use these sentence starters to help structure your writing:
- Even though the red herring made me think that ______________, I was wrong.
- What I realized by ______________ was that _____________________________.
- My prediction about ___________________ turned out to be false.
- The truth behind the red herring was that ___________________.
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what is true about the red herring.
Use these sentence starters to help structure your writing:
- At first I thought…
- I realized that…
- The truth is...
Directions
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what in fact is true about the red herring you’ve written about.
Directions
- Reread the writing you did in your Solo about what makes this story interesting.
-
Write an introductory paragraph that includes these three elements:
-
Possible leads:
Have you ever ___________________?
Sherlock Holmes may not have been mislead, but I ________________________.
Clues are not always ____________________! -
Details about the text:
The story _______________ was written by ___________________. -
Your claim:
In this story, the author _________________.
An example of this is ______________________.
This technique can be seen in ______________________.
-
Directions
- Reread the writing you did in your Solo about what makes this story interesting.
-
Begin writing your introduction above your body paragraphs. Use as your lead whatever you like from what you wrote before.
-
Keep writing to complete your introduction, making sure to include the other two parts:
-
Details about the text: The name of the story and author you are writing about
-
Your claim about the red herring: 1–2 sentences that explain your idea
-
Write two different leads and choose the one that you think has the greatest impact on a reader.
Directions
- Read your entire essay and adjust any sentences to make all of the pieces flow together.
- Use the Editing Checklist to finish your essay (to see a copy of the checklist, click NEXT).
Due:
Assignment
Now write your second body paragraph explaining what is true about the red herring you’ve written about, as well as what prevents us considering it a valid clue. Use the sentence starters to help you with your writing.
- At first, the red herring made me think that ___________, but I was wrong.
- I realized that ___________ when ___________.
- In the story, there is no ___________ to support the red herring.
- The truth about the red herring was that ___________.
Directions
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what is true about the red herring.
Use these sentence starters to help structure your writing:
- Even though the red herring made me think that ______________, I was wrong.
- What I realized by ______________ was that _____________________________.
- My prediction about ___________________ turned out to be false.
- The truth behind the red herring was that ___________________.
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what is true about the red herring.
Use these sentence starters to help structure your writing:
- At first I thought…
- I realized that…
- The truth is...
Directions
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what in fact is true about the red herring you’ve written about.
Directions
- Reread the writing you did in your Solo about what makes this story interesting.
-
Write an introductory paragraph that includes these three elements:
-
Possible leads:
Have you ever ___________________?
Sherlock Holmes may not have been mislead, but I ________________________.
Clues are not always ____________________! -
Details about the text:
The story _______________ was written by ___________________. -
Your claim:
In this story, the author _________________.
An example of this is ______________________.
This technique can be seen in ______________________.
-
Directions
- Reread the writing you did in your Solo about what makes this story interesting.
-
Begin writing your introduction above your body paragraphs. Use as your lead whatever you like from what you wrote before.
-
Keep writing to complete your introduction, making sure to include the other two parts:
-
Details about the text: The name of the story and author you are writing about
-
Your claim about the red herring: 1–2 sentences that explain your idea
-
Write two different leads and choose the one that you think has the greatest impact on a reader.
Directions
- Read your entire essay and adjust any sentences to make all of the pieces flow together.
- Use the Editing Checklist to finish your essay (to see a copy of the checklist, click NEXT).
Due:
Assignment
Revision Assignment—Use of Evidence
- Reread your essay paragraph and underline a sentence (or sentences) where you used details or a direct quote from the story to develop your idea.
- Reread that part of the story and identify 1–2 more related details that connect to your idea.
- Add 3–5 more sentences to the place you underlined, using those details to explain your idea.
- Reread your body paragraph with the new sentences and revise the sentences so they connect clearly with each other.
Essay Prompt
In his stories, Sir Arthur Conan Doyle includes false clues (or “red herrings”) that are either not important or that point you in the wrong direction. Write an essay in which you identify one of the false clues or red herrings Doyle uses in “The Red-Headed League” and do the following:
- Explain why this detail seemed important and what it led you to predict.
- Explain what in fact was true about this detail.
Due:
Assignment
Now write your second body paragraph explaining what is true about the red herring you’ve written about, as well as what prevents us considering it a valid clue. Use the sentence starters to help you with your writing.
- At first, the red herring made me think that ___________, but I was wrong.
- I realized that ___________ when ___________.
- In the story, there is no ___________ to support the red herring.
- The truth about the red herring was that ___________.
Directions
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what is true about the red herring.
Use these sentence starters to help structure your writing:
- Even though the red herring made me think that ______________, I was wrong.
- What I realized by ______________ was that _____________________________.
- My prediction about ___________________ turned out to be false.
- The truth behind the red herring was that ___________________.
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what is true about the red herring.
Use these sentence starters to help structure your writing:
- At first I thought…
- I realized that…
- The truth is...
Directions
-
Reread your first paragraph.
-
Below, write your second body paragraph.
In this paragraph, explain what in fact is true about the red herring you’ve written about.
Directions
- Reread the writing you did in your Solo about what makes this story interesting.
-
Write an introductory paragraph that includes these three elements:
-
Possible leads:
Have you ever ___________________?
Sherlock Holmes may not have been mislead, but I ________________________.
Clues are not always ____________________! -
Details about the text:
The story _______________ was written by ___________________. -
Your claim:
In this story, the author _________________.
An example of this is ______________________.
This technique can be seen in ______________________.
-
Directions
- Reread the writing you did in your Solo about what makes this story interesting.
-
Begin writing your introduction above your body paragraphs. Use as your lead whatever you like from what you wrote before.
-
Keep writing to complete your introduction, making sure to include the other two parts:
-
Details about the text: The name of the story and author you are writing about
-
Your claim about the red herring: 1–2 sentences that explain your idea
-
Write two different leads and choose the one that you think has the greatest impact on a reader.
Directions
- Read your entire essay and adjust any sentences to make all of the pieces flow together.
- Use the Editing Checklist to finish your essay (to see a copy of the checklist, click NEXT).
Due:
Assignment
Revision Assignment—Use of Evidence
- Reread your essay paragraph and underline a sentence (or sentences) where you used details or a direct quote from the story to develop your idea.
- Reread that part of the story and identify 1–2 more related details that connect to your idea.
- Add 3–5 more sentences to the place you underlined, using those details to explain your idea.
- Reread your body paragraph with the new sentences and revise the sentences so they connect clearly with each other.
Essay Prompt
In his stories, Sir Arthur Conan Doyle includes false clues (or “red herrings”) that are either not important or that point you in the wrong direction. Write an essay in which you identify one of the false clues or red herrings Doyle uses in “The Red-Headed League” and do the following:
- Explain why this detail seemed important and what it led you to predict.
- Explain what in fact was true about this detail.
Due:
Assignment
Due:
Assignment
Reread the following quote from Sherlock Holmes:
“'Have you never heard of the League of the Red-headed Men?' he asked with his eyes open" (46).
Explain why Wilson's references to the Red-Headed League throughout the story are red herrings.
- Why did the Red-Headed League seem like a clue at first?
- What did this clue lead you to predict?
- Was the prediction that you made based on your understanding of the Red-Headed League correct? Why or why not?
Write about one of the red herrings you found.
Explain why this detail seemed important and what it led you to predict.
Essay Prompt
In his stories, Sir Arthur Conan Doyle includes false clues (or “red herrings”) that are either not important or that point you in the wrong direction. Write an essay in which you identify one of the false clues or red herrings Doyle uses in “The Red-Headed League” and do the following:
- Explain why this detail seemed important and what it led you to predict.
- Explain what in fact was true about this detail.
If you had to explain to a friend what was interesting about this story, what would you say?
Write 150 words or more.
Due:
Assignment
1) What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
Choose one detail from the following list:
- The assistant accepting half-pay
- The knees of the assistant’s trousers
2) Using textual evidence, explain why this detail is suspicious.
Use these sentence starters to help structure your writing:
- ___________ is suspicious because _________________.
- At first ______ seems normal, but it is suspicious because ___________.
- ________ seems normal, but actually contains a clue. It tells Sherlock that ______________________.
- Some details from the text seem ordinary but actually might be suspicious. Refer to your Detective Notebook if needed.
- Choose one detail from the following list that might be suspicious:
- The assistant accepts half-pay.
- The knees of the assistant’s trousers
- Sherlock studies the order of houses on the block behind the pawnbroker.
- Sherlock taps on the pavement in front of pawnbroker’s business.
- Use the sentence starters to help you explain why this detail is suspicious.
- At first ___________ seems normal, but it is suspicious because ___________.
- ____ seems normal, but actually contains a clue. It tells Sherlock that _____________.
- Sherlock is able to figure out ____________.
- What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
- Use these sentence starters to help structure your writing:
- The fact that ___________ is suspicious because ___________.
- Even though at first it seems normal, the fact that ___________ actually contains a clue. It tells Sherlock that ___________.
- This detail is suspicious because ___________.
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
(Refer to your Detective's Notebook if needed.)
Find at least three details from the text that seem ordinary but actually might be suspicious? How does the author use these details to create mystery or suspense? How do these details impact your feelings as a reader? Use evidence from the story to support your ideas.
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6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
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6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
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1) What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
Choose one detail from the following list:
- The assistant accepting half-pay
- The knees of the assistant’s trousers
2) Using textual evidence, explain why this detail is suspicious.
Use these sentence starters to help structure your writing:
- ___________ is suspicious because _________________.
- At first ______ seems normal, but it is suspicious because ___________.
- ________ seems normal, but actually contains a clue. It tells Sherlock that ______________________.
- Some details from the text seem ordinary but actually might be suspicious. Refer to your Detective Notebook if needed.
- Choose one detail from the following list that might be suspicious:
- The assistant accepts half-pay.
- The knees of the assistant’s trousers
- Sherlock studies the order of houses on the block behind the pawnbroker.
- Sherlock taps on the pavement in front of pawnbroker’s business.
- Use the sentence starters to help you explain why this detail is suspicious.
- At first ___________ seems normal, but it is suspicious because ___________.
- ____ seems normal, but actually contains a clue. It tells Sherlock that _____________.
- Sherlock is able to figure out ____________.
- What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
- Use these sentence starters to help structure your writing:
- The fact that ___________ is suspicious because ___________.
- Even though at first it seems normal, the fact that ___________ actually contains a clue. It tells Sherlock that ___________.
- This detail is suspicious because ___________.
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
(Refer to your Detective's Notebook if needed.)
Find at least three details from the text that seem ordinary but actually might be suspicious? How does the author use these details to create mystery or suspense? How do these details impact your feelings as a reader? Use evidence from the story to support your ideas.
Original Writing Prompt
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
Read the excerpt from “A Mysterious Visit” by Mark Twain, and consider what details from the text seem ordinary but actually might be suspicious.
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Assignment
1) What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
Choose one detail from the following list:
- The assistant accepting half-pay
- The knees of the assistant’s trousers
2) Using textual evidence, explain why this detail is suspicious.
Use these sentence starters to help structure your writing:
- ___________ is suspicious because _________________.
- At first ______ seems normal, but it is suspicious because ___________.
- ________ seems normal, but actually contains a clue. It tells Sherlock that ______________________.
- Some details from the text seem ordinary but actually might be suspicious. Refer to your Detective Notebook if needed.
- Choose one detail from the following list that might be suspicious:
- The assistant accepts half-pay.
- The knees of the assistant’s trousers
- Sherlock studies the order of houses on the block behind the pawnbroker.
- Sherlock taps on the pavement in front of pawnbroker’s business.
- Use the sentence starters to help you explain why this detail is suspicious.
- At first ___________ seems normal, but it is suspicious because ___________.
- ____ seems normal, but actually contains a clue. It tells Sherlock that _____________.
- Sherlock is able to figure out ____________.
- What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
- Use these sentence starters to help structure your writing:
- The fact that ___________ is suspicious because ___________.
- Even though at first it seems normal, the fact that ___________ actually contains a clue. It tells Sherlock that ___________.
- This detail is suspicious because ___________.
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
(Refer to your Detective's Notebook if needed.)
Find at least three details from the text that seem ordinary but actually might be suspicious? How does the author use these details to create mystery or suspense? How do these details impact your feelings as a reader? Use evidence from the story to support your ideas.
Original Writing Prompt
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
Read the excerpt from “A Mysterious Visit” by Mark Twain, and consider what details from the text seem ordinary but actually might be suspicious.
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Sherlock Holmes is……….
One Pager
Use “The Speckled Band” or The Red-Headed League Lesson 1. Use The Amplify Library Adventures of Sherlock Holmes Chapter 2 “The Red Headed League or Chapter 8 “The Speckled Band”
A one-pager is a single-page poster in response to your reading. It is a way of making your own pattern of your unique understanding. It is a way to be creative and experimental. It is a way to respond imaginatively and honestly. A one-pager is a valuable way to own what you are reading.
Your individual poster must include the following.
- Three quotes from your reading about Sherlock Holmes that shows what kind of person he is. Explain each quote.
- Ten words that connect to or describe Sherlock Holmes
- Five visual images, symbols or pictures that connect to Sherlock Holmes or his mysteries.
- Write captions that describe the images.
- Two thoughtful questions and answers about Sherlock Holmes mysteries
- Use lots of color!
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6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
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6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
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1) What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
Choose one detail from the following list:
- The assistant accepting half-pay
- The knees of the assistant’s trousers
2) Using textual evidence, explain why this detail is suspicious.
Use these sentence starters to help structure your writing:
- ___________ is suspicious because _________________.
- At first ______ seems normal, but it is suspicious because ___________.
- ________ seems normal, but actually contains a clue. It tells Sherlock that ______________________.
- Some details from the text seem ordinary but actually might be suspicious. Refer to your Detective Notebook if needed.
- Choose one detail from the following list that might be suspicious:
- The assistant accepts half-pay.
- The knees of the assistant’s trousers
- Sherlock studies the order of houses on the block behind the pawnbroker.
- Sherlock taps on the pavement in front of pawnbroker’s business.
- Use the sentence starters to help you explain why this detail is suspicious.
- At first ___________ seems normal, but it is suspicious because ___________.
- ____ seems normal, but actually contains a clue. It tells Sherlock that _____________.
- Sherlock is able to figure out ____________.
- What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
- Use these sentence starters to help structure your writing:
- The fact that ___________ is suspicious because ___________.
- Even though at first it seems normal, the fact that ___________ actually contains a clue. It tells Sherlock that ___________.
- This detail is suspicious because ___________.
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
(Refer to your Detective's Notebook if needed.)
Find at least three details from the text that seem ordinary but actually might be suspicious? How does the author use these details to create mystery or suspense? How do these details impact your feelings as a reader? Use evidence from the story to support your ideas.
Original Writing Prompt
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
Read the excerpt from “A Mysterious Visit” by Mark Twain, and consider what details from the text seem ordinary but actually might be suspicious.
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6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
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6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
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Complete "The Speckled Band" Grammar Flex Lesson 6.(Homework Due Wednesday -Not the "Solo")
Vocabulary App
Make-Up Work
Complete the Extended Writing Prompt on Lesson 5(Extra Credit)
Read a book(On Amplify Library or Paperback)
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Directions
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Read and review your response to the Writing Prompt when you read the beginning of this story: “What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious?”
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Turn and talk with a partner to discuss the following:
- What clues did you write about that Sherlock actually does use to solve the case?
- What details did you write about that Sherlock does not use to solve the case?
Pick one detail from the text and describe how it turns out to be a clue for Sherlock Holmes.
Options for details:
- The low whistle
- The metal banging sound
- The bell-pull
- The ventilator
Use these sentence starters to help you structure your writing:
-
The ___________ was useful to Sherlock Holmes because _____________________________.
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Without the _________________, Sherlock Holmes wouldn’t have known that _______________________.
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When Sherlock noticed the __________, he realized ____________________.
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This helped him solve the case because __________________________.
Directions
Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Use these sentence starters to help you structure your writing:
- The ___________ was useful to Sherlock Holmes because ___________.
- Without the___________, Sherlock Holmes wouldn’t have known that ___________.
- When Sherlock noticed the ___________, he realized ___________.
- This helped him solve the case because ___________.
Directions
Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Choose three details from the story. Of the three, which turned out the be clues? Which did you think were important at one point while reading but turned out not to be? What strategies did the author use to mislead you? How does this add to the mystery of the story? Use evidence from the text to support your ideas.
Original Writing Prompt
Write about two details:
- Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
- Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
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What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Use this sentence starter to help with your writing.
- Holmes finds ___________ suspicious because ___________.
When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Original Writing Prompt
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
7) In this passage, what does Sherlock Holmes explain is his reason for being suspicious of “the old man”?
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Directions
-
Read and review your response to the Writing Prompt when you read the beginning of this story: “What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious?”
-
Turn and talk with a partner to discuss the following:
- What clues did you write about that Sherlock actually does use to solve the case?
- What details did you write about that Sherlock does not use to solve the case?
Directions
Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Pick one detail from the text and describe how it turns out to be a clue for Sherlock Holmes.
Options for details:
- The low whistle
- The metal banging sound
- The bell-pull
- The ventilator
Use these sentence starters to help you structure your writing:
-
The ___________ was useful to Sherlock Holmes because _____________________________.
-
Without the _________________, Sherlock Holmes wouldn’t have known that _______________________.
-
When Sherlock noticed the __________, he realized ____________________.
-
This helped him solve the case because __________________________.
Directions
Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Use these sentence starters to help you structure your writing:
- The ___________ was useful to Sherlock Holmes because ___________.
- Without the___________, Sherlock Holmes wouldn’t have known that ___________.
- When Sherlock noticed the ___________, he realized ___________.
- This helped him solve the case because ___________.
Choose three details from the story. Of the three, which turned out the be clues? Which did you think were important at one point while reading but turned out not to be? What strategies did the author use to mislead you? How does this add to the mystery of the story? Use evidence from the text to support your ideas.
Original Writing Prompt
Write about two details:
- Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
- Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Directions
1) Use the prompt your teacher assigns to you.
2) Read the passage from “Young Goodman Brown” by Nathaniel Hawthorne.
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Writing Prompt 1: Select three details from the text and explain why you think they might be useful later in the story.
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Writing Prompt 2: "Young Goodman Brown" and "The Adventure of the Speckled Band" are both stories with a mystery at their centers. Compare the passage from the beginning of "Young Goodman Brown" to paragraphs 22–30 of "The Adventure of the Speckled Band." Use 1–2 details from each passage to explain how each opening passage creates a sense of mystery for the reader.
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Thanksgiving Break Work
- Complete Tom Sawyer Lesson 11 Slide 8 –Writing
- Complete Tom Sawyer Lesson 12 – Grammer Flex Day 2 (Slides 1-14)
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What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Use this sentence starter to help with your writing.
- Holmes finds ___________ suspicious because ___________.
When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.
Original Writing Prompt
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
7) In this passage, what does Sherlock Holmes explain is his reason for being suspicious of “the old man”?
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Directions
- Compare the way Tom acts in the scene with Huck to how he acts with another character in an earlier scene. Explain whether Tom is showing the same traits in each scene.
- Navigate through the parts of this activity to find the scene you chose to compare with this scene in your response.
The Huck Scene is displayed here.
Compare the way Tom acts in the scene with Huck to how he acts with Aunt Polly in the Swimming Scene. Explain whether Tom is showing the same traits in each scene.
Describe the way Tom acts in this scene with Huck. Then choose a second scene in which Tom is interacting with another character in the book (Aunt Polly, Becky, or Tom’s friends).
Describe how Tom acts in this scene. In what ways does Tom show similar traits in these scenes? In what ways does Tom show different traits in these scenes?
Use these sentence starters to help you get started.
- In the scene with Huck, Tom ___________.
- In the scene with ___________, Tom is ___________.
- Tom shows (similar or different) traits in both scenes. For example, ___________.
Navigate through the parts of this activity to find the scene you chose to compare with this scene in your response.
Compare the way Tom acts in the scene with Huck to how he acts with another character in an earlier scene. Explain whether Tom is showing the same traits in each scene.
Use these sentence starters to help you:
- When he is with Huck, Tom acts...
- I noticed that Tom acts the same/different in the scene with_________ when he...
- These scenes show me the same/different character traits of...
The Huck scene is displayed here.
Compare the way Tom acts in the scene with Huck to how he acts with another character in an earlier scene. Explain whether Tom is showing the same traits in each scene.
Navigate through the parts of this activity to find the scene you chose to compare with this scene in your response.
The Huck scene is displayed here.
Original Writing Prompt
Compare the way Tom acts in the scene with Huck to how he acts with another character in an earlier scene. Explain whether Tom is showing the same traits in each scene.
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Describe the way Tom acts in response to Aunt Polly’s accusation, and explain what his response shows about him.
4) Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him.
Use these sentence starters to help structure your writing:
-
Aunt Polly accuses Tom because ____________________.
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Tom responds to Aunt Polly’s accusation by _______________________.
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This shows me that Tom is _________________________.
Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him. Make sure you cite textual evidence to support your answer.
Think about:
- Why does Aunt Polly accuse Tom?
- How does Tom respond?
- What does Tom’s response show you about him?
Use these sentence starters to help structure your writing.
- Aunt Polly accuses Tom because ___________.
- Tom responds to Aunt Polly’s accusation by ___________.
- This shows me that Tom is ___________.
Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him. Make sure you cite textual evidence to support your answer.
Use these sentence starters to help you.
1. When Aunt Polly accuses Tom, he...
2. His reaction shows me…
Compare how Tom acts in response to Aunt Polly’s accusation about the sugar bowl to his response to her accusation about cutting school to go swimming in Chapter 1. What do his reactions show you about Tom? Why do Aunt Polly and Tom act so differently in each situation?
Click NEXT to see the Swimming Scene in Chapter 1.
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Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.
Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.
Use these sentence starters to structure your writing.
- I learned that Tom is ___________ in the following sentence: ___________.
- I was surprised by what I learned about Tom in line ___________ because ___________.
- Before I read ___________, I thought Tom was ___________. After reading ___________, I realize that Tom is actually ___________.
Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.
Use these sentence starters to structure your writing.
- This line shows me...
- I thought Tom was...
- I learned that Tom...
Do the lines you highlighted show you something about Tom that you didn’t know before? Compare this to another part of the book where Tom acts similarly or differently. What does this show you about Tom’s character traits? Explain your answer.
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Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Copy three complete sentences from this writing.
- Skip to the bottom of your writing and paste these sentences.
- Underline the simple subject and highlight the simple predicate in each sentence.
Writing Prompt
Write directions for one thing that you do regularly, describing how you do that task or activity.
Directions
- Go to My Work and find a recent writing activity that you find most interesting (or your teacher will identify one for you).
- Copy and paste your writing into this new writing space.
- Copy one of your longest sentences. Skip to the bottom of your writing and paste this sentence.
- Rewrite this sentence in two different ways (you can rearrange the order or split the sentence into more than one sentence).
Writing Prompt
Write about one moment when you were in a new place. Describe what you noticed about this place, and what you felt and did.
Revision Assignment: Use of Evidence
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Copy and paste your writing into this new writing space.
- Reread your writing and underline a sentence(s) where you used details from the book to develop your idea.
- Reread that part of the book and identify 1–2 more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Revision Assignment: Focus (in Response to Text)
Directions
- Go to My Work and find a recent writing activity (or your teacher will identify one for you). Reread the question you were asked to answer in this writing activity.
- Copy and paste your writing from that activity into this new writing space.
- Reread your writing and find a place where you focused on one idea about the reading.
- Skip a line at the bottom of your writing and write 3–5 focused sentences, using details from the reading and your own observations to further describe your idea.
Writing Prompt
- Reread the last piece of reading you were assigned (or your teacher will assign one to you).
- Copy and paste one passage from this reading assignment that surprised or interested you.
- Paraphrase the passage that you copied (restate the passage into your own words).
- Describe what you notice about this passage and why it is so surprising or interesting.
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Find a moment when Tom shows his trickiness at work. Describe what is happening.
Directions
How does Tom convince his friends to whitewash the fence for him? What does he do or say to trick his friends?
Use these sentence starters to help you write:
- Tom tricks his friends into whitewashing the fence for him by ___________.
- In order to convince his friends to whitewashing the fence for him, Tom ___________.
- He convinces his friends by saying ___________.
- He convinces his friends by (include an action) ___________.
Directions
Find a moment when Tom shows his trickiness at work. Describe what is happening.
Use these sentence starters to help you get started writing:
- Tom shows his trickiness when _______.
- Tom tricks his friends when he says/ does ___________.
- One time when Tom shows his trickiness is _______.
Directions
- Look over the writing you just did about Tom’s whitewashing trick.
- Choose 1–2 sentences you think best express your response to Tom’s trickery.
- Copy and paste the sentences to "post" them to Spinnr on the next screen.
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Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.
Choose one text excerpt that you highlighted in the previous activity.
1) Describe five things you notice from that excerpt.
For example:
- How do the characters act?
- What personality traits do they show?
- How do the characters look?
- What emotions do they show?
- What examples of dialect do the characters use?
2) What does this text excerpt show you about Tom or Aunt Polly?
Use these sentence starters for extra help:
- I noticed that Tom/AuntPolly ______ this shows me _______.
- The characters in this excerpt ______ this shows ____ about them.
- This text excerpt shows me _______ about Tom/Aunt Polly because ________.
Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.
Use these sentence starters for extra help:
- I noticed that the characters in this excerpt act/show/look/speak_______________________.
- This text excerpt shows me that Tom/Aunt Polly ___________________________.
Original Writing Prompt
Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.
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5) Decide which sentence you want to begin the body of your essay. Cut and paste it into the right position in your essay draft. (You may need to delete or adjust the next sentences to make your sentences flow smoothly.)
Directions
-
Read over your writing slowly and quietly to yourself. Do the sentences make sense? Are they in the correct order? Do they flow smoothly from one line to the next?
-
If you want to make any changes, cut and paste to reorder sentences so that your essay is clear and makes sense to your reader.
Use the Editing Checklist to check the punctuation and spelling of your essay, and correct mistakes as you go.
Directions
Share a favorite part of your essay or a place where you used a direct quote effectively and explain how it connects to your idea.
Original Essay Prompt
Who does Dahl describe as causing more trouble: the boys or the adults? Use details from one moment in the book to show who is really causing more trouble.
Write about a moment when you took a risk or did something you've never done before. Use strong verbs to show what happened.
Goal: Try to write three pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.
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Directions
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Reread your body paragraph(s) for your essay and underline a sentence(s) where you used details or a direct quote from the book to develop your idea. (Your teacher may have underlined a sentence for you.)
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Reread that part of the book and identify 1–2 more details that connect to your idea.
-
Write 3–5 more sentences to the place you underlined, using those details to explain your idea.
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Reread your body paragraph with the new sentences and revise the sentences so they connect clearly with each other.
Directions
If you are called on to share, read your body paragraphs and then explain one detail or explanation you added.
Original Essay Prompt
Who does Dahl describe as causing more trouble: the boys or the adults? Use details from one moment in the book to show who is really causing more trouble.
Directions
- Review your writing and make any changes needed so that your direct quotes are correctly punctuated and formatted.
- Click NEXT to see the guidelines for using direct quotes.