Informational Essays

imgres.jpgAs we review informational writing, please copy the resources below into your Class Notebook.

Ms. Ellis’ Notes on Informational Essay Writing


 

Legend:

Any information that is grade specific will be highlighted in the appropriate color below.

10th Grade Specific

11th Grade Specific


 

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Introductory Paragraphs

  • Expectations:

    1. Intriguing Hook (lead) that is unbiased. (1-2 sentences)

    2. Substantial background information that tells your audience about your topic. What is it? What is important to know prior to hearing your reasons? (2-3 sentences)

    3. Clear and concise thesis Statement (using the umbrella or list method). (1 sentence)

  • Resources:


Student Examples:imgres-1.jpg

Click below to see images of student examples and the in-class activities completed w/ Ms. Ellis.


 

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(Yes, I do realize this picture contains a grammatical error. Live a little.)

Body Paragraphs

Expectations:

  1. Clear topic sentence or transitional sentence at the beginning of each paragraph including reason. (1 sentence)

  2. Explanation of reason.

  3. Evidence #1 to back up reason.

  4. Explanation of evidence #1.

  5. Evidence #2 to back up reason.

  6. Explanation of evidence #2.

  7. Evidence #3 to back up reason.

  8. Explanation of evidence #3.

  9. Clear and concise closing statement or transitional sentence that leads into next reason. (1 sentence)

  10. You must use 6-7 pieces of evidence in your entire essay. (Includes intro and conclusion). NOTE: 11th grade = 7-8 pieces

    • i.e.- You may have a quote for your hook (1), five pieces of evidence in your body paragraphs (5), end your conclusion with a notable quote (1) = 7 total pieces of textual evidence utilized in your essay.

  11. Vary the ways you integrate quotations in your essay.

    Essay Requirements

    (10th Grade= 6-7 pieces of textual evidence)

    Reg.- Use 3 types of quotation integration strategies & 1 paraphrased piece of evidence.

    -paraphrase (1)

    -explanatory phrase + comma (1)

    -complete sentence + colon (1)

    -make quotation part of  your sentence (1)

    Hon.- Use all types of quotation integration strategies & at least 1 paraphrased piece of evidence.

    (11th Grade= 7-8 pieces of textual evidence)

    1. Paraphrasing (2)

    2. Complete sentence w/ a colon (1)

    3. Explanatory phrase w/ comma (1)

    4. Make quote part of own sentence (2)

    5. Short quotations part of own sentence (2)

      Resources:

  • Cite Evidence Notes
  • Integrating Quotations

    • Reminders:

    • Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in.” Note the location of the period.

    • Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in” (paragraph 3). Note the location change of the period after citation.

    • Vary your tags! (Do not repeat “said”). i.e.- gasped, replied, stated, explained, informed, proclaimed, rebutted, suggested, etc.

    • Paraphrasing: Rule #1: Do NOT repeat the same keywords as the original author. Rule #2: Do NOT look at the quotation more than twice. If you stare at the author’s words too long, you will be unable to come up with your own original synonyms.

    • Know the difference:

      • Comma= ,

         (Use an introductory dependent clause prior to the comma)

        • If you use the word “that” you DO NOT use a comma.

      • Colon= :

           (Must be preceded by a complete sentence)

      • Semicolon= ;

        (May NOT be used to introduce a quotation)

    • When quoting poems, include the line break. i.e.- “Roses are red,/ Violets are blue…”

    • Only use an ellipsis (…) when it won’t change the meaning of the quotation.

    • In- Class Practice: (10th Grade)

  • Transition Words and Clauses

  • Transition Words List #2

  • Transition Sentences and Words- Student Copy


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Concluding Paragraph

Expectations:

  1. Mirror your introduction’s hook. (optional)

  2. Restatement of your thesis. (1 sentence)

    • You must REWORD your thesis. Do not write your thesis statement in the exact same way!

  3. Recap major points in body paragraphs. (2-3 sentences)

    • DO NOT mention new information. This is a summary section.

  4. Discuss controlling idea and set it in a larger context. How will others be affected? OR Redefine key terms to help audience better understand your topic.

Resources:

  • Types of Conclusions

  • Look in the Student Examples section to see conclusions from your own peers.


Proofreading:c1c68270db939e7409533c26529216bb.jpg

  1. Do you have clear and concise Sentences?

  2. Writing Checklist

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Directions: Revising your Fall Writing Interim

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  1. Rewrite your essay based on the notes you received.

  2. I will review each portion of the essay and then you will rewrite just that piece.

  3. The following class I will check your rewrites and review the next section.

    • i.e.- I will teach introductory paragraphs; you will rewrite your introduction; I will check your revised introductory paragraph.

  4. By the end of the workshop, you will have revised your introduction, body paragraphs, and conclusion.

  5. Type up the revised paragraphs into a final draft. Please use the following set up when typing.

    • Font= Times New Roman

    • Size of Font= 12 points

    • Line Spacing= Double Spaced

    • Header in Left- Hand Corner= Name, Teacher, Date, Period

    • Title of Essay= Centered in the Middle

    • Use this template for assistance: Student Essay Template

  6. Legend

      


 

Let’s Take It Digital!

  1. Upload your final essay onto your Digital Portfolio under “Informational Writing.”

Resume Workshop

Resume Picture

Creating a resume is one of the most important tasks you should learn in high school. Whether you’re asking your teacher for a recommendation or applying for a job, a stellar resume is the key to putting your best foot forward. Please use this page to help you draft and perfect your first resume. Note: Keeping  your resume current (up-to-date) is something you will have to do throughout your entire career.

Creating a Resume:

Step 1:

Take out a sheet of paper and brainstorm the following information:

  1. Objective

    • What kind of position do you hope to gain with this resume?

    • Although this section is not always mandatory, it is important to consider why you need the resume in the first place.

  2. Education

    • Where do you go to school?

    • What is your expected graduation date?

    • What is your current weighted/ unweighted GPA?

    • Any relevant classes that you want to highlight? (Place these in a separate section to make them stand out).

  3. Leadership

    • Think of any instances where you have held a leadership position.

      • Club officer? Special Leadership role within the classroom? Start your own business? Apart of the Student Government Association? Captain of your sports team or competition squad?

    • Now give that leadership role a title and tell your audience (using specific language) what you did in that leadership position.

    • Include dates of beginning and ending if possible.

  4. Employment

    • Brainstorm any official jobs you have held.

    • What was the company?

    • Where was the company located? (i.e.- city, state)

    • What was your position?

    • What did that position entail? (What did  you do?)

    • How long did you hold that position or are you currently still in it?

  5. Community Service

    • Have you given back to your community by doing philanthropic activities?

      • 5K Walk to Raise Money for Cancer Prevention, Donate clothes to Camillus House, Volunteer at a Soup Kitchen, Canned food drive for your Church?

    • What is the specific name of the event?

    • When did the event occur?

    • Where was the event?

    • What was your role? (coordinator, participant, cheer squad?)

    • How many hours did you volunteer?

  6. Skills

    • Languages

      • Are you bilingual? Multilingual? How many languages do you speak and are you fluent?

      • It is O.K. to say you have a working knowledge of a language. (i.e.- You know enough of the language to get by in a work environment, but you are not fluent like a native speaker.)

    • What computer skills do you possess?

      • Microsoft Suite Products (Word, Excel, etc.)?

      • Coding? (Be specific with which languages- Html, Java, C++)

      • Adobe Photoshop

      • It is important to think of everything you know. You are competing with individuals who are extremely tech savvy.

  7. References

    • Choose three (3) individuals who know your work ethic and can vouch for you if an employer calls.

    • Reach out and ask these three people BEFORE you put them on your resume.

    • Take down their full name, title (position), contact number, email address.

    • You can either choose to put your references at the bottom of your resume or say “References available upon request.”

Check out this sheet with keywords on page two.

Writing a Resume with Key Words

Step 2:

Type up your resume.

  1. Your header should be your name, address, professional email address, and best contact phone number.

  2. Ensure that it is in order.

  3. Use complete, clear, concise sentences.

  4. Choose an organizational style that highlights your strengths and downplays your weaknesses.

  5. Utilize keywords from the job application to draw the employer’s eyes to those skills.

Need Examples?

High School Resume Ex1 High School Resume Ex2 High School Resume Ex3

Adult Examples:

Lizek’s Resume

Stephens’ Resume

Step 3:

Write a cover letter.

  1. A cover letter is to inform your employer what position you are applying for.

  2. Sometimes your employer does not ask for a cover letter.

  3. In case they do, it is vital that you know how to write one.

    1. Be sure to address it properly.

    2. Know who to address it to. (Do your research!)

    3. Be clear about which position you are applying for.

    4. Highlight reasons why you are the ideal candidate.

    5. Do NOT make it too long.

  4. Need Examples?

Sample Resume Cover Letter

Step 4:

Proofread your resume at least five (5) times before you send it to a potential employer.

  • Have your parents, teachers, friends, proofread your resume! Get as many eyes looking for errors as possible.

  • It is a huge negative to have a typo on your resume.

Need more advice?

Take a look at these helpful articles.

“Top Recruiter Share 8 Things She Can Spot In a Resume”

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Macbeth

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Shakespeare’s Life and Works Group Project:

In class, you were separated into groups and tasked with researching a specific part of William Shakespeare’s life.

Directions: 

  1. Get into groups of 4 or 5. I need 5 groups total.

  2. Research your assigned topic using credible sites: PBS.org, Biography.com, History.com, etc.

  3. Create a Padlet including media (pics/ vids) for your assigned section.

  4. Sections:

    1. Shakespeare’s Childhood/ Schooling/ Upbringing

    2. Personal Life/ Marriages/ Kids

    3. Theater Career (Beginning/ Development

    4. Published Works/ Writing Style

    5. Death/ legacy

  5. Include a bibliography

    • Last name, first name. “Article, Pic/ Vid Title.” Site found. Date Accessed. Link.

    • Example


Resources

View the Shakespeare’s Life and Works group presentation notes here: Links to Presentations by Period.

Macbeth Packet: Second Quarter Unit- Macbeth.

Macbeth Audio: Click here to listen to the entire Macbeth play.

Full list of Elizabethan Terms: Elizabethan Language Terms RWT

NOTE: We are reading Macbeth through the digital textbook. Please go to www.my.hrw.com and log into your account or access it through your Dadeschools portal.

Students: the Macbeth packet has been uploaded into your Class Notebook via the handout tab.  Please copy the document and upload it into a separate tab.


Need Help Understanding Macbeth?

(Side note: There is a bit of foul language; however the analysis is stellar.)

Try this video.


Macbeth Performances

Date of Performances: February 8-11, 2016

(Please check the list below for the date of your group’s performance.)

You must come prepared to present on your assigned day.

List of Performers

 

How will you be graded?

Macbeth Rubric SS

Scoring System

16-14= A

13-11= B

10- 8= C

7-5= D

4-0= F

Start Practicing

What are some things to keep in mind as you practice your chosen Macbeth scenes?

  1. All parts must be memorized! Only for extreme circumstances, I have allowed students to use note cards. During your performance, you will be allowed to ask for a line to be read for you if you absolutely need it, but every time you use a line reader, your grade will decline.

  2. Props/Staging: What kind of props are you going to use? Fake swords (NO REAL KNIVES), cloaks, make up, etc.  How will you decorate the front of the classroom to bring your classmates into Macbeth‘s world? Your job is to make it as realistic as possible. Do not go out and purchase a ton of materials. Utilize the items you have at home and get creative.

  3. Where will your group practice? You have a full two weeks to prepare. Choose a location either at school or off campus that you can practice your lines. The more you practice, the better your performance, the higher your grade. I also recommend videotaping yourselves so you can see what your mistakes are prior to coming to class.

  4. Practice. Practice. Practice. AND Practice.


     

The Tempest

The Tempest

During the second quarter, we will be analyzing William Shakespeare’s The Tempest. All of your resources can be found below.


The Tempest Packet


 

Free PDF of the Play: http://www.shakespeare-navigators.com/tempest/TempestText11.html


Free Sound Files of the Play: https://librivox.org/the-tempest-by-william-shakespeare/


 

Analysis Questions- Collaborative Study Groups

Act 1, Scene 1 (see digital text for line numbers

  1. What is personified in lines 16-17 and what impact does this personification have on the scene/ characters?
  2. Read lines 51-54 and infer what is happening. Provide evidence for your inference.
  3. Analyze Language: Determine the meaning of line 53. Explain your reasoning process. (see line above)
  4. Analyze Language: Read Gonzalo’s speech. (lines 65-68)Cite instances of alliteration and assonance. (Alliteration: repetition of initial consonants/ Assonance: repetition of vowel sounds)

Act 1, Scene 2 (see digital text for line numbers)

  1. Reread lines 1-24. What do you learn about the shipwreck and about Prospero? What text evidence helped you make these inferences?
  2. Analyze Language: Read lines 1-5. Which line is written in perfect iambic pentameter? Identify that line and mark the stressed/ unstressed symbols and meters.
  3.  Cite Text Evidence: Review Prospero’s explanation of events in lines 79-105. What can you infer about Prospero’s role in Antonio’s rise to power and on what evidence can you base your inferences?
  4. Support Inferences/ Draw Conclusions: Look for evidence of Antonio’s point of view. What can you infer from this evidence about Antonio’s possible reason for taking over Milan? (lines 110-112)
  5. Personification: Closely read Prospero’s description of being put out to sea (lines 145-152). Find an example of personification in this passage. Write it down. Explain what is ironic about  the wind’s pity.
  6. Analyze Language: What sound device does Shakespeare use in Ariel’s greeting? (lines 191-192) How does this contribute to the effect of the lines?
  7. Describe Prospero’s relationship with Ariel as revealed in this passage (lines 253-280). Cite evidence for your inferences.
  8. To what does Prospero compare Caliban? What kind of figurative language is this an example of? What does it reveal about Prospero’s attitude to Caliban? (lines 285-286)
  9. Cite Evidence: Reread lines 443-457. Find evidence that supports your previous inferences about Prospero’s plan: that Prospero had Ariel lead Ferdinand to them so that he and Miranda would fall in love, eventually making Miranda queen and helping Prospero gain power over his brother.
  10. Analyze Miranda’s metaphor on lines 462-464. To what is Miranda comparing Ferdinand? Paraphrase her argument.
  11. Reread lines 486-500. Is Prospero please with the way his plan is progressing and how can you tell?

Let’s Review: 

Comparing Text and Media

Choose a partner:

  • Jot down how your view the following characters (physical characteristics/ personality):
    • Prospero
    • Miranda
    • Caliban

The Tempest BBC Video Clip

  • Are the characters in the film what you imagined? With a partner, discuss how they are similar to or different from what you pictured while reading the play. Cite specific images from the video to support your ideas.

The Tempest Production Images

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  • What conclusions can you draw about this version of the play based on these images? With a partner, discuss what interests you about this film version and what you might like or dislike about it. Cite specific evidence from the photographs to support your ideas.

Analysis Section:

  • Compare:
    • Reread lines 309-378 in the text. Describe Prospero’s traits as revealed through his dialogue in the play. Drawing from what you have seen in the clip and in the images, explain how in each film Prospero/ Prospera does or does not demonstrate these qualities.
  • Synthesize:
    • What are the advantages of seeing more than one version of the same Shakespearean drama? Explain.

Socratic Circle Discussion: Dig Deeper

  • How is the central idea in Shakespeare’s The Tempest  applicable to real- life? Discuss the value of the play and whether it is significant to twenty-first century classrooms.
    • Pay close attention during the Socratic Circle discussion and take notes. Your argumentative essays will answer  the aforementioned question.
  • Some items to consider:
    • What is the central idea in The Tempest?
    • What literary elements make the play stand out?
    • How are character developments throughout the play significant?
    • In what way is the setting vital to the meaning of the play?
  • Articles Used In Socratic Circle Discussion:
  • Socratic Circle Notes:

 

The Tempest Performances

Updated Directions:

Each of you have been placed into groups (see below). Create a video of your group members acting out your Shakespearean scene using a video feature on your cell phone or other technological device. You will upload your video to Ms. Ellis’ Teacher YouTube Channel by January 20, 2016. Please remember: Your group must speak in Elizabethan English, memorize your lines, and utilize props/ wardrobe specific to the time period. Please edit your video to delete any unnecessary acting takes.

Groups

Period 4:

Act 1

  • Scene 1: Viviana (Boatswain), Sallina (Master), Ivan (Sebastian), Emily W. (Alonso), Andre (Antonio), Chloe (Gonzalo)

Act 2

  • Scene 1: Anthony (Alonso), Jonathan (Sebastian), Cecilia (Antonio), Matt (Gonzalo), Jocelyn (Adrian), Ian (Francisco), Emily S. (Ariel), Sujeiby (Narrator)
  • Scene 2: Madelyn (Stephano), Judy (Trinculo), Jauko (Caliban)

Act 3

  • Scene 1: Lazaro (Prospero), Renata (Miranda), Jorge (Ferdinand)

Act 4

  • Scene 1: Alysia (Ariel), Oshane (Prospero), Alex (Ferdinand), Roman (Juno), Carolina (Miranda/ Trinculo), Bianni (Ceres/ Stephano), Joneilly (Iris/ Caliban)

Act 5

  • Epilogue: Reethwan (Prospero)

Period 6:

Act 1

  • Scene 1: Yozandriz (Master), Stephanie (Boatswain/ Antonio), George (Alonso), Devonte (Sebastian), Justin (Gonzalo/ Mariners)

Act 2

  • Scene 2: Maydane (Caliban), Leslie (Stephano), Chris (Trinculo)

Act 3

  • Scene 1: Prince (Prospero), Zach (Ferdinand), Sherayen (Miranda)
  • Scene 2: Alejandro (Stephano), Xavier (Caliban), Alex (Trinculo), Andrea (Ariel)
  • Scene 3: Nicole (Alonso), Noemi (Conzalo), Paula (Antonio), Jonathan (Francisco), Dixon (Sebastian), Ashley (Adrian)

Act 4

  • Scene 1: Gabriella (Iris), N’Ya (Ariel), Shawaynia (Miranda), Imani (Ceres), Amanda (Caliban), Spencer (Stephano), Sergio (Trinculo), Diamond (Prospero)

Act 5

How will your presentations be graded?

Your presentations will be graded using the rubric presented in your Tempest packet. If you lost it, please see below.

Tempest Performance Rubric

Each student in class will give feedback on their peers’ performances, and I will take your comments into consideration when I calculate final grades.

Planning for your Presentations:

  1. Choose a scene and the appropriate amount of group members from Ms. Ellis.
  2. Get in your groups and plan your performance.
    • Who has a video camera or a phone with an excellent video app?
    • Where will everyone meet to film the scene? When?
    • What will each character wear throughout the play? Will they need to change at any time?
    • What props will you use and who is in charge of getting/ making them?
    • How much time does everyone have to memorize their lines before you film?
    • Who will edit the video to make it ready for viewing?
    • Who is responsible for sending the video to Ms. Ellis?
  3. Practice! Practice! Practice!
    • Practice together as much as possible prior to filming!
    • Everyone gets an individual grade for their performance.
  4. Film/ edit your Shakespearean scene.
  5. Add a credits page to your video. If you are not technologically savvy, and cannot figure out how to add a slide to your video, please have your group members introduce themselves at the beginning of your video.
  6. Create a group name and share your edited video with msdrellis@gmail.com.
  7. Ms. Ellis will upload your video to her YouTube page.

The Tempest Essay Assignment:

Due: January 22, 2016

Directions:

Discuss the value of the play, The Tempest, and whether it is significant to twenty-first century classrooms. Are the themes applicable to modern day society? Or are they too antiquated? Argue whether or not the play should still be studied in educational settings. Within your argument, be sure to reference the two of the three readings from our Socratic Circle discussion, the BBC video clip, and “The Tempest” (2010) movie pictures. Your essay must include three (3) counterarguments and three (3) rebuttals.

Grading:

Essays will be graded using our argumentative writing rubric.

 

 

Socratic Circle: Immigration in America

Essential Question:

What does it mean to be an immigrant in America?

ossis-back-home


After exploring various texts throughout the first quarter, you displayed your collective knowledge in a Socratic Circle to discuss our essential question above. Although any text read this quarter was viable, everyone should have four specific texts analyzed prior to the discussion:

  1. “Blaxicans” by Richard Rodriguez (essay)

  2. “Mother Tongue” by Amy Tan (essay)

  3. HMHFYI.com article (from “A New Birth of Freedom” section)

  4. one article from a credible source (your choosing)

Note- You could have incorporated our other relevant texts (“Immigrant in Our Own Land” – Baca (poem) or “Song of Myself”- Whitman (poem))

This is an evaluation image and is Copyright Pamela Perry. Do not publish without acquiring a license. Image number: 0515-1105-0620-2900. http://www.acclaimimages.com/_gallery/_pages/0515-1105-0620-2900.html

Reminder: You should have…

  •  a bulleted list of the major points from all the texts of your group members

  • a stance on the essential question that you can explain in one concise sentence

  • created five (5) questions to utilize during the scholarly discussion


Ntoes picNotes from Socratic Circle on Immigration in America

Find notes from our class discussions below.

Period 4:

 Period 4 Socratic Circle- ImmigrationPeriod 4 -Immigration 2

Period 6:

P.6 Socratic Circle- Immigration



Writing Assignment:

Over the first quarter, we have discussed the immigrant experience. Based on both the texts we have examined and our Socratic Circle discussion, what does it mean to be an immigrant in America? In three argumentative paragraphs, fully address your stance on the immigrant experience incorporating at least four correctly cited pieces of textual evidence. You must address a minimum of two (2) counterarguments presented during the discussion.

Essay Scoring

Grading essays pic

How were your essays scored?

Recently, I scored your Fall Writing Interim essays. Even though we have discussed the writing rubric in detail, I wanted to provide an additional breakdown of the points system. Please view the number- letter system explained below.

Scoring System:

10-9= A

8-7= B

6-5= C

4-3= D

2-0  or UNSCORABLE= F

  • Your largest weakness is written on the front of your essay beside the corresponding category.

    • i.e.- “clear thesis” means you needed a clearer thesis in your introduction.

Reminders/ Patterns Found in Fall Interim Writing Assessments:

  • A title is not optional.

    • Come up with an original title and center it at the top of your essay.

  • Remove yourself from your essay.

    • No “I” statements.

    • No “I think” or “I believe”

  • Your thesis should be one (1) clear and concise sentence at the END of your introduction.

    • i.e.- When it comes to genetically modified foods, there are many benefits and risks. (p.1.)

    • OR

    • i.e.- “While the formation is above sea level, people come to see its fascinating features with different points of view- the “no mortal understands” versus the “we know” approach. (p.4)

  • Read the prompt and determine the type of essay at the BEGINNING.

    • Many of you wrote argumentative essays by giving your own advice instead of simply providing the readers with the facts.

National Novel Writing Month (NaNoWriMo)

NaNoWriMo IconNovember is National Novel Writing Month or NaNoWriMo!


Because of our stringent schedule, I cannot have the entire class participate in NaNoWriMo, but I would like to offer extra credit to students who participate.

Sometimes we simply need a bit of motivation to help our writing come to life. Sign up for NaNoWriMo here and get started.

NaNoWriMo How To

Need more incentive? Check out this blog post.

Note:

  • To receive the extra credit you must show me the badges you have collected during the month of November, as well as your completed novel.

  • You will not receive credit for only a few pages of writing.

Good luck and happy writing!

Writing w colors

Ms. Ellis’ Literary Duel: How Bookish Are You Really?

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I officially challenge you to a duel of literary proportions! Each quarter you will compete against your teacher to see who can read the most books (nonfiction or fiction). If you beat me, you will receive an automatic “A” to use on any project (that same quarter) of your choosing. If you read at least ten (10) books each quarter, I will give you extra credit for the quarter.

Note: It is possible to receive the automatic “A” AND the extra credit. 

Here are the rules:

  1. Your book must be within the Lexile range for your grade level.

    • Screen Shot 2015-10-07 at 5.20.25 PM

    • The “Stretch” Lexile Band is for those readers who want to challenge themselves.

  2. Check Lexile levels here by typing the title of your text in the right-hand corner.

  3. You must submit a book review on Goodreads for every book you read. Follow Ms. Ellis on Goodreads so she can see your progress. Your book review must contain the following information:

    • Write a summary of the book including its central idea.

    • Discuss the book’s strengths and weaknesses.

    • Tell whether or not you would recommend the text to other readers.

  4. Keep a hard copy of your reading log posted in the classroom: Ms. Ellis’ Literary Duel Log 

Perpetual Return Writing Assignment

ossis-back-home

Directions: (to be completed in your class journal)

Write about a foreign place that reminds you of some aspect of home. Or introduce some aspect of the traveler’s home world into this foreign world. (i.e.- Think about a very familiar smell, which takes you to the home of your neighbor across the street, except you’re sitting in a dusty spice merchant’s stall in Quito, Ecuador. Make the completely unfamiliar seem unfamiliar).

(Minor revisions to make assignment appropriate for a classroom setting. Brian Kiteley. The 3 A.M. Epiphany: Uncommon Writing Exercises That Transform Your Fiction. 223. Cincinnati, OH. 2005)

Remember: 

  1. Date your journal entry.

  2. Plan. Brainstorm your ideas before writing.

  3. Come up with a creative title.

  4. Specificity (use specific details to enhance your writing)

  5. Vocabulary (utilize the words learned throughout high school career)

  6. Writing Techniques (i.e., incorporate figurative language, sensory details, imagery, tone)

Length: at least three (3) paragraphs