Checklist for Revising Winter Benchmark Essay

Checklist for revising winter benchmark persuasive essay:

ð        Did you use an “introductory” idea from your orange paper?  Which one?  _______________

________________  Write out your “hook” sentence here: ____________________________

               ____________________________________________________________________________

      ____________________________________________________________________________

ð        Is your opinion statement clear?  Write it here: _____________________________________

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ð        It is very important that your voice is somewhat formal for an essay.  Double check that you didn’t use any abbreviations (u, lol) or slang (cause, til, whatev).

ð        Make sure that your punctuation isn’t over-the-top.  Very few sentences need exclamation points.  Sentences that have multiple end-marks like (!!?!) should NEVER be used!

ð        Did you add a simile somewhere in your essay?  Write it here: _________________________

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ð        Double-check all the times you used “there,” “their,” and “they’re.”  Make sure you used them all correctly!

ð        In your concluding paragraph, you should have summarized the three reasons why you are for or against the prompt.  Write that summary here: ___________________________________

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ð        Did you use a “concluding” idea from your orange paper to wrap up your essay?  Which one: _____________________  Write out your sentence here: _____________________________

____________________________________________________________________________

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ð        If you got a score of ‘4’ or below on IDEAS, it could be because your essay isn’t quite long enough.  Go through and add at least one sentence to each paragraph.

ð        Write your final Winter Benchmark Persuasive Essay score here:

3rd Quarter Book Report Breakdown...

Hi Parents/Guardians and Students!

Since the first week back from Christmas, we have had book report sign-ups, due dates, and details posted on our front bulletin board in our classroom.  I've even had one report already finished and handed in!  (Yay Fischer!)  Here is the breakdown for your information:

On a separate sheet of paper, type out the following information for your book report.  These may be handed in any time during the quarter, but are officially DUE on March 3 (A-day) and March 4 (B-day).

1.      1. Title and author:  Correctly capitalize the title and give some brief background information about the author’s life and other works s/he has written. (10 points)

2.      2. Setting: Describe the time, place, and atmosphere of the story.  (10 points)

3.      3. Point of view:  Tell from what point of view the story is told.  Give some specific information about the narrator.  (5 points)

•   1^st person: the narrator uses “I” and is herself/himself a character in the story.  3^rd person: the narrator is outside the story and refers to the characters as she, he, or they.) 

4.      4. Characters:  Answer the following questions about the three main characters... (15 points)

•   What does s/he look like?

•  What is her/his personality like? 

•   What conflicts do they face?

5.      5. Plot:  The plot is the chain of events which creates the entire story.  Summarize the plot of the story by breaking it down into the following parts…  (20 points)

•  Exposition—the beginning.

• Conflict—the problems and complications.

• Climax—the point of highest emotion, where big decisions are made.

• Dénouement—the falling action, resolution.

6.      6. Theme:  The lesson about life or human nature that the author was trying to convey.  State the theme in one sentence.  (5 points)

7.      7. Example passage:  Choose a passage from the book (5-10 sentences) that illustrates something important to the story.  It may show something about the main character, the theme, the conflict, or climax of the story.  Explain its importance and why it is significant or meaningful.  (10 points)

8.      8. Recommendation:  Would you recommend this book?  Why or why not?  Who would be most interested in this novel?  Why?  (5 points)

9.  Quality of work:  Is this your best work?  Did you proofread?  (10 points)

10On time:  Did you hand in your work on or before the due date?  (10 points)

Total:  100 points

"Do the Write Thing" Essay Challenge

Dear Parents/Guardians,

Since we’ve been back from Christmas break, we have been discussing and working on essays for the “Do the Write Thing” essay challenge.  This is a state and national contest that focuses on reducing violence in schools and communities and emphasizes students’ input and personal stories.  I think this is a good experience for students to think and write about an important issue while also submitting their writing to a contest.  A bright yellow parent consent form was sent home with each student, and if you haven’t seen one yet, you should be shortly!  Thank you for all your support! 

-Mrs. Lee

Official Guidelines:

·         Students will write non-fiction essays between 600 – 1000 words in length.

·         Personal experience should be highlighted. Each entry must be the work product of only one student.

·         Student essays must address the following three questions:

1. How has violence affected my life?

2. What are the causes of violence affecting young people? 

3. What can I do about preventing violence, especially among youths?

·         Entries must be typed in black ink on 8-1/2” x 11” paper. Only one side of the paper may be used and the pages should be numbered. Use a paper clip, do not staple.

·         Entries must have a consent statement signed by the participating student and a parent or guardian.

·         No personal information (name, address, phone number, email, etc.) should appear in your essay.

·         Editing for content, grammar, or spelling by someone other than the student is not permitted.

·         Entries must be submitted with THREE copies of the essay, paper-clipped to the PARENT CONSENT FORM.

Some Guidelines from Mrs. Lee:

ü  Remember to focus on the aspect of “voice” in this essay.  Ask yourself:

o   Does my writing show my personality?

o   Does it have a different sound than everyone else’s?

o   Have I communicated feelings and emotions?

o   Have I told a personal story or two?

o   Can the reader tell that I’m being honest and sincere?

o   Have I used interesting language?

ü  Make sure that you do not write out the three (3) main questions and then provide answers separately.  Try to have the answers woven into your writing.

ü  It is often helpful to include quotes or statistics to back up your “main idea.”  We discussed many of these in class; write them down and use them!

ü  Hint, hint… Mrs. Lee still wants you to make sure that you do a spelling and grammar check on the computer at least two (2x) times before you hand it in!

Rough Drafts are to be started in class and finished @ home:  Mon. 1/10 (A-day) & Tues. 1/11 (B-day)

In-class computer lab time: Wed. 1/12 (A-day) & Thurs. 1/13 (B-day)

Final Drafts (3 copies) & Parent Consent Form (signed) DUE:

  Before 1^st bell on Friday, January 14 (so I can get everyone’s in the mail!)

Some ideas for essay organization:

1^st Paragraph:  Define violence.  What does it look/sound like?  How does it affect people?  What are the results of violence?  Perhaps you can use a quote from a famous person.

2^nd Paragraph:  How has violence affected your life?  Use a personal experience and describe your feelings and emotions.  The experience can be one of a friend, relative, school mate…even a story from the news that had an effect on you.

3^rd Paragraph:  What are the causes of violence, especially among young people?

4^th Paragraph:  How can you prevent violence, especially among young people?  Think yourself, personally.  How can your actions- past, present, future- help reduce violence?

5^th Paragraph:  Conclusion.  Restate what violence does.  Restate how it affects us all.  Can you use another quote?  What did you learn while you were writing this?

Pigman Final Test and Book Reports

Well, we have finished our class novel, The Pigman! It has a sad ending but many important life lessons. :) 

During class time this week, we have been working on our 2nd quarter book reports.  Students have also had 72 minutes of uninterrupted time in the computer lab to type their reports.  Many have used their time well and are finished!  Yay!  Others will need to finish their reports over the weekend, as the DUE dates for book reports are: Monday, December 6 (A-day) and Tuesday, December 7 (B-day).  Please note, due dates have been posted around my classroom for the past week, so this shouldn't be new information for students.

I have strongly encouraged students to check out a book from the library or come borrow one from my classroom during homeroom.  As they have had ample opportunities to read and use the novel, I will not have much sympathy for any late book reports and will strictly adhere to the English Departments' late work policy: 10% off the total score for each calendar day the report is late.

We will also be taking the final test for the novel on Monday and Tuesday.  As long as students were actively reading and thoroughly answering all the questions in their yellow packets, they should be fine.  I will also allow students to use the book while testing; apparently my benevolence knows no bounds! 

Please email me with any questions or concerns you may have.  I am grateful to teach such sweet, capable, and intelligent students!!  Happy Holiday season!  :)

2nd Quarter Book Report Information

Name: _______________________________________ Period: _______________

Characterization: The creation and realistic portrayal of characters in fiction.

For your 2^nd quarter book report, you will need to thoroughly—in complete sentences—answer the following questions about each main character from The Pigman: John Conlan, Lorraine Jensen, and Angelo Pignati.                

Answer each question in first person perspective (“I am 15 years old.  My family is…” etc.)  Use as many specific details from the book as possible. 

Extra credit opportunity:  You may answer each of these questions for a main character from an outside reading book that you’ve read this quarter.  Staple this to your three other questionnaires for extra points.   

 

Main Character Questionnaire:

1.    What is your full name?

2.    How old are you?

3.    What is your family situation/background?

4.    Where do you live?

5.    What do you like to do?

6.    What’s unique about you?

7.    What do you care about?

8.    What do you fear?

9.    What are your dreams?

10. Who are the most important people in your life?

11. What are the important things in your life?

12. Describe the problem you faced in the book.

13. How has dealing with the problem changed you?

14. How do you view the world, and yourself, differently now?

Spelling Words and Class Novel

Hello, hello!  Our 2nd quarter is underway, and getting busy already!  I was especially proud of the Block 1 POST-test scores; lots of progress!  Currently, we are beginning to cover the core curriculum for Block 2 as well as beginning our class novel, The Pigman. 

• The final spelling test from our "Frequently Misspelled Words" list will be Thursday, October 28 for A-day students and Friday, October 29 for B-day students.  Here are the words:  foreign, exercise, equipment, embarrass, desperate, accidentally, absence, different, definitely, conscience, committed, cemetery, calendar, business, broccoli, believe, apparent
• All the reading for The Pigman (by Paul Zindel) will take place in class.  Any student who is absent will need to check out a copy of the book from our school library to get caught up.  (As there are only 10 copies in the library, purchasing your own copy is encouraged and rewarded!) Every 1-2 chapters we will be answering comprehension questions and recording vocabulary definitions.  It is up to each student to stay caught up with the reading and questions!!
• All compare/contrast essays (done on utahwrite.com) should already be handed in to class drawers.  Dixie College students in a "teaching writing composition" class will be reading our essays and offering suggestions.  I will be delivering the essays after school on Tuesday, October 26... any missing essays will lose BIG points!

Once again, I'm proud of hard-working, dedicated students!  I'm also looking forward to parent/teacher conferences in November.  Thank you!

End of 1st Quarter...Already!

Dear Parents/Guardians & Students,

I can't believe the year is already 1/4 over!  I am very pleased with all the work my students have put in so far--  from essays to book reports to analyzing short stories and famous speeches--there is a lot of critical thinking happening!  Here is a run-down of end of the quarter grading procedures and what to expect from 2nd quarter:

1. I have graded four (4) classes' book reports so far, and have been quite impressed!  The only other score included on this quarter's grade will be the Block 1 POST-test.  I have set the baseline score for 86%, so it will be possible for some students to earn extra credit.
2. My goal is to have all grades into powerschool by Friday, October 15, but it may take a bit longer than that. :)  Teachers are required to have final scores and grades submitted by Monday night, so please don't be surprised if your student's grade changes from now until then.  If you have concerns or questions, please know that I am happy to address them, but it would be best to wait until after Monday.  Please note that late work will be the last thing I correct and enter in.
3. About one week into 2nd quarter we will be starting a class novel, The Pigman by Paul Zindel.  I have a classroom set, so we will do all our reading in class.  However, if a student is absent, they will have to make up that reading on their own.  I have five copies of the book for check-out, but it would be helpful to have your own copy.  (I even give extra credit for anyone who donates their copies to me when we're done...)  Both amazon.com and barnesandnoble.com have the book for sale, with used copies as low as $2.00.

Once again, thank you for all you do in support of our students. They are smart, sweet, funny, and compassionate kids and I'm lucky to be their teacher!