Due September 5 (SRA re-write, FI 3&4, vocab)

WHAT'S DUE:
FIX ITs weeks 3 & 4
SRA re-write  

Remember, your assignment is to take a very mundane story and make it interesting!  You have artistic license to make bold changes, but retain enough of the original story to help us recognize it.
Your goal is to go from boring to amazing!

Some of the required "tools" for this endeavor:

STAY AWAY FROM DIALOGUE (Use it only when essential)

NO BANNED WORDS
Replace all banned words with better words even it that means changing whole sentences.
These are the banned words:
go            pretty
get           nice
give         big
say          good
see          like
come
eat

NO CONTRACTIONS

DRESS-UPS
INDICATE ONE of each required dress-up and (if applicable) required opener. You can definitely include more than one of each dress-up and opener, but INDICATE your best ones. Remember to include these on your checklist.

VARSITY        JR. VARSITY          NOVICE
ly                     ly                             ly
w/w                 w/w
bc                    bc                           bc
asia
QA                  QA                          QA
SV                  SV                          SV

OPENERS
# 2
# 3
# 6                # 6

CORRECTLY INDICATE ONE OF EACH DRESS UP & OPENER (as it applies to you)

STAPLE TOGETHER 
(top left) each required piece of your assignment: 
Checklist (on bottom) 
KWO
Rough Draft
Final Essay copy  (on top)
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THINGS TO LOOK FOR IN THE FIX ITs  (weeks 3 & 4)

Quotations

1) Spoken words should be enclosed with quotation marks. These are the rules:

2) Enclose what someone says in quotation marks but not narration that sets up a quotation.

3) When the speaker continues with more than one sentence, do not add close quotes until the end of his speech. Sometimes a speech will cover more than one day’s assignment.

4) Commas and periods go inside closing quotation marks. If narration interrupts a speech, use commas on both sides of the interruption. Commas “hug” the word they follow—that is, they come right next to it—not the word after them.

5) You will need to add quotation marks on before and after the spoken words. Place the closing end mark inside the quotation marks.

Homophones and Usage

When sentences offer a choice of words, circle the correct one. Homophones are words that sound alike but are spelled differently and have different meanings. Usage errors occur when one word is written but a different word is intended, like its and it’s.
These are the two sets of homophones you will see: there/their/they’re and  to/ two/too. 

Who-Which

Dress-ups are ways of dressing up style in writing by using stronger vocabulary or more complex sentence structures. Keep an eye out for who-which clauses, which make sentences more complex. Mark them by writing w-w above the who/whom or which.

Strong Verb

Another dress-up is the strong verb. You will be asked to select the strongest verb in passages. Of the verbs used, which one is more colorful, provides a stronger image or feeling, or is more specific?
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WEEK 3

robin blithely whistled as he strolled along, thinking of maid marian and her bright eyes,
to /two /too
Is this a new topic, speaker, place, or theme? If so, it should be a new paragraph and needs to be indented. Choose the correct homonym in the sentence above. What needs to be capitalized? What else is wrong?

at such times, a young lad’s heart fancifully turns toward the lass whom he loves the best
What needs to be fixed? Be sure to notice and mark the w/w. 

he came suddenly upon fifteen foresters clothed in lincoln green and seated beneath a huge oak tree, feasting and drinking convivially beneath its/it’s branches

Choose the action verb from these sentences that you think is strongest. Which dresses up the sentences best?  
Is this a new topic, speaker, place, or theme? If so, it should be a new paragraph and needs to be indented. 

one of the men in green accosted robin. you there/their/they’re, where are you going with

your quick step shoddy bow and cheap arrows

Choose the action verb from these sentences that you think is strongest. Which dresses up the sentences best? 
Is this a new topic, speaker, place, or theme? If so, it should be a new paragraph and needs to be indented. 

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Adjectives (adj)

Adjectives describe nouns or pronouns and usually come before the noun.  Mark adjectives with adj.

Commas with NDAs

Here is another comma rule. Commas are needed to set off nouns of direct address (NDAs). NDAs are usually names where someone is directly addressed by name, but in this story it is more common to see them as terms like my friend or fair maiden used in place of a name. Look for them in the 4th sentence and set them off with commas.

Homophones and Usage

This week you will be asked to choose the correct term: then (meaning immediately afterward or next) or than (a comparison term). 

Quotations

Sometimes a quotation will continue in another day’s fix. Follow the directions for when to close them off and when to wait.

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WEEK 4

then/than robin grew angry, for no young sprout likes to be taunted with his green years

Robin has more to say, so do not close the quotation until he finishes speaking in the next passage.

he replied, my bow and arrows are as respectable as any man’s. i am off to nottingham to prove it in a champion match

Robin is still speaking, so continue writing where you le o with no quotation marks until the end of this speech.

there/their/they’re i will shoot with other worthy archers for the grand prize: a barrel of top-notch ale and a new bow, to/two/too

TIP: In the passage below, can you find where to add the missing comma?

at this, all laughed aloud and retorted, well boasted fair infant! he will be taking ale with his milk next
Choose the action verb from this week’s sentences that you think is strongest. Which dresses up the sentences best?
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delete

1) KWO your handout and be ready to "tell it back" in class.

2) Fix It weeks 1&2 (correct and then handwrite the Fix It on loose leaf paper)

3) Vocabulary words (the bolded words in your Fix Its) 
    This is the start of your MASTER VOCAB LIST. Be sure to include:
    • part of speech
    • definition
    • a sentence using the word 

4)  Pixar formula ESSAY. This essay will serve as your 1st writing sample. 
    • Be sure to add your randomly chosen words to the essay.
    • Highlight (indicate) any vocabulary words you use - extra credit.
    • No banned words  (list on the side bar)
    • Use proper formation  (format link on the side bar)

Remember: 

• double space
• proper header
• proper title block
• KWO of this story and rough draft should be stapled to the back of the final copy of your essay. 
• Remember to use a lower case "b" in your byline (in your title block)
• Write the work "Due" before the date under your name on the top right
• Avoid banned words (see side bar for the list of banned words)

Example of formatting:

Remember to use your randomly selected nouns and adjectives!

PIXAR FORMULA

Once upon a time there was ___. Every day, ___. One day ___. Because of that, ___.  Because of that, ___. Until finally ___. And ever since that day ______

These seven sentences can help you start writing a story and build it, scene by scene, to its climax and resolution.  And it all begins with those familiar four words:

Once upon a time…

Whether you use these exact words or not, this opening reminds us that our first responsibility as storytellers is to introduce our characters and setting – i.e., to fix the story in time and space. Instinctively, your audience wants to know: Who is the story about? Where are they, and when is all this taking place? You don’t have to provide every detail, but you must supply enough information so the audience has everything it needs to know to understand the story that is to follow.

And every day…

With characters and setting established, you can begin to tell the audience what life is like in this world every day. In The Wizard of Oz, for example, the opening scenes establish that Dorothy feels ignored, unloved, and dreams of a better place “over the rainbow.” This is Dorothy’s “world in balance,” and don’t be confused by the term “balance.” It does not imply that all is well – only that this is how things are.

Until one day…

Something happens that throws the main character’s world out of balance, forcing them to do something, change something, attain something that will either restore the old balance or establish a new equilibrium. In story structure, this moment is referred to as the inciting incident, and it’s the pivotal event that launches the story. In The Wizard of Oz, the tornado provides the inciting incident by apparently transporting Dorothy far, far away from home.

And because of this…

Your main character (or “protagonist”) begins the pursuit of his or her goal. In structural terms, this is the beginning of Act II, the main body of the story. After being literally dropped into the Land of Oz, Dorothy desperately wants to return home, but she is told that the only person who can help her lives far away. So she must journey by foot to the Emerald City to meet a mysterious wizard. Along the way she will encounter several obstacles (apple-throwing trees, flying monkeys, etc.) but these only make the narrative more interesting.

And because of this…

Dorothy achieves her first objective – meeting the Wizard of Oz – but this is not the end of her story. Because of this meeting, she now has another objective: kill the Wicked Witch of the West and deliver her broomstick to the Wizard. In shorter stories, you may have only one ‘because of this,’ but you need at least one.

Until finally…

We enter Act III and approach the story’s moment of truth. Dorothy succeeds in her task and presents the Wizard with the deceased witch’s broom, so now he must make good on his promise to help her return to Kansas. And this he does, but not quite in the way we initially expect.

And ever since that day…

Once we know what happened, the closing scenes tell us what the story means: 
• for the protagonist
• for others in the narrative
• and (not least of all) for the readers
When Dorothy awakens in her own bed and realizes she never actually left Kansas, she learns the lesson of the story: what we’re looking for is often inside us all along.

Use these steps for your essay. Even if your characters aren’t following a yellow brick road, the seven sentences above can help you get where you’re going. And your little dog, too.

1. Write your ideas down in a KWO*
2. Fill in the Pixar-story-structure blanks. 
3. After you fill in the blanks, write and expand your story.  
4. Rewrite and expand it again . . . and again . . . until you are satisfied with your story.

* Your KWO is just a beginning point, a quick jumping off point. It will be a reminder of your original thoughts. I DO NOT expect your story to follow it exactly because stories sometimes take on a life of their own. But it can serve as a road map to get you started. On the other hand, your story might truly stick to your original ideas in the KWO. That is absolutely okay, also!

in the olden days of england, king henry the second reigned over the land

there lived within the green glades of sherwood forest a famous outlaw whose name was robin hood

no archer that ever lived could shoot a bow and arrow with such expertise as he did

he was not alone, either, for at his side were blameless, loyal men, who rambled with him through the greenwood shades

you might be wondering how robin hood fell under the wrath of the law

TIP: Three or more items in a series need commas between them. Find that situation in the passage below and add commas where appropriate.
when robin was eighteen—mature strong and dauntless—the sheriff of nottingham challenged young men in the area to a shooting match

TIP: The passage below has another series of the same part of speech. Add commas where appropriate.
robin readily accepted the match grabbed his bow and arrow and started off from locksley, which was the town where he lived

it was a pleasant, carefree day, but circumstances would soon change its/it’s mood

FIRST CLASS of the 2018-19 year - Wednesday, August 22

Welcome to IEW 2018-19.
Class starts at 1:00 sharp and concludes at 3:00 on Wednesdays at St. Simon and Jude Catholic Church in room 10 (Domec Hall). 

Please arrange an agreed upon "waiting spot" in case you are running late for pick up. Room 10 will be closed at 3:05 and Mrs. Cortez leaves campus at 3:10pm.

Please bring:

A DAILY USE 3-RING BINDER with

• @ least 5 dividers

• page protectors

• loose leaf paper 

• a yellow and blue highlighter 

• a mechanical pencil OR pencil and sharpener OR pen

STUDENT RESOURCE NOTEBOOKS  will be available on this first day of class  ($19.00 )

Just in case you did not know . . . .There is a 12:00 Mass - followed by Adoration - every Wednesday at SSJ. 

2018-19 Calendar 

August 22, 29 

September 5, 12, 19, 26 

Fall Break: October (2 essays required in Oct. Submitted via email) 

November 7, 14, 28 

December 5, 12 

Christmas Break: December 19 through January 15 

January 16, 23, 30 

February 6, 13, 20, 27 

Spring Break: March 6 through March 19 

March 20, 27 

April 3, 10, 24 

Make-up classes (if needed) May 1, 8

Psalm 23 King James Version (Jonah, Diego D., Karina, Carlos)

Psalm 23 King James Version (KJV)

23 The Lord is my shepherd; I shall not want.

2 He maketh me to lie down in green pastures: he leadeth me beside the still waters.

3 He restoreth my soul: he leadeth me in the paths of righteousness for his name's sake.

4 Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me.

5 Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over.

6 Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the Lord for ever.

https://www.aft.org/sites/default/files/periodicals/Waddell_0.pdf