Reading maketh a full man . . . . . Speaking maketh a ready man . . . . . Writing maketh an exact man.

~~Sir Francis Bacon

Friday, September 27, 2013

Due Friday, October 4, 2013 (FI#5 & Parent Choice)

Dear Class and Parents,

The assigned homework is to write your essay (as many paragraphs as you want) based on your parent’s suggested source(s). 
Introduction and conclusion paragraphs are not required yet. 

EVERY paragraph must contain EVERY required dress-up.
 
WRITE YOUR KWO FIRST. Use it as a guide. I understand that your finished essay will probably elaborate on, deviate from and/or expand on your original KWO.
Always start with a KWO.

Parents, you might want to suggest a topic based on your child’s current curriculum.
This is a perfect opportunity for you to integrate YOUR home-school curriculum with your IEW assignment.  :-) 

In EACH paragraph you should include and properly indicate:

one -ly word
one who/which clause
one because clause
a quality adjective
a strong verb


Remember, NO BANNED WORDS
BANNED WORDS:
come/came 
get/got
eat/ate
go/went/gone
pretty/nice
say/said
see/
look
like
 . . . or any other form of these words
Properly used and indicated vocabulary words = 1 point extra credit

Use proper formatting! Remember, there are points deducted for incorrect heading, title, and/or formatting.

I hope you will transfer the techniques you learn in this class to your other subjects!  It will be fun to hear the variety of topics that will be presented.

_________________________________________________________________

INSTRUCTIONS FOR FIX-ITs and VOCAB (#5)Starting this week, students will no longer be underlining the subject/verb. Instead, they will underline some dress-ups.
 

Dress-ups are simply additional words added to the sentence to dress it up and make it more
interesting. See the Appendix pages A-1 to 2 for more information.
 

The two dress-ups you will need to underline are the quality adjective and the “-ly”
adverb
.
 

Quality Adjective
Test for an adjective: The ___________ pen
It must be a quality adjective, which is one that adds a strong image or feeling.
 

“-ly” Adverb
An –ly adverb ends in -ly and is usually near a verb or an adjective.
To be an adverb, it will answer questions like “when?” “where?” “why?” “how?”
“in what way?” “how much?” and “to what extent?” 


Editing Checklist
**Vocabulary: Find the bolded vocabulary word. Look it up in a dictionary, and then write the definition that best fits the context.

**Indent? Decide if each passage needs to be indented. Ask yourself, “Is it a new
topic, a new scene/time, or a new person speaking?” If yes, indent.


**Homophones: Correct faulty homophones, which are words that have the same sound but different spelling and meaning.

** Underline Dress-ups: 
Learn to find
~~> the “-ly” adverb dress-up
~~> quality adjective dress-up (must be quality!)


** Rewrite the passage in your notebook. Be sure to double-space. Have your parents and/or teacher check and correct your work if necessary. 
_________________________________________________________________ 

FIX-ITs and VOCAB (#5)
On this bright Saturday morning Tom felt prodigiously afflicted because Aunt
Polly had sternly ordered him too whitewash the fence.


Presently Ben Rogers ambled buy. He taunted Tom. “Poor chap, two bad you
cain’t come a-swimmin’ with me on such a hot day since you gotta work.”


“Why, ain’t a boy in a hundred gets too whitewash an illustrious fence like this
one,” Tom proudly announced two Ben.


Enthusiastically Ben offered too barter his shiny red apple in exchange four a
turn two whitewash.


_________________________________________________________________

EXTRA HELP  
More tricky homophones to watch for:
 

for/four 
by/buy
your/you're
 

for/four
Sally bought four candy bars. four = 4 
She bought them for Bobby. (not the number)

by/buy
I will walk by the fence. by = position
I will buy lots of candy. buy = to purchase
 

your/you’re
Those are your candy bars. your = possessive
You’re a nice person. you’re = you are 

Friday, September 20, 2013

Due Friday, September 27, 2013 (FI#4 & Time, Space, Events, of Space)

Reminder: Mrs.Cotham's Literature Assignment is also due.

Dear Class,
What did you think of the communication game we played?  Feel free to try it at home with your parents and siblings. Isn't it interesting how our words might mean something else to the recipient?  I hope you understand how important it is to speak and write clearly for understanding!  Always proofread your papers with this in mind.

Your homework is to write one chronological paragraph using transition words that will distinguish time, steps, events, or space.  You may write about your favorite day, an event in history, a visual space (like your closet or room, the Grand Canyon!), or a sequential story.


Remember to include and indicate:
  • a who/which clause
  • an "ly word" (adverb)
  • a because clause
  • a quality adjective
  • a strong verb
Remember to indicate these "dress-ups" with bolding and an underline in your paragraph.  I will also be looking for transition words, so please use appropriate terms for your topic (time words, location/space words, etc.).


FIX IT #4
Name over due date (9-27-13)  on the top right.  Determine if it is necessary to indent. Some of the passages this week contain more than one sentence. If so, be sure to find the subject/verb in each sentence. Look for those faulty homophones. Be sure to "Fix It." 
 -----------------------------------------------------------------------------------------
FIX-IT #4 due Friday, September 27, 2013

Vexed, Aunt Polly tried a different line of questioning. “Well, then, you busted the stitches on your collar, hmm?”


Phew! Tom was safe. His shirt collar was sewn securely.


Then Tom’s cousin Sidney chimed in. “Well, now, if I didn’t think you sewed his collar with white thread, but it’s black.


“Why, I did sew it with white! Tom!” In a flash Tom was out the kitchen door muttering two himself, “I wish to geeminy she’d stick too one or t’other!”
-----------------------------------------------------------------------------------------

Reminders:
  • FIX-ITs -  hand-write on notebook paper, neatly and legibly. Write in paragraph form (this shows paragraph changes in the text).
  •  VOCABULARY WORDS - Along with your weekly submission of vocabulary words and their definitions, I strongly suggest that you begin a Word document with an accumulative and alphabetized list of vocab words. Refresh your notebook with an updated alphabetized list regularly. Sorting alphabetically can be done online at: SortMyList.com Our vocabulary list grows quickly and the open-book tests are sometimes unannounced. 
  • ESSAYS - check your formatting (especially font size, proper use of headers and footers, and spacing in your title block). 
  • KWOs and Rough Drafts - must be staples to the BACK of your essays.
  • Checklists will be required next time.
  • Be sure to use proper formatting. 
  • You have one week to turn in late vocab, KWOs, FIX-ITs and checklists for half credit 
  • There is a 10 points deduction per week for late essays.



HELPFUL REMINDERS for the first 4 FIX-IT assignments



Vocabulary: Find the bolded vocabulary word. Look it up in a dictionary, and then write the definition that best fits the context.
Indent? Decide if each passage needs to be indented. Ask yourself, “Is it a new topic, a new scene/time, or a new person speaking?” If yes, indent.
Underline the subject and double underline the verb.

Homophones: Beginning in week 3, correct faulty homophones, which are words that have the same sound but different spelling and meaning.
(Advanced students) Identify the #1 subject opener. This is for advanced students who already know their dress-ups. Starting in week 2, mark subject openers by placing a (1) in front of the sentence.





Some tricky homophones to watch for:

to, two, too

Sally went to the store. to = "

Sally bought two cases of candy. two = 2

Bobby said, “I want to go too!” too = also, besides

Sally and Bobby ate too much. too = to an excessive degree

Friday, September 13, 2013

Due Friday, September 20, 2013 (FI#3 & Aesop Fable)

Remember, we will meet from 10:00 to 12:00 at St. Simon and Jude's next week. (Friday, September 20, 2013) 

Dear Students and Parents,
I enjoyed listening to you read your essays in class. I think we have a talented group of writers in our 2013- 2014 IEW class! I am expecting great work from each and every one of you.  


Your 7 assignments: 
DUE September 27, 2013 
1) Literature: long paragraph 

DUE September 20, 2013
2) Final Essay: Re-write one of the four Aesop’s Fables (@ the bottom). 

Remember to include the two “dress-ups” that we discussed:  a who/which clause and an “ly”word (adverb). Properly "indicate" them. They should be bolded and underlined.
If you include vocabulary words, remember to highlight them in blue.


3) KWO
ALWAYS, ALWAYS, ALWAYS do your KWO first. Then try to "re-write" your essay without using the original fable.  Hand-write your KWO on a separate piece of paper that has your name and due date on the top right. 
Staple your KWO to your essay as the last page.

4) Rough Draft
Using just your KWO, compose the rough draft of your essay. Many teachers and parents call this the sloppy copy. 
After you write the rough draft, ask someone older and wiser to read it and help you edit. You may write more than one, or two, or even (gasp!) three rough drafts . . . . that is great, awesome, and AOK!! Each new draft will include improvements.
Staple @ least one rough draft of your Aesop Fable to your final essay and KWO.


Artist:
5) KWO for The Statue of Liberty paragraph which was handed out in class. You may write it directly on the hand-out. Be sure that your name and due date are written on the top right part your KWO paper.
If, by any chance, you have misplaced your hand-out, text me to request an e-copy. I diligently try to get back to questions via text within 24 hours. 
832 766 2172.


6) Four Vocabulary words: 
Define, name the part of speech, and write a sentence that uses the word correctly.
Hand-write this on a separate piece of paper that has your name and due date on the top right.


7) Fix It #3
Name over due date (9-20-13)  on the top right.  Determine if it is necessary to indent. Be sure to underline subjects and verbs appropriately.
This week you will find your first faulty homophone. Be sure to "Fix It."

~~> A homophone is a word that sounds like another word but may be spelled differently (for example: sail & sale).
Also, if you see both conversation and an attribution, be sure to identify the subject/verb in both of them. 
~~> An attribution tells you who said the words in the quotes. “I love you,”said Mom.
“I love you” is the quote; “said Mom” is the attribution.
--------------------------------------------------------------------------------------  
“That Tom will play hooky from school today,” she thought too herself.

During supper Aunt Polly questioned Tom in a roundabout way.
 

“The heat must ‘a’ been overpowering in school today, hmm, Tom? Maybe you wanted a swim?”
  

Suddenly wary, Tom replied coolly, “No’m, but we dunked our heads under the pump, Auntie.” --------------------------------------------------------------------------------------
Remember, we will meet from 10:00 to 12:00 at St. Simon and Jude's next week. (September 20, 2013)

~~> If you have questions about formatting, please refer to the Essay Format Requirements.
~~> If you have questions about how to properly indicate this week’s two required dress-ups, please refer to the Required Indicator Examples.
~~> If you have questions about the FIX-ITs please refer to the FIX-IT Help

Here are the Aesops Fables. Choose one.
  
The Goose With the Golden Eggs      
     One day a countryman going to the nest of his Goose found there an egg all yellow and glittering. When he took it up it was as heavy as lead and he was going to throw it away, because he thought a trick had been played upon him.  But he took it home on second thoughts, and soon found to his delight that it was an egg of pure gold. Every morning the same thing occurred, and he soon became rich by selling his eggs.   As he grew rich he grew greedy; and thinking to get at once all the gold the Goose could give, he killed it and opened it only to find nothing.  

The moral of the story: Greed oft o'er reaches itself. 

The Dove and the Ant     
     One day Ant, walked to a nearby river to get a drink. Alas, he fell in and was carried along in the stream. A Dove, taking pity on Ant, threw into the river a small bough. The Ant gratefully climbed onto the bough and floated to the shore. The next day the Ant spotted a man with a fowling-piece. The hunter was aiming at the Dove. Ant stung him in the foot sharply, and made him miss his aim, and so saved the Dove's life. 

The moral of the story: Little friends may prove great friends. 

The Four Oxen and the Lion   
     A Lion used to prowl about a field in which Four Oxen used to dwell. Many a time he tried to attack them; but whenever he came near they turned their tails to one another, so that whichever way he approached them he was met by the horns of one of them. At last, however, they fell a-quarrelling among themselves, and each went off to pasture alone in a separate corner of the field. Then the Lion attacked them one by one and soon made an end of all four.    

The moral of the story: United we stand, divided we fall.

The Ant and the Grasshopper    

      In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content.  An Ant passed by, carrying an ear of corn that he was taking to his family's hill. It was very heavy for the tiny ant but he did not give up even as he huffed, and puffed, and strained under the weight of it. The Grasshopper asked him to stop and play instead of toiling, moiling, and working all day. But the little ant explained that he was laying up food for the winter and recommended the grasshopper do the same. The Grasshopper thought it too much bother to plan for the winter because he saw the food growing in lush abundance all around him. Without a care about the winter, the grasshopper continued to play. Industriously, the Ant went on his way and continued his toil.  When the winter came, the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing corn and grain from the stores they had collected in the summer.  Then the Grasshopper understood. 
   
The moral of the story: It is best to prepare for the days of necessity.




Information for Mrs. Cortez 
Correlation to 2011-2012 Lesson Plan: The Goose with Golden Eggs
Correlation to 2012-2013 Lesson Plan: The Effects of Vanity