Due September 10, 2014 (FI#3)

GENERAL REMINDERS:
Essays should be typed. Be sure to follow essay format requirements 
KWOs, vocabulary words, Fix Its should be handwritten.


 

1)  Write a KWO for the paragraph about Joshua at the bottom of this post
2)  Essay: Re-write the paragraph using only your KWO. Be sure to add a strong verb (SV), a quality adjective (QA), and an adverb (ly).  
Bold these required dress-ups.
3)  Fix It for week #3. Fix mistakes that you find. Remember that highlighted instructions are for JV and Varsity students.
Please look on the side bar for the entire Frog Prince Fix-It pdf. 
Week #3's Fix-It is also at the bottom of this post.
4)  Vocabulary (hand-write the word, part of speech, definition, and a sentence using the vocabulary word properly)

1)   Write a  KWO for the two paragraphs about Christopher Columbus at the bottom of this post.
2)  Essay: SV, QA, ly, b/c
3)  Fix It week #3
Remember that highlighted instructions are for JV and Varsity students. 
4)  Vocabulary assignment
5) Extra credit for properly used and indicated vocabulary words 

1)  KWO
2)  Essay: SV, QA, ly, b/c, ww, asia, T/C, allit,
3)   Fix It week #3
Remember that highlighted instructions are for JV and Varsity students. 
4) Vocabulary week #3
5) Extra credit for properly used and indicated vocabulary words 

Regina Caeli Track:

1)  Write a KWO for 2 paragraphs (Parent's choice or designated IEW choice)
2)  Essay: Re-write the paragraphs using only your KWO. Be sure to add the dress-ups for your level.
3)   Fix It week #3
4)  Vocabulary week #3
5) Extra credit for properly used and indicated vocabulary words 



Fix Its: 

• See if you can tell when to use who and when to use whom. Often you can tell by substituting he/him for the who. If he works, use who. If him works, use whom. These are tricky! See the Appendix page A-2 (Who/Which Clause).  
• Another tricky comma rule is coming this week. If you see a sentence starting with an –ing word (for example, singing, panting), it might need a comma. Learn about the #4 –ing Opener in the Appendix on page A-4.   

Week 3  

 

King Mortons greatest mortification had occured 2 years earlier at a dinner party for the ambassador of nordicland. Taking an instant dislike to the ambassadors son whom, truth be told, was a bit of a brat Dorinda squirted mouthwash into his sturgeon roe soup from a travel bottle she carried in her purse.  

  

Despite the fact that the youngster from nordicland felt quite queasy she had no mercy. During the obligatory dance following the dinner rapidly and repeatedly she twirled him around. Last scene, he was rushing to the royal restroom’s noticeably green.  

  

Threatening to sever diplomatic ties the Ambassador quit the palace the following morning in a fury. As he expressed it to his attaché the King can hardly run a country if he can’t rule his own daughter  

  

King Morton still blushed when he recalled that day, it took several months’ of diplomatic negotiations to smooth over the episode. Worst Dorinda never seemed to understand that she was responsible.  

  

VOCABULARY WORDS: 

mortification: 

queasy: 

sever: 

diplomatic: 



FIRST YEARS 
     God picked Joshua to lead the Israelites into their land. The first city had a big wall around it. God told Joshua to order the people go around the city once a day for six days. On the seventh day they were to go around seven times, shout, and blow trumpets. The people must have thought these commands were strange, but they obeyed. On the seventh day when they shouted, the walls came tumbling down.


JV & VARSITY     
     Christopher Columbus was born in 1436, in Genoa, Italy. He developed a great interest in maps and astronomy during his childhood and came to believe the world was round. Believe it or not, most people at the time thought the earth was flat. Ultimately Columbus decided that the best route to the East was in fact, sailing due west. He planned his course believing that he would reach the East and land on the shores of the Indies, which is present day Japan. The only problem to setting sail, was a lack of money. After 18 years of presenting his plan before the kings and queens of many nations, Queen Isabella, of Portugal, agreed to sponsor his voyage. Excited about the possibilities, Christopher Columbus made plans to begin his journey. 
     In 1492, Columbus set sail traveling due west with three ships, the Nina, the Pinta, and the Santa Maria. After a little over two months of sailing and dealing with fearful, nearly mutinous sailors, they spotted land. Presuming they had sailed to the Indies, Columbus named the people they met “Indians.” While the languages and the gifts Columbus received from these people was not what he expected, he still continued to believe he had reached his destination. Instead of spices and silk, the Indians brought Columbus parrots, cotton bolls, sweet potatoes, green peppers, and pineapples. Queen Isabella was pleased with Columbus’ find and agreed to pay for several more trips to the “Indies.” Although Columbus died thinking he had found a route to the East by sailing west, what he had actually discovered was a much greater find.

Due September 3, 2014 (KWO rewrites + FI 1&2)

Essays should be typed. Be sure to follow essay format requirements 
KWOs, vocabulary words, Fix Its should be handwritten.

Vocabulary words are bolded in the Fix Its. Write each word's definition, part of speech, and a sample sentence using it correctly. 

Fix Its need to be re-written, making corrections as needed. There are hints and requirements preceding each Fix It. Please note that the highlighted instructions pertain to Varsity Students only. 

1)  KWO 3 paragraphs given to you in class
2)  Be prepared to "read" your paragraphs to us using only your KWOs
3)  Frog Prince Fix Its #1 and #2 (found below)
4)  Vocabulary assignment

1)  KWO 5 paragraphs given to you in class
2)  rewrite 2 paragraphs using SV and QA
3)  Frog Prince Fix Its #1 and #2  (found below)  
4)  Vocabulary assignment

1)  KWO 3 paragraphs given to you in class
2)  rewrite 2 paragraphs using all 6 dress ups + Topic Clincher
     SV, QA, ww, bc, asia, ly  T/C
3)  Frog Prince Fix Its #1 and #2     (found below) 
4) Vocabulary assignment

Fix Its: 

Week 1

• Watch for sentence fragments. See the Appendix page A-14.  
• Remember to spell out numbers that can be written as one or two words.   
• Sometimes commas are missing; sometimes commas are there that do not belong.  
• Begin to identify #1 Subject and #2 Prepositional openers this week. See the Appendix pages A-3 to 4.  

Week 1 Several hundred years ago, in an obscure kingdom, tucked away among the alps, rained a decorous and dignified King. Ruling Monarch in a line of Monarchs that stretched back to the middle ages.  

  

King Morton esteemed values, and he would have none of this recent drivel of dropping “Sir” and Madam when addressing ones elders. Nor could he tolerate modern jargon “sweet” should refer to pastry’s; cool ought too refer too the temperature; good night should be a nighttime parting.  

  

He became livid on the subject of modern gadgets. Just so much folderol in his opinion.  Because downloading movies on iPods would guarantee eye problem’s when children reached his distinguished age.  

  

Moreover didnt they realize cell phones were intended for emergencies only. Only yesterday the palace accountant had vehemently, complained two him that the youngest of his 2 daughters had racked up 1000 text messages on her cell phone—in a single month!  

  

Week 2 

• Avoid starting sentences with coordinating conjunctions (for, and, nor, but, or, yet, so). "Fix" the sentences so that they do NOT start with coordinating conjunctions
• Be careful with verb tenses! They should remain consistent.  

• Use -er to compare two things and -est to compare three or more things (warmer, warmest).  
• VARSITY: Review the #5 adverb clause opener and its comma rule. See the Appendix page A-5. Varsity students should underline adverb clause dress-ups only when they occur within a sentence (not the first word).  

Week 2   

Worst, she was texting for amusement too her own sister, Maribella—in the same palace! And when he demanded it back Dorinda had inarticulately mumbled something about not being able to locate it  

  

His youngest daughter—now there was another topic that brought red to his face unlike her only sister princess Dorinda had been an obstinate child from toddlerhood.  

  

Never one to obey anyone to say nothing of His Royal Highness himself she would escape from the nursery to find mischeif wherever she could. Once she stealed into the throne room, swinging on the chandelier’s, and landing at the feet of the scandalized courtiers.  

  

And another time, she upset the prestigious new employee in the kitchen the Iron Chef himself, he was experimenting with sturgeon roe ice cream when she sneaked a taste making a wry face at the concoction.  

Letter to Parents

Our classes are held in room 9 at St. Simon and Jude Catholic Church from 1:00 to 3:00

TUITION    $200.00 per semester. 

   

    June 15, 2018              Fall semester tuition is due  

    December 15, 2018     Spring semester tuition is due

BRING TO CLASS: 
•  Student Resource Notebook

• 3-RING BINDER* with dividers, page protectors, & loose leaf paper

•  a yellow and a blue highlighter

•  a mechanical pencil OR pencil & sharpener OR pen

YOUR 3-RING BINDER DETAILS:  BRING TO CLASS:
• @ least 5 labeled dividers   
      1. Class Notes  
      2. Homework
      3. Vocabulary
      4. Fix-Its 
      5. Hand-outs and CheckLists

STUDENT RESOURCE NOTEBOOK DETAILS: 

available @ IEW website

BASIC MATERIALS FOR HOME:

A PORTFOLIO BINDER   

This should be a large 3-ring BINDER with page  protectors. This work sample portfolio will be submitted 2X (December & May)

A HOME FILE SYSTEM to store 

completed Essays, Fix-its, Tests, etc.

RECOMMENDED but OPTIONAL:

  
A Portable Wall  
which contains 
writing models and 
helpful, easily 
accessible information on a tri-fold pocket.  

BRING THIS TO CLASS 
<-----  @ the IEW site

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PARENTAL ROLE IN IEW
Parents are the first and best teachers of their children and this class celebrates that.

Parents are encouraged to dive into IEW with their children.  
Please schedule IEW time everyday at home and be prepared to help, facilitate, and encourage.

FOCUS OF CLASS: 
This writing class focuses on stylistic techniques taught incrementally to establish a well-balanced style of writing. These techniques or tools are put to practical use in the essays that students write each week. The writing assignments include, but are not limited to: exposition papers, creative writing, apologetics, one, three and five paragraph essays.

LAGNIAPPE:   
In addition to basic IEW writing tools, our IEW class integrates other components of writing:
• We practice general timed writing and journal writing.   
• Vocabulary and grammar are an integral part of the class work and homework.
• Students have the opportunity to show mastery in their essays.
• The literature component of class encourages discussion and critique. Although this is not the main focus of our curriculum, it is often a student favorite.

GRADES: 
Grades are determined using a matrix that includes all elements and the student's completion of required elements.
Additionally, basic grammar, computer usage, and writing skills will be graded. There is an automatic 10 point deduction (per week) for late essays, vocabulary words and KWOs. Final grades, portfolios, and late term essays are mailed to students in the summer.
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updates
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