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." 

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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!”

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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