Chicken Dance

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At least one of the English classes will understand why this is here -- especially the ones who need to practice! Notice that there is a pause button!

Extra Credit

Tell me which is which of the two words explained below:

Thanks to Brian P. Cleary
Eminent vs. Imminent? Eminent means noteworthy, or tops in one's field. Imminent refers to something that is about to occur. Example: The EMINENT football coach's retirement is IMMINENT.

Try this:

Brian P. Cleary An anagram is a word or phrase spelled by rearranging the letters of another word or phrase. Like "STOP" can become opts, post, pots, tops and spot. The word "STAPLE" can produce 5 anagrams that all beginning with the letter P. Remember you have to use all the letters in the word STAPLE.  

Ms. Dorsey just did it.  Yes, you may ask parents or siblings for help. 

Merry Christmas from Me and Robert Frost

Christmas Trees

Robert Frost (1920) http://poetry.about.com/od/poems/l/blfrostchristmas.htm

(A Christmas Circular Letter) The city had withdrawn into itself And left at last the country to the country; When between whirls of snow not come to lie And whirls of foliage not yet laid, there drove A stranger to our yard, who looked the city, Yet did in country fashion in that there He sat and waited till he drew us out A-buttoning coats to ask him who he was. He proved to be the city come again To look for something it had left behind And could not do without and keep its Christmas. He asked if I would sell my Christmas trees; My woods—the young fir balsams like a place Where houses all are churches and have spires. I hadn’t thought of them as Christmas Trees. I doubt if I was tempted for a moment To sell them off their feet to go in cars And leave the slope behind the house all bare, Where the sun shines now no warmer than the moon. I’d hate to have them know it if I was. Yet more I’d hate to hold my trees except As others hold theirs or refuse for them, Beyond the time of profitable growth, The trial by market everything must come to. I dallied so much with the thought of selling. Then whether from mistaken courtesy And fear of seeming short of speech, or whether From hope of hearing good of what was mine, I said, “There aren’t enough to be worth while.” “I could soon tell how many they would cut, You let me look them over.” “You could look. But don’t expect I’m going to let you have them.” Pasture they spring in, some in clumps too close That lop each other of boughs, but not a few Quite solitary and having equal boughs All round and round. The latter he nodded “Yes” to, Or paused to say beneath some lovelier one, With a buyer’s moderation, “That would do.” I thought so too, but wasn’t there to say so. We climbed the pasture on the south, crossed over, And came down on the north. He said, “A thousand.” “A thousand Christmas trees!—at what apiece?” He felt some need of softening that to me: “A thousand trees would come to thirty dollars.” Then I was certain I had never meant To let him have them. Never show surprise! But thirty dollars seemed so small beside The extent of pasture I should strip, three cents (For that was all they figured out apiece), Three cents so small beside the dollar friends I should be writing to within the hour Would pay in cities for good trees like those, Regular vestry-trees whole Sunday Schools Could hang enough on to pick off enough. A thousand Christmas trees I didn’t know I had! Worth three cents more to give away than sell, As may be shown by a simple calculation. Too bad I couldn’t lay one in a letter. I can’t help wishing I could send you one, In wishing you herewith a Merry Christmas.

All I Want for Christmas is My Two Front Teeth, and. . .

Dear Santa and/or Parents and Guardians,

     When you're preparing gifts for the seventh graders at American Fork Junior High, please consider books, and adding some pencils and pens to their stockings.    How about the types of books your seventh grader already loves, and books that could be used for Book-of-the-Month assignments.  Next semester we'll be focusing on historical fiction, and literary (well-written) nonfiction including many biographies, autobiographies, and other informational books.  In fourth term we will probably focus on these two genres: realistic fiction and fantasy.  See our class lists of recommended books.
     We have some students who don't bring their own pencils and pens to class.  Ask your seventh grader if he or she needs to restock.   A few days ago I suggested to a student that he ask for pencils for Christmas.  He answered, "No, I'm not going to ask for pencils."   As I considered what to say in response to that, he went on,  " I'll ask for mechanical pencils."   Santa ought to treat that boy right!
     Whether or not you buy books, consider reading one or more over the holidays -- perhaps as a family. We love to read J.R.R. Tolkien's The Father Christmas Letters, Dicken's  A Christmas Carol, and Jack Schaefers long short story of a lonely cowboy with a big dream and a bigger heart,  "Stubby Pringle's Christmas."
     Have a wonderful Christmas and New Years!

Sincerely,
Ms. Dorsey

P.S.  Magazine subscriptions also make great gifts.  There are many magazines that focus on topics your seventh grader would find interesting.  

____________________________________________________

Recommended Books

Use the search feature (or looks through the archive) on this blog to find some of the posts where I recommend books, such as the following:

Summer Reading Lists

Recommended Historical Fiction Books 

The books used then for book groups may or may be used that way again.

A Reminder for the January Book Assignment -- from 2009

To find our lists of recommended books, go to
http://cavemanenglish.pbworks.com/Recommended-Books

To recommend that a book be added to one of the lists, email me at dorsc405@alpine.k12.ut.us.
Include the title of the book, the author, the genre, and why you recommend it.


Here is a blog about books for  children and young adults:  http://childlitbookclub.blogspot.com/

December 17, 2010

A1:  no class -- Charity Basketball game -- 8:15 - 9:40
A2:  regular class  9:45 - 11:15
A3: regular class (Thornton after 1st lunch?)  11:20 - 12:45
A4: regular class  1:20 - 2:45

Bell-Ringer: Fill in the blanks for a Christmas Mad-Lib.

Finish SSR presentations.

Literature of Christmas.



Recommended books for the January Book-of-the-Month:
Historical or multicultural fiction
Select a book on a topic that you would like to learn more about and would enjoy researching!

Recommended Historical Fiction Books 

Extra Credit: 

Tell me when to use "a while" and when to use "awhile." 

Thanks to Brian Cleary, here's the answer:

A WHILE vs. AWHILE? Rule of thumb: If you’re using a preposition (those words like: for, in, after) you want to use the two words. Example: “I will sit on the train tracks for a while.” Used as an adverb, write the one word form. Example: “I thought about it awhile, and went home before the train arrived.”

 

December 15, 2010

1. Bell-Ringer: Make sure everyone in your family unit is caught up on what happens in the book through the end of chapter 12.
Quiz on Chapters 9-12 of  The Giver

2. Spelling Test on the suffix set    -er, -or    See the Spelling tab above.
3. Receive assignment for January 6 -- test on il- and the words that go with it.
Make the corrections on your handout:  
Correct the date of the quiz.
Change suffix to prefix
Change -il to il-.

Vocabulary/Spelling #7              Test on January 6 

Prefix to study:   il- which means not

1.      illegal

2.      illiterate

3.      illegible

4.      illogical

1.     illegal     -- leg = law   So, illegal means not conforming to  the law  

                     

2.     illiterate   --  literatus,  literally mean. "furnished with letters."  So, if you are illiterate, you are NOT furnished with letters.

3.     illegible -- leg ( ere ) to read + -ibilis   -ible = capable of.  So, illegible means NOT capable of being read.

4.      illogical --  log = word, speech, thought, reason   So, illogical means NOT conforming to reason. 

conform = to fit together                                                                   Learn the underlined definitions for extra credit.

4. Reading Minute:
A1 --- none
A2--  none
A3 --none
A4 -- Eclipse by Stephanie Meyer
        

5. More presenting SSR's   -- Finish presenting in class.
More reading The Giver

Reminders:

Hand in your Perfect Paragraph Packet if you haven't.

Make sure you've written and revised your MyAccess paragraphs. 

Giver Reading Packets:

Giver Chapt. 3-6 Questions.doc

Giver Chapters 7-9 Questions.doc

Giver Chapters 10 - 12

Quiz on The Giver chapters 9 -12.doc

Giver chapters 13-16.doc

Reading Road Maps for Chapters 17 - 23

More Pictures from Symbolic Story Representations

December 13, 2010

Prepare for Spelling Test #6  -- See the tab above for Spelling.
Preparing for Test #6 -- -er, -or  

Reading Minute:
A1 --- Lake of Tears (Deltora Quest) by Emily Rodda
A2-- The Hunger Games by Suzanne Collins
A3 -- The Last Olympian by Rick Riordan
A4 -- none

More presenting SSR's   -- Finish.
More reading The Giver

Giver Reading Packets:

Giver Chapt. 3-6 Questions.doc

Giver Chapters 7-9 Questions.doc

Giver Chapters 10 - 12

Giver chapters 13-16.doc

Reading Road Maps for Chapters 17 - 23

December 9, 2010

December 9, 2010

Spelling Test #5  -- See the tab above for Spelling.
Receive the spelling list for Test #6 -- -er, -or  

Reading Minute:
A1 --- The Kidnapping of Christina Latimore by Joan Lowrey Nixon
Once Upon A Crime by Michael Buckley
The Seige -- Kathryn Lasky --Guardians of Ga'Hoole
A2-- The Boy Who Couldn't Die by William Sleator
         Old Yeller by Fred Gibson
A3 -- My Fair Godmother by Janette Rallison
A4 --The Dark Hills Divide by Patrick Carman



More presenting SSR's 
More reading The Giver

Giver Reading Packets:

Giver Chapt. 3-6 Questions.doc

Giver Chapters 7-9 Questions.doc

Giver Chapters 10 - 12

December 7, 2010

December 7, 2010

Come prepared with your Symbolic Story Representation for your Book-of-the-Month Club book. See the tab above for Book-of-the-Month.
Your SSR is due on the first day of presentations.  Be ready to present when your group is called to do so. 


Reading Minute:
A1
A2
A3
A4  Catching Fire by Suzanne Collins
Holes by Louis Sachar
Ghost in the Machine by Partrick Carman

Extra Credit: What is the difference between the words "stationary" and "stationery"?  Come tell me for extra credit.
Answer:

Brian P. Cleary

Stationary or stationery? Simple, Simon. Stationary means fixed in one place -- not moving. Think: stationary bikes are “anchored" in place, so use the letter “a.” Stationery is the paper and “envelopes” used for writing, so use “e.”

_______________

Giver Reading Packets:

Giver Chapt. 3-6 Questions.doc

Giver Chapters 7-9 Questions.doc

Giver Chapters 10 - 12

 A few presentation pics:

The best presentations used symbolic colors and shapes, rather showing everything literally. 

Symbolic Story Grading.doc

Nov -Dec Book sign-up.doc

December 3, 2010

December 3, 2010

Bell-Ringer: Paragraph Packet, finish page 13, go on to page 14 if time allows.

Practice  new assignment: fore-   and review older words and meanings.   Test December 9
See the tab for Spelling above, and scroll down to Test #5. 

Reading Minute: See assignments on class calendar below in the margin at your right.
A1- Swindle by Gordon Korman
A2- none
A3- Eggs by Jerry Spinelli and Physik by Angie Sage
A4-none

The Giver:
Chapter 3 +  Reading Groups and Questions, consider SSR (symbolic story representation)
A1
A2 -- through chapter 5.
A3 
A4

Your SSR is due on the first day of presentations.  Be ready to present when your group is called to do so.

Giver Chapt. 3-6 Questions.doc

Giver Chapters 7-9 Questions.doc

Giver  Chapters 10 - 12

December 1, 2010

Reminder: Your SSR is due on the first day of presentations -- December 7.  Be ready to present when your group is called to do so.

Bell-Ringer: Paragraph Packet, page 13

Spelling: Take Test #4.  The suffix -ate. See the tab for Spelling above.

Receive new assignment: fore-     Test December 9
See the tab for Spelling above, and scroll down to Test #5.  

Reading Minute:
A1-  SSR on Hunger Games
A2-  Crocodile Tears by Anthony Horowitz
A3- Stargirl by Jerry Spinelli
A4-none

Computer lab -- More on Paragraphs
Compare and Contrast -- for writing a paragraph
  Practice writing a compare and/or contrast paragraph.

Select this prompt: 
A1, A2 Comparing and Contrasting Candies on MyAccess   http://www.myaccess.com
A3, A4 Candy Comparing and Contrasting on MyAccess     http://www.myaccess.com
 

Comparing and Contrasting Candies or Candy Comparing and Contrasting

Transition Words for Comparison/Contrast Paragraphs 

Book Fair Preview -- We did not have time to go to the Book Fair, so make sure to visit it during lunch or during Parent-Teacher Conference.

Next time:
The Giver:
Chapter 3 +  Reading Groups and Questions, SSR (symbolic story representation)
A1
A2 
A3 
A4 

Updated 11-30-10 from  11/29/10 from 11/22/10

Comparing and Contrasting Candies

Computer Lab Assignment:
Comparing and Contrasting Candies or Candy Comparing and Contrasting

Today -- December 1, 2010 -- in the computer lab, you will use My Access to write paragraphs about the candies.  If you have extra time, work more on the paragraphs we did last time.
As you open MyAccess, check for messages from me!
As you edit your paragraphs, watch for comments from me.

On MyAccess, look for this assignment: Comparing and Contrasting Candies
  or Candy Comparing and Contrasting


Prompt:
You have received two different candies and filled out a Venn diagram to compare and contrast them.

Now you will write two complete paragraphs comparing and contrasting those two candies.
The first complete paragraph should compare (show similarities between) your two candies.
The second should contrast (show differences between) those same candies.  For details use the Venn diagram you have created about the two candies.

Do the following for each paragraph:

• Remember to include a topic sentence, several supporting details, and a clincher (concluding sentence).
• Make sure each of the two is a complete paragraph.
• Make sure each detail supports the topic sentence.
• Use transitions, but not too many.
• Revise to create complete, correct, "colorful" (specific) sentences.  For instance, use specific and interesting (and accurate) words to describe the colors.
• Revise for complete sentences.  use a variety of sentence beginnings.
• Carefully edit your work for capitalization, punctuation, spelling, etc.
• You may use the spell check, the My Tutor, and other tools that are available here.

See the Transition Charts in a nearby post.

Transition Words for Comparison/Contrast Paragraphs

TRANSITIONS TO COMPARE ITEMS accordingly also as comparable to in the same way in the same manner in conjunction with this just as like likewise similarly sometimes

Transition Word List from Ms John.doc

TRANSITIONS TO CONTRAST ITEMS although as opposed to but conversely counter to even so even though however in spite of this in the meantime nevertheless on the contrary on the other hand otherwise sometimes still yet

TRANSITIONS TO CLARIFY for example for instance in other words put another way seems clear from this simply stated stated differently that is to clarify to illustrate the point

TRANSITIONS TO ADD INFORMATION additionally again along with also and another as well besides equally important finally for example for instance further furthermore in addition likewise moreover next together with

TRANSITIONS TO CONCLUDE OR SUMMARIZE accordingly all in all as a result consequently due to finally in closing in conclusion in short in summary in the last analysis lastly logical conclusion is therefore thus to conclude

TRANSITIONS TO ENUMERATE These transitions are to be used as sets; more transitions can be added to each set as needed. first second third one important equally important most important a significant another significant of greatest significance first next last in the beginning toward the middle at the end one also in addition

Parent-Teacher Conferences

Parent-Teacher Conferences this Thursday, 4:00 - 7:30. 

Book Fair Tuesday through Thursday -- including during Parent-Teacher Conference.

Books make great Christmas gifts.  

During third term we will be reading historical fiction, biographies, and autobiographies, and literary nonfiction.

These are some titles I've seen at the book fair that I'd like to get.  They would probably interest many students, too.

Behemoth by Scott Westerfeld -- the follow-up to Leviathon
A Long Walk to Water by Linda Sue Park -- based on a true story about life in the Sudan
Heroes of the Valley by Jonathan Stroud  -- the same author who has written the Bartimaeus Trilogy.
Ghostopolis by Doug Tennapel  -- graphic novel

November 29, 2010

Bell-Ringer: Paragraph Packet, page 12 (Apply what you learn to your own writing.)

Spelling: Practice for  Test #4.  The suffix -ate.  See the tab for Spelling above. Test next time.
  (We made a folded paper study help for the suffix, spelling words, and meanings. )

Reading Minute:
A1- None
A2-  None     
A3- Taming the Wind by Michelle Thompson
A4-Deep, Dark, and Dangerous by Mary Downing Hahn

The Giver:
Chapter 3 +  Reading Groups and Questions, SSR (symbolic story representation)
A1
A2 -- whole class chapter 3
A3
A4

More Coming:
Compare and Contrast -- for writing a paragraph
  Practice writing a compare and/or contrast paragraph.

Important reminder: 
Don't forget to be reading your novel and preparing to create and present an SSR for December 7. 

Updated 11/29/10 from 11/22/10

Another Extra Credit

From Brian P. Cleary

ANAGRAMS are words made by rearranging ALL of the letters in one word to form another. Example: Stop -> pots -> post -> opts -> tops. WITHOUT CHEATING, can you get 4 or even 5 words using ALL of the letters in LEAST? 

Show me any you can get for some extra credit. 

Look through other posts for more of these challenges I've borrowed from Brian Cleary.

November 22, 2010

Bell-Ringer: Paragraph Packet, page 11


Spelling: Receive handout for the suffix -ate.  See the tab above for Spelling to get the information now for Test #4.

A2 took the test on extra-.

Reading Minute:
A1-  Magyk by Angie Sage
A2- Leviathan by Scott Westerfeld
       Among the Hidden by Margaret Peterson Haddix
A3- none
A4- none


The Giver:
Chapter 3 +  Reading Groups and Questions, SSR (symbolic story representation)
A1 finished chapter 3
A2 just got started working in groups
A3 finished 3 and well into 4
A4  finished 3 --some into 4.


Extra Credit:  If you begin your statement with the two words, “If I”, nine times out of ten, your next word should be what?  

Here is the answer:  Your next word should be “were” not “was.” Example: “If I were wealthy, I’d be happy.” As long as what comes after the “If I” statement is untrue (I’m not wealthy), which in fancyspeak is in the subjunctive mood, you want “were.”  from Brian P. Cleary 
Explain this to me for extra credit.

Romeo and Juliet

     The high school is presenting Romeo and Juliet.  Receive extra credit for attending and writing up a brief -- a paragraph or two -- report on their presentation of the play and your experience watching it, and handing that in with a program or ticket from the play.
     Also, I have a few cards that will let you get two tickets for the price of one. See me before you go.

November 18, 2010

Deadline to receive points for book-of-the-months sign-up 
New Seating

1. Bell-Ringer: Perfect Paragraph Packet, page 10.  --This page will be corrected today.
Hand in your  book-of-the-months sign-up sheet.
Prepare for your spelling test. 

Perfect Paragraph Packet.pdf

2. Spelling test on extra-  See the tab above for Spelling.
A1, A3, A4 will take the test on November 18.
A2 will take the test on November 22.

Legibility/correct formation of letters counts! Capitalize only letters that should be capitalized. 

 _________________________________
Next spelling test:

Vocabulary/Spelling #4              Test on December 1, 2010

Suffix to study:   -ate which means cause, make, operate upon (This suffix makes verbs.)
Words to learn for the spelling test:
1.    separate
2.    create (on state list)
3.    segregate
4.    dominate
No retakes will be available, so study the words and word parts sets as they come. 

Extra credit for spelling #4 -ate

1. The se- in separate means "apart."

2. The crea- in create means "to make."

3.  The "greg" in segregate means "flock."  

4.  The "domin" in dominate means "master or control."

 _____________________________

A1, A3, A4 will take the test on November 18.
A2 will take the test on November 22.


3. Reading Minute:  See the calendar on this blog for the date you signed up for.
A1    Palace of Mirrors by
A2   The Lost Hero by Rick Riordan
A3  Bridge to Terabinthia  by Katherine Paterson
 Among the Hidden by Margaret Haddix
A4 - Quiver by Peter Leonard


4. Continue  Reading The Giver -- 760L --Observe for evidence of what the community portrayed in this book is like.
All classes are up to chapter 3.

For later:  

The Giver   Giver Chapt. 3-6 Questions.doc

Giver Chapters 7-9 Questions.doc

Ideas for SSR -- symbolic story representations

 

November 16, 2010

Bell-Ringer: Fill out the Giver Anticipation Guide


Counselors with A2 Media Safety Presentation?


Reading minute -- See the class calendar on this blog if you're wondering what day you have signed up for.
A1  Charlie and the Chocolate Factory by Roald Dahl
A2  Fablehaven  by Brandon Mull
A3  Peek-a-Boo (I See You!)  by Mary Martinez
A4  Among the Free by Margaret Peterson Haddix


Teacher example of an SSR (symbolic story representation) for the Book-of-the-Months assignment. See the tab above for Book-of-the-Month.

Spelling -- Don't forget to study every school day for ten minutes or so, at least until you're certain you have the spelling assignment mastered.  See the tab above for spelling. This week: extra-
Class activity for the spelling words. 


A1, A3, A4 will take the test on November 18.
A2 will take the test on November 22.


Begin Reading The Giver -- 760L --Observe for evidence of what the community portrayed in this book is like.
A1  through page 4
A2 2/3 of the way through page 3
A3 2/3 of the way through page 6
A4 through page 4

Anticipation Guide for The Giver.doc

Vocabulary for The Giver

 

_____________________________________

Class jobs --

 

Originally posted November 9.  Updated November 13.

The Composition Book, Term 2 So Far

The Composition Book, Term 2 So Far
___________________
November 2 --
In your composition books --

Write a paragraph comparing and contrasting the movie of The Outsiders that we watched to the book.Either compare (tell about things that are the same), or contrast (tell about things that are different.) Don't bite off more than you can chew.  (Keep your topic small enough.) 
___________________
Notes on what you observe in the community of The Giver
___________________
Your appointment "clock."

__________________
Reading Minutes:  Don't forget to record the reading minute(s)  each day, including book title, author, and whether or not you would like to read more.

November 12, 2010

1. Bell-Ringer:
a. Complete page 16  in the Perfect Paragraph Packet. (Yes, we're skipping several pages for now.)

Perfect Paragraph Packet.pdf

b. Prepare for the Spelling Test

Legibility/correct formation of letters counts! Capitalize only letters that should be capitalized. 

2. Spelling test on -able/-ible.  Remember -- no retakes.
Receive assignment for the next test on the 18th: extra-
A1 and A2 did not receive  copies of next week's assignment today.   See below or the tab above for Spelling, and find the information for extra-.  Be prepared for your test on the 18th.

_______________________Really Great Suggestion: Study your spelling for 10 minutes a day

Vocabulary/Spelling #3              Test on November 18, 2010

 Prefix to study:   extra- which means beyond or outside

Words to learn for the spelling test:

1. extraterrestrial
2. extraordinary
3. extravagant
4. extrovert                                   

You are responsible for learning the prefix and the spelling words.

Extra Credit:

terra: earth

ordinem: "order." extra ordinem = "out of order," especially the usual order

extravagant: vagārī “to wander”

vert: turn

_________________________

3. Reading Minutes:
A1  Fablehaven -- Brandon Mull

A2 -- none

A3 -- The Last Olympian by Rick Riordan
A4 -- King of the Wind by Marguerite O'Henry
          The Secret of the Old Mill by Franklin W. Dixon

4. Teacher demo of SSR (symbolic story representation) will be presented next time.


5. Transitions -- look together at page 16 in the packet (Yes, we're skipping several pages for now.)  See these examples of and information about    Transition Words I    and    Transition Words II.

6. Computer Writing Lab 212 -- Bring a book to read in case you finish early.
    1) write paragraphs
    2) Look up your own and book-of-the-month lexile levels.

Instructions for Computer Lab

Activity 1.  Select two of the following prompts, and write one paragraph about each.    Do this assignment on MyAccess.  Log in, select Assignments, and select one assignment.   Do it and final submit, then select another and do it.
a. Role Model Paragraph
Write a complete paragraph that explains why a certain person is a role model to you.
b. Comparing Two Classes
Write a complete paragraph that contrasts one class you are now taking with another.  Remember that contrasting means showing differences between the two. 
c. The Best Lessons I’ve Learned in Seventh Grade
What have you learned so far in seventh grade that will probably have lasting value for you?   Write a complete paragraph that tells about two or three or four of the best lessons that you have  learned so far in your seventh grade experience.  These lessons could come from the classroom or from other ways you have learned things here. 
d. Writing a Great Paragraph
Write a complete paragraph that explains what a student needs to do to write an effective paragraph.
For each of these paragraphs do the following:

§       Remember to include a topic sentence, several supporting details, and a clincher (concluding sentence). 

§       Write only one complete paragraph.

§       Make sure each detail supports the topic sentence. 

§      Use appropriate transitions.  See the poster on the computer lab wall.

§       Revise to create complete, correct, "colorful"  (specific) sentences.

§       Carefully edit your work for capitalization, punctuation, spelling, etc.

§       You may use the spell check, the My Tutor, and other tools that are available here.
You have unlimited submissions,  so  may revise as many times as you wish.

Activity 2. 

            1)   Go to lexile.com.  Enter the name of the book you’re planning to read for the November-December Book-of-the-Month assignment.   If the lexile measure is available for it, record the number. 

           2)   If you haven’t already, check Skyward for your own lexile reading measure. 

You could upload this handout:  Paragraphs for MyAccess.doc
_____________________________________

Extra Credt:  Tell me the difference between imply and infer. Here's an explanation:

Brian P. Cleary

Imply vs. Infer? When one IMPLIES, one is expressing something indirectly, or suggesting something. I IMPLIED I wanted my son home early when I said, “You have to get up early tomorrow.” To INFER is to conclude something. My son INFERRED I wanted him home early when I said, “You have to get up early tomorrow.”

_________________________________________ 

History of the English Language and. . .  
A1 needs quiz

A2 still needs Spanish and quiz

A3  still needs Spanish and quiz

A4 still needs Spanish and sample words and quiz

 

Updated November 12.  Originally posted November 3.

Symbolic Story Representation

Preparing my own:

Pick a scene from my book: The explosion scene on pages 281 through 297.  (I won't include all of it.  I'll leave out things that would be spoilers, and I'll cut down the pages I include.)

Plan what I'll use as symbols for setting, characters, props:
cylindrical canister  covered in black paper for "The Pore"
rolled black paper for the tunnels
black paper for the floor of the cavern

cut or torn figures for the characters 

a symbol to represent me as a reader
Will
Chester
girl 1  -- pigtails
girl 2 -- pigtails
Elliott  -- on stretcher
Martha
Will's Dad
Limiters - 2
a Bright (could use one to portray two of them, or make two and tear up one)
cat Bartleby

crossbow
rifle

rifle -- white hair
spears

Poem by a Student

Autumn's Breeze

     by Cristine B.

Autumn's breeze
flows across the
moonlit sky,
upon the ground it falls.
Dust turns to dawn.
The burnt orange
glows with its
murderous red,
its shriveled-up flowers
of ponderous grace.
Does it fall,
Autumn's breeze
flowing across the
moonlit sky as
it dances wildly,
mocking the ground?
Does it take only words
to say, Autumn's breeze
sings its lasting song
evermore?

Cristine, please let me know if I need to change anything on this. Thanks!

Transition Words I

• Transitions for counterclaim/rebuttal paragraph:
  Critics may argue that. . . , however
  Others may say that. . .
  It may be true that. . .
  Some people may suppose that. . . 

Transitions for body paragraphs:  

	first
	second
	third one important another significant also in addition

TRANSITIONS TO CONCLUDE OR SUMMARIZE accordingly all in all as a result consequently due to finally in closing in conclusion in short in summary in the last analysis lastly logical conclusion is therefore thus to conclude

Speed grammar

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TRANSITIONS TO EMPHASIZE A POINT again another key point first thing to remember for this reason frequently important to realize indeed in fact key point most compelling evidence most important information must be remembered on the negative side on the positive side point often overlooked significant that surprising surprisingly enough to emphasize to point out to repeat truly with this in mind

TRANSITIONS TO SHOW LOCATION above across against along alongside amid among around away from back of behind below beneath beside between beyond by down in front of in the center of in the middle of inside into near off on top of outside over throughout to the left to the right under up

TRANSITIONS TO COMPARE ITEMS accordingly also as comparable to in the same way in the same manner in conjunction with this just as like likewise similarly sometimes

TRANSITIONS TO CONTRAST ITEMS although as opposed to but conversely counter to even so even though however in spite of this in the meantime nevertheless on the contrary on the other hand otherwise sometimes still yet

TRANSITIONS TO SHOW TIME about after afterward as soon as at at the same time before during finally first immediately in the meantime later last meanwhile next next week next time next year prior to second next soon then third till today tomorrow until when yesterday

TRANSITIONS TO CLARIFY for example for instance in other words put another way seems clear from this simply stated stated differently that is to clarify to illustrate the point

TRANSITIONS TO ADD INFORMATION additionally again along with also and another as well besides equally important finally for example for instance further furthermore in addition likewise moreover next together with

TRANSITIONS TO CONCLUDE OR SUMMARIZE accordingly all in all as a result consequently due to finally in closing in conclusion in short in summary in the last analysis lastly logical conclusion is therefore thus to conclude

TRANSITIONS TO ENUMERATE These transitions are to be used as sets; more transitions can be added to each set as needed. first second third one important equally important most important a significant another significant of greatest significance first next last in the beginning toward the middle at the end one also in addition

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