Grammar/Composition 2016 - 2017 for Metro weeks 1 - 8

[Pages:74]Grammar/Composition

Before our first class on Monday, September 12

Set up/Organize: Make sure you have: Easy Grammar Plus text Fix It! Grammar Robin Hood Student Book Binder with paper Pencils, erasers, pencil sharpener, and pens You must have a stapler and three-hole punch at home. Memorize: Start working on the prepositions on page 1 in your Easy Grammar text. You will be tested on the first 15 (about - beneath). Watch (optional):

Read: A personal narrative has the following elements:

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

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

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

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

personal experience using the scene-building technique, weaves a theme throughout the narrative, and makes an important point. There must be a lesson or meaning. The writer cannot just write an interesting story. ? It does not have to be objective. However, the writer must express his/her feelings, thoughts, and emotions. ? The writer uses self-disclosure and is honest with his/her readers. ? The writer writes about a real life experience. The incident or experience must have occurred. The writer must use fact and truth. ? The writer must dramatize the story by using the scene building technique. A scene includes setting/location, intimate details, concrete and specific descriptions, action, and often dialogue.

Write:

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

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

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

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

Complete: Grammar: pages 7 - 9

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

Personal Narrative

Composition:

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

traits

Character: Character: Character: Character: Setting

trait

trait

trait

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traits

Character: Character: Character: Character: Setting

trait

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

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

Now make up three alliteration phrases: _____________________ _______________________ _________________________

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

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DUE SEP. 19 (September 15)

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

Complete: Grammar: pages 12 - 14

Fix-It: Week 1; day 4

Composition:

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

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Personal Narrative Rubric

Stimulating Ideas

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? Focuses on a specific event or experience

? Presents an engaging picture of the action and people involved

? Contains specific details and dialogue

? Makes readers want to know what happens next

Logical Organization

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? Includes a clear beginning that pulls readers into the essay

? Presents ideas in an organized manner

? Uses transitions to link sentences and paragraphs

? Flows smoothly from one idea to the next

Engaging Voice

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? Speaks knowledgeably and/or enthusiastically

? Shows that the writer is truly interested in the subject

? Contains specific nouns, vivid verbs, and colorful modifiers

? Uses alliteration

Grammar/Conventions

? Sentence structure and variety ? Spelling, punctuation, capitalization ? Word choice and usage

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Attention to Directions

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

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Comments:

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

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DUE SEP. 19 (September 16)

Grammar:

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

Complete: Grammar: page 16

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

Composition:

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

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

Addition: ______________ ___________

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Time: ______________ ___________

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Illustration: ______________ ___________

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Clarification:

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Cause/Effect: ______________ ___________

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Summary/Conclusion:

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DUE SEP. 26 (September 20)

Grammar:

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

Complete: Grammar: pages 18 - 19

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

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



Revise and edit your paper.

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