Essay revision II

1. As a group, work together to draft the introduction, or opening paragraph, of the response. 1. Hook: draw in reader 2. Prompt: restate prompt 3. Thesis/Claim – It is your position or opinion in the form of an OBJECTIVE (no I think) claim that addresses the problem and solution 4. Explanation of Claim/lead-in – 2. First body paragraph (5) Topic Sentence (6) Evidence/Quote 1 – The article reads, “______________________” (citation) (7) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (8) Evidence/Quote 2 – “_______________________,” stated source _________ (citation). (9) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (10) Evidence/Quote 3 – Source ____ states, “__________________________________”(citation) (11) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (12) Refer back to topic Sentence and claim/Transition to next paragraph 3. Second body paragraph (13) Topic Sentence (14) Evidence/Quote 1 – The article reads, “______________________” (citation) (15) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (16) Evidence/Quote 2 – “_______________________,” stated source _________ (citation). (17) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (18) Evidence/Quote 3 – Source ____ states, “__________________________________”(citation) (19) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (20) Refer back to topic Sentence and claim/Transition to next paragraph 3. Third body paragraph (21) Topic Sentence (22) Evidence/Quote 1 – The article reads, “______________________” (citation) (23) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (24) Evidence/Quote 2 – “_______________________,” stated source _________ (citation). (25) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (26) Evidence/Quote 3 – Source ____ states, “__________________________________”(citation) (27) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (28) Refer back to topic Sentence and claim/Transition to next paragraph 4. Conclusion (29) Summarize Paper (30) Restate Thesis/Claim (31) Offer Final Thoughts First paragraph 1. The purpose of this sentence is to get the readers’ attention YOUR FIRST SENTENCE GOES HERE 2. The purpose of this sentence is to restate the prompt YOUR SECOND SENTENCE GOES HERE 3. The purpose of this sentence is to give me your thesis statement YOUR THESIS STATEMENT GOES HERE 4. The purpose of this sentence is to explain your thesis statement. YOUR EXPLANATION GOES HERE Second paragraph 1. The purpose of this sentence is to restate the prompt while adding your first piece of evidence YOUR FIRST SENTENCE GOES HERE 2. THe purpose of this sentence is to include a quote from the story that supports the topic sentence 3. The purpose of this sentence is to explain why you chose the quote 4. The purpose of this sentence is to include a quote from the story that supports the topic sentence 5. The purpose of this sentence is to explain why you chose the quote 6. Refer back to topic Sentence and claim/Transition to next paragraph Third paragraph 1. The purpose of this sentence is to restate the prompt while adding your first piece of evidence YOUR FIRST SENTENCE GOES HERE 2. THe purpose of this sentence is to include a quote from the story that supports the topic sentence 3. The purpose of this sentence is to explain why you chose the quote 4. The purpose of this sentence is to include a quote from the story that supports the topic sentence 5. The purpose of this sentence is to explain why you chose the quote 6. Refer back to topic Sentence and claim/Transition to next paragraph Third paragraph 1. The purpose of this sentence is to restate the prompt while adding your first piece of evidence YOUR FIRST SENTENCE GOES HERE 2. THe purpose of this sentence is to include a quote from the story that supports the topic sentence 3. The purpose of this sentence is to explain why you chose the quote 4. The purpose of this sentence is to include a quote from the story that supports the topic sentence 5. The purpose of this sentence is to explain why you chose the quote 6. Refer back to topic Sentence and claim/Transition to next paragraph Fourth paragraph 1. The purpose of this sentence is to restate the prompt while adding your first piece of evidence YOUR FIRST SENTENCE GOES HERE 2. THe purpose of this sentence is to include a quote from the story that supports the topic sentence 3. The purpose of this sentence is to explain why you chose the quote 4. The purpose of this sentence is to include a quote from the story that supports the topic sentence 5. The purpose of this sentence is to explain why you chose the quote 6. Refer back to topic Sentence and claim/Transition to next paragraph Conclusion 1. Summarize Paper 2. Restate Thesis/Claim 3. Offer Final Thoughts

Essay revision I

ON ONE SHEET OF PAPER: Blank outline from my website ON ANOTHER SHEET OF PAPER: Your outline (be sure that this is stapled to the blank outline) ON ANOTHER SHEET OF PAPER: Your revised paper ON ANOTHER PAPER: Answers to the following questions ON ANOTHER PAPER: Complete the graphic organizer using your thesis statement…explain the need for a claim 1. Count the number of transitions you used. Write down each of the transitions you used, where in the essay you used it and its meaning. 2. What definition strategies did you use? Where in the essay did you use them? Define the definition strategy you used. 3. Did you complete the graphic organizer for writing effective thesis statements? Is it stapled to your essay? Is your thesis statement parallel? In your conclusion, did you restate the thesis statement from your intro? 4. Did you use MLA style? You can select MLA style when you are creating your document. 5. Did you restate the prompt in the first sentence of each body paragraph? 6. Does each body paragraph have at least two quotes to support the topic sentence? 7. Did you submit the outline (which can be found on my website)? 8. Do the quotes that you chose for your body paragraphs support each topic sentence?

Warmup 9/29

Warmup 9/27

47. A. NO CHANGE B. undercuts any demanders C. undercut any demand D. and undercut the demand 48. F. NO CHANGE G. the daringest H. the most daring from J. the more daring to 49. A. NO CHANGE B. design of construction of the elevator C. elevator's design D. elevator 50. F. NO CHANGE G. if the cable had broken. H. when the cable was breaking. J. had there been a cable break. 51. A. NO CHANGE B. whom is C. whose D. his

Warmup 9/26

61. A. NO CHANGE B. is about C. are of D. are 62. F. NO CHANGE G. blooming, H. were bloomed, J. bloomed, 63. A. NO CHANGE B. arrived coming by C. arrived primarily by D. arrived through 64. F. NO CHANGE G. Due to its H. Because of there J. Owing to their 65. A. NO CHANGE B. --the yellow taxi is the most convenient way to get around in Manhattan. C. --the yellow taxi is ubiquitous in Manhattan D. OMIT the underlined portion and end the sentence with a period.

Warmup 9/23

1. A. NO CHANGE B. his C. which D. whose 2. F. NO CHANGE G. whose H. who J. that 3. A. NO CHANGE B. who C. whom D. OMIT the underlined portion 4. F. NO CHANGE G. Morisot's H. his J. the time of

Warmup 9/22

1. A. NO CHANGE B. complication process C. process that is a big complication D. complicatedest process 2. F. NO CHANGE G. exorbitance H. exorbitant J. exorbitantly 3. A. NO CHANGE B. harder C. a hardest thing D. very hard 4. F. NO CHANGE G. greatly decreased. H. decrease greatly. J. decreased greater. 5. A. NO CHANGE B. bad enough, C. more bad, D. badder enough,

Warmup 9/21

11. A. NO CHANGE B. rushing wild C. rushed wildly D. rushed wild 12. A. NO CHANGE B. rushing wild C. rushed wildly D. rushed wild 13. A. NO CHANGE B. gracefully C. more gracefully D. grace 14. A. NO CHANGE B. stupidly, C. stupidly and D. stupidly, and 15. A. NO CHANGE B. more interesting, useful C. most interesting and useful D. most useful in interest of

Peer editing checklist

IDEAS (THREE QUESTIONS) 1. Does your essay assert a focused, clearly stated thesis? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 2. Does your essay develop and support the thesis thoroughly with relevant, significant and substantial facts and quotations? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 3. Does your essay synthesize information on multiple, relevant perspectives? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature STRUCTURE (FOUR QUESTIONS) 1. Does your essay organize complex ideas so that new elements build to create a unified whole? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 2. Does your essay create an effective and engaging introduction and conclusion that articulate the significance of the topic? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 3. Does your essay use a variety of definition strategies with skill and purpose? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 4. Does your essay use a variety of meaningful transitions? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature USE OF LANGUAGE (THREE QUESTIONS) 1. Does your essay choose precise diction and a variety of sentence types and structures to enhance the reader’s understanding? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 2. Does your essay demonstrate superior command of conventions? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 3. Does your essay integrate and cite textual evidence smoothly? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature THE QUESTION (THREE QUESTIONS) These answers will not be used to determine overall score. They are simply here to help you make sure that you answered all of the questions in the prompt 1. Does your essay define your interpretation of what it means to be an American? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 2. Does your essay use the strategies of definition and different perspectives from the unit to develop a complex and thoughtful definition? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #3 name (printed) Partner #3 signature 3. Does your essay incorporate an iconic imagine? YES NO Partner #1 name (printed) Partner #1 signature YES NO Partner #2 name (printed) Partner #2 signature YES NO Partner #1 name (printed) Partner #1 signature THESIS STATEMENT (9 QUESTIONS) 1. Does your thesis statement establish an issue or a problem? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 2. Does your thesis statement appeal to a wide range of readers? YES NO Print your name Sign your name 3. Can your essay be argued or debated? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 4. Does your thesis statement express your own opinion on the issue? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 5. Is your thesis statement broad enough so that a large portion of your audience can relate? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 6. Is your thesis statement specific enough so you can zero in on a particular topic and dissect it? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 7. Does your thesis statement pick a side? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 8. Is your thesis statement focused? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name 9. Does your thesis statement have at least 3 supporting points? YES NO Print your name Sign your name YES NO Print your name Sign your name YES NO Print your name Sign your name TEMPLATE (ONE QUESTION) DOES YOUR ESSAY FOLLOW THE TEMPLATE THAT WAS DISCUSSED IN CLASS? ESSAYS THAT DO NOT FOLLOW THE TEMPLATE WILL NOT BE ACCEPTED YES NO Print your name Sign your name Each group member should use the rubric on Page 52 to determine your score for each of the three categories. The only scores that are acceptable here are 2, 2.5, 3, 3.5, 4 (most scores will fall between 2-3) First group member (Ideas) ________ First group member (Structure) ________ First group member (Use of Language) ________ Second group member (Ideas) ________ Second group member (Structure) ________ Second group member (Use of Language) ________ Third group member (Ideas) ________ Third group member (Structure) ________ Third group member (Use of Language) ________

Warmup 9/20

6. A. NO CHANGE B. sweeter C. sweetly D. sweet, like 7. A. NO CHANGE B. closely the events C. the closely events D. close the events 8. A. NO CHANGE B. significantly the events C. the significantly events D. significant the events 9. A. NO CHANGE B. the practice of C. practically a D. practically the 10. A. NO CHANGE B. most best C. more better D. best

Warmup 9/19

1. A. NO CHANGE B. more abruptly; C. abrupter; D. abrupt; 2. A. NO CHANGE B. better. C. most. D. bestest. 3. A. NO CHANGE B. these days the world seemed all new and rosy to Peter. C. Peter saw the world these days as if it were all new and rosy. D. these days the world to Peter seems all new and rosy. 4. A. NO CHANGE B. desperation C. desperately D. despair 5. A. NO CHANGE B. sweeter, C. sweetly, D. sweet-like,

Warmup 9/14

Warmup for 9/14

1. A. NO CHANGE B. The book, as blatantly brilliant, is not about war. C. The brilliance of this book is that it is not blatantly about war. D. War is not the blatant brilliance of this book. 2. A. NO CHANGE B. young boys, to their twenties, through to high school. C. in their twenties, to when they are young boys, through to high school. D. young boys, through high school, and into their twenties. 3. A. NO CHANGE B. A beautiful read is the immersing book, in the world of phenomenal characters. C. I highly recommend the immersing characters in the phenomenal world of this beautiful book. D. The phenomenal characters immersed in this book are a beautiful thing to read, especially if you like them.

Warmup September 9

1. A. NO CHANGE B. her dream home. C. her desires. D. to her satisfaction. 2. A. NO CHANGE B. our diet C. our diets D. their diets 3. A. NO CHANGE B. and his thoughtfulness. C. and he was thoughtful, too. D. as well as the fact that he was thoughtful too. 4. A. NO CHANGE B. from C. off D. in 5. A. NO CHANGE B. bomb, the affects of which C. bomb, the affects of which, D. bomb, the effects of which

Warmup for September 8

1. A. NO CHANGE B. was, in 1949, for the first time produced, C. was first produced in 1949 D. OMIT the underlined portion 2. A. NO CHANGE B. time after time after time C. with astonishing frequency D. OMIT the underlined portion 3. A. NO CHANGE B. uncanny ability to relate C. communication D. ability to relate, to talk 4. A. NO CHANGE B. and most important, in fact C. or increasingly fundamental D. OMIT the underlined portion

Expository prompts for September 8

1) How do you account for the rise of sports figures as superstars? 2) What arguments are there for or against single parenting? 3) What does it mean to be poor? 4) Should racial profiling be legalized? Why or why not? 6) What place has television in your life? 7) Is there more or less racism in America now than there was twenty years ago? 8) If you could live in some age other than your own, which would it be and why? 9) Explain why high school athletic programs should or should not be abolished in the Hawaii public school system. 10) At Campbell High School, students should have access to electronic forms of technology during school hours. Assess the degree to which you agree or disagree with this statement.

Warmup September 7

1. A. NO CHANGE B. Although C. Owing to the fact that D. But 2. F. NO CHANGE G. George Washington, with the others H. George Washington or the others J. George Washington, yet the others 3. A. NO CHANGE B. and it was unimportant. C. because they were unimportant. D. but these things were unimportant. 4. F. NO CHANGE G. more than any H. more to any J. more or any 5. A. NO CHANGE B. Therefore, C. Yet, D. But,

Thesis for September 7

An effective thesis: -Establishes an issue or a problem -Appeals to a wide range of readers -can be argued or debated -expresses your own opinion on the issue -is broad enough so that a large portion of your audience can relate -is specific enough so you can zero in on a particular topic and dissect it -picks a side -is focused -makes claims -introduces supporting topics -has at least 3 supporting points World travel is an essential element in any young person’s well-rounded education. Eating fast food is bad and should be avoided. Americans should eliminate the regular consumption of fast food because the fast food diet leads to preventable and expensive health issues, such as diabetes, obesity, and heart disease. There are some great places to visit in Europe. More than anything else in our society, video games are responsible for the “dumbing” of America. People are dumb. When an elderly person is deciding on a pet, adopting a cat is a far better option that adopting a dog. Cats rule, dogs drool. There are high numbers of homeless people living in Berkeley, California. Homeless people in Berkeley should be given access to services, such as regular food donations, public restrooms, and camping facilities, because it would improve life for all inhabitants of the city. Secondhand smoke is bad and cause heart disease and cancer; therefore, smoking should be outlawed in public places, but outlawing smoking is unfair to smokers so maybe non-smokers can just hold their breath or wear masks around smokers instead. Secondhand smoke is just as harmful as smoking and leads to a higher prevalence of cancer and heart disease. What’s worse, people who inhale secondhand smoke are doing so without consent. For this reason, smoking in any public place should be banned. Humans should relocate to Mars. It is too late to save Earth; therefore, humans should immediately set a date for their relocation to Mars where, with proper planning, they can avoid issues of famine, war, and global warming. ID-Identify topic Claim: What you believe Direction: The general reason you believe your claim is true Thesis Educators often discuss whether high school sports have a positive influence on students. Some educators think high school sports do have a positive influence because the lessons learned from athletic competition add to the lessons learned in the classroom. Other educators think high school sports do not have a positive influence because the emphasis on sports often overshadows student achievement in other areas. In your opinion, do high school sports have a positive influence on students? The state of Illinois has been locked in a debate for several years as to whether the driving age should be raised from 16 to 18. Some people feel that 16-year-olds lack the responsibility and maturity to handle the significant privilege of driving. Others argue that 16-year-olds use their licenses for much more than social events. In your opinion, should the driving age be raised from 16 to 18? Should cell phone be banned in high school?

Warmup 9/2

10. F. NO CHANGE G. Since H. Although J. Because 11. A. NO CHANGE B. On the other hand, C. In fact, D. Yet 12. F. NO CHANGE G. However, their H. Irregardless, their J. Their 13. A. NO CHANGE B. as a result C. therefore D. consequently 14. F. NO CHANGE G. furthermore, H. though J. finally, 15. A. NO CHANGE B. because C. yet D. for

Warmup, September 1

1. A. NO CHANGE B. yet C. so D. and 2. F. NO CHANGE G. moreover H. however, J. thus 3. A. NO CHANGE B. , so C. because D. until 4. F. NO CHANGE G. although H. since J. while 5. A. NO CHANGE B. yet C. after D. since

Spring Board for Sept. 1

1. Warmup 2. Review scenarios from yesterday 3. Complete 1.9 including questions on Socratic seminar. Use info from each text to support answer. Bring answers to me so I can check for completion. Highlight the references you've made to the different texts 1.10 4. Highlight learning targets 5. Complete before reading activity 6. Complete during-reading activity 7. Complete after-reading activity. You will also need to write a seven-sentence summary (one sentence for each paragraph) 8. Complete questions at bottom of Page 49

Spring Board for August 31

1. Warmup (ACT) 2. self evaluate WE 3. create Amendment scenarios using the example I shared in class 4. Finish 1.9 in Spring Board

Socratic seminar rubric

www.fairfaxhs.org/ourpages/auto/2013/12/9/50146344/socratic-seminar-rubric.doc

Warmup 8/31

1. A. NO CHANGE B. it's C. its' D. OMIT the underlined portion 2. F. NO CHANGE G. yours H. you J. you're 3. A. NO CHANGE B. with they're C. in their D. with there 4. F. NO CHANGE G. who's too H. whose to J. whose too 5. A. NO CHANGE B. her C. she's D. hers

Warmup 8/30

11. A. NO CHANGE B. oxen's virtues C. oxens' virtues D. oxens' virtues' 12. A. NO CHANGE B. who's meals C. whose meal's D. whose meals 13. A. NO CHANGE B. Child who's C. Child, whose D. Child whose 14. A. NO CHANGE B. Its' not C. It isn't D. There isn't 15. A. NO CHANGE B. they're feelings'. C. their feeling's. D. their feelings.

Spring Board for Tuesday, August 30

Unpack learning targets … rhetorical features argumentative text common theme Watch the following clips https://www.youtube.com/watch?v=JFAs01HvMJI https://www.youtube.com/watch?v=2yTto1UuZbw https://www.youtube.com/watch?v=oMsazPhRR9s Complete “Before Reading” activity on Page 43 Read story while following along with FDR speech from youtube Complete the “During Reading” activity on Page 43 Complete both of the “Key Ideas and Details” on Page 44 Complete both of the “Key Ideas and Details” on Page 46 Complete the “After Reading” activity on Page 45 Socratic seminar on Page 47 (as a class)

Expository essay template

Sorry for not posting this sooner. Intro 1. As a group, work together to draft the introduction, or opening paragraph, of the response. 1. Hook: draw in reader 2. Prompt: restate prompt 3. Thesis/Claim – It is your position or opinion in the form of an OBJECTIVE (no I think) claim that addresses the problem and solution 4. Explanation of Claim/lead-in – First body paragraph (5) Topic Sentence (6) Evidence/Quote 1 – The article reads, “______________________” (citation) (7) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (8) Evidence/Quote 2 – “_______________________,” stated source _________ (citation). (9) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (10) Evidence/Quote 3 – Source ____ states, “__________________________________”(citation) (11) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (12) Refer back to topic Sentence and claim/Transition to next paragraph Second body paragraph (13) Topic Sentence (14) Evidence/Quote 1 – The article reads, “______________________” (citation) (15) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (16) Evidence/Quote 2 – “_______________________,” stated source _________ (citation). (17) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (18) Evidence/Quote 3 – Source ____ states, “__________________________________”(citation) (19) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (20) Refer back to topic Sentence and claim/Transition to next paragraph Third body paragraph (21) Topic Sentence (22) Evidence/Quote 1 – The article reads, “______________________” (citation) (23) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (24) Evidence/Quote 2 – “_______________________,” stated source _________ (citation). (25) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (26) Evidence/Quote 3 – Source ____ states, “__________________________________”(citation) (27) Warrant/explanation – quote in own words and why is quote relevant/how does it support claim? This could be 2/3 sentences (28) Refer back to topic Sentence and claim/Transition to next paragraph Conclusion (29) Summarize Paper (30) Restate Thesis/Claim (31) Offer Final Thoughts

Warmup 8/29

1. A. NO CHANGE B. its C. it's D. its' 2. A. NO CHANGE B. Africans' artisans C. African artisans D. African artisan's 3. A. NO CHANGE B. It's actually losing it's C. It's actually losing its D. Its actually losing it's 4. A. NO CHANGE B. Incas had? C. Inca's had! D. Incas had! 5. A. NO CHANGE B. Ones C. Ones' D. A persons

Warmup for 8/26

1. A. NO CHANGE B. pitcher's arm's C. pitchers' arms' D. pitchers' arms 2. A. NO CHANGE B. their atmosphere, their C. it's atmosphere, it's D. its atmosphere, its 3. A. NO CHANGE B. another's ideas C. another's idea's D. anothers' ideas' 4. A. NO CHANGE B. humanity C. humanities' D. humanities 5. A. NO CHANGE B. its C. it's D. its'

Warmup for 8/25

12. A. NO CHANGE B. whose C. which D. whom 13. A. NO CHANGE B. which C. who D. whom 14. A. NO CHANGE B. that's C. whose D. who's 15. A. NO CHANGE B. what C. who D. which 16. A. NO CHANGE B. whoever C. which D. whichever

Assignments in Spring Board 1.6-

1. While reading “What is an American?” define confusing words in the white space on Page 27. 2. Complete both “Key Ideas and Details” on Page 29. 3. Complete “Definition by Classification” and “Definition by Function” on Page 30. These answers go in the box on Page 30. 4. Complete “Check your Understanding” on Page 31. Summary should go in “My Notes’ on Page 31 and should include at least one quotation from the letter. 5. Complete during-reading activity on Page 32 WITH 7-sentence summary 6. Complete key ideas/details on Page 33 7. Complete key ideas/details on Page 34 8. Complete key ideas/details on Page 35 9. Complete after-reading activity on Page 35 10. Complete “Check your Understanding” on Page 36 FOR FRIDAY, AUGUST 26 11. Highlight places in the story on Page 37 where Hughes uses imagery to evoke American history. 12. Complete "Key Ideas and Details" on Page 37. Answer goes in "My Notes" on Page 37. 13. Find an iconic American image on the Internet. Use the information in 1.8 for ideas. In crayons or markers draw a picture of the image on a piece of copy paper. On the back of the image tell me: 1. what does the image depict? Include the year the picture was taken and what's going on in the picture 2. Why is it an iconic image? For more information on iconic images, go here: https://harpersvalley.wordpress.com/2012/12/12/what-makes-an-image-iconic/ OR HERE http://www.theatlantic.com/entertainment/archive/2011/11/what-makes-an-iconic-image-from-the-mona-lisa-to-che-guevara/248269/ 14. Complete key ideas/details on Page 38 15. Complete key ideas/details on Page 39 16. Complete "After Reading" on Page 40 17. Complete "Researching an Iconic Image" on Page 40 1.9 18. Highlight learning targets in 1.9 19. Complete “Before Reading” activity on Page 43 20. Complete the “During Reading” activity on Page 43 21. Complete both of the “Key Ideas and Details” on Page 44 22. Complete both of the “Key Ideas and Details” on Page 46 23. Complete the “After Reading” activity on Page 45 1.10 24. Highlight learning targets 25. Complete before reading activity 26. Complete during-reading activity 27. Complete after-reading activity. You will also need to write a seven-sentence summary (one sentence for each paragraph) 28. Complete questions at bottom of Page 49

Class Essay, Period 4

Using the rubric on Page 52, this essay received a 2.5 (Ideas), 2.5 (Structure) and 2.5 (Use of Language).

Class Essay, Period 2

Using the rubric on Page 52, this essay received 2 (Ideas), 3 (Structure) and 2 (Use of Language).

Class essay 8/24, Period 1

Using the rubric on Page 52, this essay received 2 (Ideas), 2 (Structure) and 2 (Use of Language).

Warmup 8/24

6. A. NO CHANGE B. Whichever C. Whoever D. Whomever 7. A. NO CHANGE B. whom C. what D. who 8. A. NO CHANGE B. which C. who D. whom 9. A. NO CHANGE B. whomever C. who D. whom 10. A. NO CHANGE B. whom C. which D. whose

Warmup 8/23

1. A. NO CHANGE B. which C. who D. whom 2. A. NO CHANGE B. who's C. whom D. whose 3. A. NO CHANGE B. Whom C. Who D. Whose 4. A. NO CHANGE B. What C. Whatsoever D. Whom 5. A. NO CHANGE B. whom C. whoever D. whomever

Warmup 8/22

1. A. NO CHANGE B. I drove C. me had driven D. I had drove 2. A. NO CHANGE B. It was C. There was D. We have 3. A. NO CHANGE B. our C. ourselves D. us 4. A. NO CHANGE B. it had been C. theirs had been D. they were

Spring Board for Thursday, August 18

1. Take a sheet of copy paper and with a partner complete “Before Reading” on Page 27. Your group will turn in one paper 2. While reading “What is an American?” with your partner define confusing words in the white space on Page 27. You both need to answer this in your book 3. Complete both “Key Ideas and Details” on Page 29. You both need to answer this in your book 4. Once you have finished reading the story complete the “After Reading” activity on Page 29 with your partner. Your group will turn in one paper 5. With your partner complete “Definition by Classification” and “Definition by Function” on Page 30. These answers go in the box on Page 30. You both need to answer this in your book 6. Complete “Check your Understanding” on Page 31. Summary should go in “My Notes’ on Page 31 and should include at least one quotation from the letter. You both need to answer this in your book

Warmup 8/18

1. A. No change B. they're, C. its D. it's 2. A No change B. its C. our D. their 3. A. No change B. their C. they're D. his 4. A. No change B. yours C. we D. us 5. A. No change. B. his C. there D. our

Warmup, August 17 1. A. NO CHANGE B. began C. first shows itself to the masses D. appears for the first time 2. A. NO CHANGE B. for entertaining themselves C. to entertain themself D. to be entertainers so that they could amuse the tribe 3. A. NO CHANGE B. can be attribute C. is attributed D. is attribute 4. A. NO CHANGE B. By the Greeks, were written thousands of plays C. Plays were written by the Greeks D. The Greeks wrote thousands of plays 5. A. NO CHANGE B. still spark controversy C. sparks controversy always D. still sparking controversy

Expository essay checklist

Can you answer "Yes" to all of these questions? If not, then you will need to revise your essay 1. My writing starts with a HOOK 2. The thesis statement is at the beginning of the essay (Introduction Paragraph). 3. There are at least 5 paragraphs – an introduction, 3 body paragraphs with different details supporting your thesis, and a conclusion. 4. At least 2 facts are provided to support the thesis statement 5. Each fact has 2 or 3 supporting details. 6. Each paragraph begins with a different transition word. 7. Writing contains vivid verbs. 8. Writing avoids repeating the same words over & over. 9. Writing is edited for: Capitalization Punctuation Spelling 10. Writing has a conclusion that restates the thesis in a different way

1. A. NO CHANGE B. had C. will be having D. have 2. A. NO CHANGE B. like C. would like D. will be liking 3. A. NO CHANGE B. sought C. searched D. was searching 4. A. NO CHANGE B. lacked C. would lack D. lacks 5. A. NO CHANGE B. were C. are D. is

57. A. NO CHANGE B. and C. yet D. because 58. At this point, the author is considering adding the following sentence: These events have been explored in the film "Sid and Nancy." Should the author make this addition? F. No, because the passage does not specify whether the film was well-received G. No, because the information is irrelevant to the focus of the essay H. Yes, because the addition helps explain the fascination with the Chelsea Hotel J. Yes, because the addition validates the importance of the Chelsea Hotel 59. A. NO CHANGE B. cultivated C. has cultivated D. cultivates 60. F. NO CHANGE G. should H. perhaps will J. will

46. A. No change B. reporter, who is C. reporters whom are D. OMIT the underlined portion 47. A. NO CHANGE B. plumb C. plum D. plummet 48. A. NO CHANGE B. building, which was C. building that D. building, which 49. A. NO CHANGE B. will serve C. serving D. served 50. A. NO CHANGE B. lie C. lain D. have laid

Until you have experienced raccoons mating underneath your bedroom at three in the morning, you have missed one of life’s more sensational moments. It is an uncommon event, to say the least. If you’ve ever heard cats fighting in the night, you have a clue. Magnify the volume and the intensity by ten. It’s not what you’d call a sensual and erotic sound. More like a three-alarm fire is what it is. I remember the first time it happened. Since conditions were not really conducive to sleep, I got up. When I say I got up, I mean I GOT UP. About three feet up. Straight up. Covers and all. When I had recovered my aplomb and adjusted to the new adrenaline level, I got a flashlight and went outside and peered up under the house. This lady raccoon and her suitor were squared off in a corner, fangs bared, covered with mud and blood, and not looking very sexy at all. Neither my presence nor the beam of light could override what drove them on. With snarls and barks and screams, the passionate encounter raged on. While I watched, the matter was finally consummated and resolved. They had no shame. What had to be done was done. And they wandered off, in a kind of glazy-eyed stupor, to groom themselves for whatever comes next in the life of a raccoon. I sat there in the rain, my light still shining into the trysting chamber. And I pondered. Why is it that love and life so often have to be carried forth with so much pain and strain and mess? I ask you, why is that? I was thinking of my own sweet wife asleep in the bed right above me, and our own noises of conflict mixed with affection. I wondered what the raccoons must conclude fron the sounds a husband and wife make at night – the ones that sound like “If you really loved me you would not keep making such a mess in the bathroom,” followed by “OH YEAH? WELL, LET ME TELL YOU A FEW THINGS…” Why isn’t love easy? I don’t know. And the raccoons didn’t say. What is the author’s tone? A) Adventurous B) Majestic C) Giddy D) Introspective