Due September 24 (Answer Qs FI#5)

Remember:

• Essay: Answer the Question. You may use as many sources as you want. 

~~> Essays should be typed.

~~> Follow the essay format requirements.

~~> List your sources at the bottom of your essay.

~~> Staple your KWO and checklist to the back of your final copy essays.

~~> No banned words (nor any conjugations, inflected forms, plurals,  comparatives, or superlatives of the banned words)

Banned Words: eat, see, come, big, nice, pretty, go, say, get

• Include the checklist! 10 point deduction if the checklist is missing. 

• KWOs, vocabulary words, Fix Its should be handwritten.

• Sept 24th - Vocabulary Test on words from weeks 1-4. 
Know the part of speech, definition, & correct use of the word in a sentence.

• Write/type your name on everything. 


 

1)  KWO & CHECKLIST
2)  Essay:
Write one paragraph essay answering the question received in class.
Include SV, Q/A, B/C, W/W, -LY  
+ vocab for extra credit
3)  Fix It
4)  Vocabulary assignment and study for test

1) KWO & CHECKLIST
2)  Essay:
Write one paragraph essay answering the question received in class.
Include SV, Q/A, B/C, W/W, -LY and 
(2) [prepositional opener]  
+ vocab for extra credit
3)  Fix It
4)  Vocabulary assignment and study for test

1)  KWO & CHECKLIST
2)  Essay: 
Write one paragraph essay answering the question received in class.
Include SV, Q/A, B/C, W/W, -LY, AISA, T/C, 
(2) [prepositional opener], 
(3) [-ly opener], and 
(6) [VSS],   
+ vocab for extra credit
3)   Fix It
4)  Vocabulary assignment and study for test



Fix Its: 

• Introduce the #3 “-ly” adverb opener. Now that students know this opener, the “-ly” adverb dress-up should be underlined only if it is in the sentence, not the first word.  
• Have you ever heard the term antecedent? It means “to come before.” When you use pronouns (he, she, it), it needs to be clear what noun you are referring to that came before. If it is not clear, you had better not use the pronoun. Watch for that this week! It is an advanced concept.  
• Watch for compound sentences where two main clauses are connected with a coordinating conjunction. A comma is needed. See Comma Rule #9 on page A-11 in the Appendix: MC, cc MC.  

Week 5  

 

  

Years of indulgence had spoiled her beyond recognition however she recalled a time in her childhood when her charge had seemed a lovable tractable and contented child.  

  

She use to bring pictures she had drawn two Lady Constance and she had cuddled in her lap in the evenings. Sadly, when Dorindas mother was alive no expense had been spared too gratify the princess’s.  

  

No extravagance was to grate: Disneys Princess Castle Ground became thier playground, they each owned a personal set of the European Girl dolls and thier friends, with thier complete wardrobes, and ubiquitous furniture and accessories.  

  

Shaking her head in dismay Lady Constance one day clucked to Lady Inwaiting its no wonder that child has turned out so blemished. [quotation continues]  

  

tractable:  
gratify:  
ubiquitous:  
blemished:

Due September 17, 2014 (FI#4)

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


 

1)  Use a KWO you have already created and write a one paragraph essay. 
Remember to "talk through" your KWO. Tell the story to your Mom or Dad and then write it down. You will probably have more than one rough draft.

Staple your KWO to your final essay.

2)  Your final ESSAY must include the following dress-ups:
     ly
     ww
     b/c
     SV
     QA
Properly indicate your dress-ups.
3)  Fix It #4
4)  Vocabulary words - week #4

1) 2 KWOs and 2 ESSAYS  

     a) Use a KWO you have already created and write a one paragraph essay.
     b) Write a KWO and a one paragraph ESSAY using the Narwhal information handed out in class.
Staple your KWOs to your final essays.
2)  Your final ESSAYS must include these dress-ups:
     ly
     ww
     b/c
     SV
     QA
3)  Fix It #4
4)  Vocabulary words - week #4

1)  2 KWOs and 2 ESSAYS  

     a) Use a KWO you have already created and write a one paragraph essay.
     b) Write a KWO and a one paragraph ESSAY using the Narwhal information handed out in class.
Staple your KWOs & checklists to your final essays.
 
2)  Your final ESSAYS must include the following dress-ups:
     ly

     ww
     b/c
     asia
     SV
     QA
     T/C
3)   Fix It #4
4)  Vocabulary words - week #4



Fix Its: 

• Cumulative adjectives will show up this week, and they don’t need commas. See Comma Rule #1 in the Appendix on page A-10.  
• Interestingly, some adjectives need hyphens (-) between them. These are called compound adjectives. Two examples are “ten-story building” and “nine-year-old girl.” See if you can find one this week!  

Week 4 

 Older now, Princess Dorinda had earned a name for beauty reaching into the furthest kingdoms. With the latest fad—a beauty spot—perched high on her cheek, and her hair twisted into a powdered pompadour Princess Dorinda fancied herself quiet chic.  

  

Alas her beauty was flawed by her reputation for finickiness, and, dare I mention it, self-centeredness. Time and again king Morton had urged her to consider 1 or another young suitor, time and again she had refused all the eligible, young men.  

  

None are wealthy enough, or titled enough to suite her all too high Highness. During these reflections, King Morton shakes his head in abject despair dislodging his jewel encrusted crown.  

  

He wasn’t the only 1 clucking his tongue in consternation over princess Dorinda, lady Constance her elder companion since childhood had virtually given up on training her young charge in true, courtly behavior.  

  

  

pompadour:   

finickiness:  

 abject:  

 consternation: 

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.