Braedon Scholp
Kaden Lawson
Brian Utley
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Braedon Scholp Kaden Lawson Brian Utley
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WELCOME BACK!!!!
I hope everyone had a great break! I sure enjoyed my time with my family! Here is the next virtual: 6th Grade ELA Virtual Lesson In this lesson you will analyze the development of the theme and support your inference of the theme in a text. I CAN: 6.Rl 2.1 Cite textual evidence that strongly supports my inferences and analysis of the text. 6.RL 2.2 Analyze the development of the theme throughout a text. LESSON DIRECTIONS:
Due Date: This assignment needs to be completed by Monday, April 4, 2016. MY ROOM WILL BE OPEN THIS WEEK DURING LUNCH TO WORK ON IT :) We are working on conclusions this week. Here are some great tips on writing a conclusion. There will be a Summative Assessment over it either Thursday or Friday. In Conclusion: Tips to create a memorable ending for your narrative essay As difficult as it is to begin a personal narrative essay, wrapping it up can be even more challenging. Writers often fall into the trap of tying the narrative up too neatly, telling the readers what they are supposed to take away from their story instead of letting the reader come to their own conclusions. Study a few essays from some of the great writers and notice how they conclude their stories. Often the ending to their narratives is left ambiguous; the reader isn’t exactly sure how everything will turn out; however, the reader should be left with a sense of closure. End with an Image When nature essayist Scott Russell Sanders was in Omaha to talk to writing students, he said one of the most common problems for beginning writers when crafting a narrative essay is conclusions. He said his advice is always the same: if in doubt, end on an image. It’s foolproof. Showing an image prevents you from telling your feelings. In the essay “Buckeye,” Scott Russell Sanders uses the image of a grazing deer to conclude his narrative: . . . within a few paces of a grazing deer, close enough to see the delicate lips, the twitching nostrils, the glossy, fathomless eyes. This lyrical conclusion comes from “Bathing,” as writer Kathryn Winograd shows the last moments of her bath: The wind sings through the window like a siren, and the steam floats from my skin like milk. End with Action Show yourself in action. Move. Do something, anything, to avoid telling the reader how happy, or sad, or hopeful you are in the end. Look at something, and walk away, as Edward Hoagland does in “The Courage of Turtles”: But since, short of diving in after him, there was nothing I could do, I walked away. Or look at something, and become mesmerized. A chapter from the classic memoir, Stop Time by Frank Conroy, “Yo-Yo Going Down, a Mad Squirrel Coming Up,” shows a young Conroy as he watches a girl through a window: That same night, hidden in the greenery under the window, I watched a girl let down her long red hair. End with Dialogue Dialogue can be tricky to conclude with, but can work if it avoids a message or moral. You’ll only want to use this concluding technique if it has been maintained in the narrative; you probably don’t want to throw in spoken word if we haven’t heard anyone speak up until that point. David Sedaris, in his essay, “Cyclops,” ends with the voice of his father, who is the main character in this essay: “I don’t know where you got it from, but in the end, it’s going to kill you.” The following brief reply, taken from Jo Ann Beard’s “The Fourth State of Matter,” shows an image, followed by unquoted dialogue. Beard uses italics instead: Around my neck is the stone he brought me from Poland. I hold it out. Like this? I ask. Shards of fly wings, suspended in amber. Exactly, he says. Another example below comes again from Scott Russell Sanders, this from “Cloud Crossing,” as his toddler son babbles: “Moon,” he is piping from the back seat, “moon, moon!” End with Reflection When used well, reflection is a great way to convey feelings without telling the reader how you felt – or how they should feel. Reflection offers the writer’s thoughts about what is happening or has happened. Reflection can include thoughts about the moment or thoughts looking back, about the experience. Reflection can add clarity, as we see the writer thinking through the experience. This concluding moment is from James Baldwin’s “Notes of a Native Son”: . . . I wished that he had been beside me so that I could have searched his face for the answers which only the future would give me now. Bret Lott, in his short essay, “Brothers,” reflects on childhood memories of his family, taking him into the present with his own two sons: What I believe is this: That pinch was entry into our childhood; my arm around him, our smiling, is the proof of us two surfacing, alive but not unscathed. And here are my own two boys, already embarked. When writing your own conclusion, think about what you want your readers to take away from your story. Then think about how best you can show it. Ending with reflection may work great for one story, but not another. Concluding with dialogue may sound forced. You seldom can go wrong with images. Think about what feeling, emotion, or question you want to leave your readers with, the take-away, then pick the type of conclusion that best suits the piece. If you’ve done your job showing the event or experience throughout the narrative, the conclusion will come naturally. BLOCK 1 *Abby C. The Boy in Striped Pajamas Ethan W. Choice Sam V. Zeke B. Travis G. The Hobbit Alex N. Emily B. Mackenzie S. Brady S. A Stolen Life Braedon S. Makaila W. Jacob P. Behind Rebel Lines *Trey F. *Emily H. *Gavin S. *Olivia T. Esperanza Rising 1 Kat I. Grant W. Nolan J. Kaden L. The Boy who Saved Baseball 2 Erica C. Jonathon S. The Call of the Wild 2 Robert S. Aldana F. Kaiden C. A Stolen Life 2 *Rylee G. *Jocelyn M. *Josh S. Esperanza Rising 2 Austin F. The Hobbit 2 Landon Y. Harry Potter 2 Jade J. Brian U. Aidan T. Monster 2 *Katie L. *Cory T. Homecoming 2 Jon B. Ashton B. The Boy Who Saved Baseball 3 Hailey A. Trevor J. Emily F. Trenton G. Monster 3 Olivia H. Lanie R. Nate S. The Boy who Saved Baseball 3 *Max B. *Addison S. *Jordan W. *Adrianna V. Every Soul a Star 3 *Carlee E. *Isaac M. *Canaan P. The Apprenticeship of Lucas Whitaker 3 *Seiler *Rachel S. *Mariah D. *Trey R. *Jaxin M. The Pigman 3 *Nathanial P. *Luke H. Behind Rebel Lines 3 Caroline 3 Jenna V. Harry Potter 3 *Noah R. *Will B. *Luke B. The Call of the Wild Fragment Help Run On Sentence help Comma Splice HelpVIRTUAL- WEEK 1 Virtual Learning for February 22-29
6th grade Language Arts 6.RN.4.1 I CAN trace the argument and specific claims in a text. 6.RN.4.1 I CAN distinguish between supported and unsupported claims in a text.
Columbus and the Egg By James Baldwin (Adapted) From Thirty More Famous Stories Retold. Original Copyright, 1903, by American Book Company. This is a story about Columbus. He was an explorer. He is the explorer who came to the Americas from Spain in 1492. This is a story about what might have happened long ago when he was back in Spain. When Columbus came back from his trip to the Americas, many people praised him. He was made an admiral. That means he was a leader. People said what a great thing he had done. But not everyone liked him. Some were jealous of all the attention he got. One day Columbus was at a party that a Spanish gentleman gave in his honor. People were saying, “What a great disco very you have made.” Several persons were present who were jealous of the great admiral's success. They were proud, conceited fellows, and they very soon began to try to make Columbus uncomfortable. "You have discovered strange lands beyond the seas,'' they said, "but what of that? We do not see why there should be so much said about it. Anybody can sail across the ocean; and anybody can coast along the islands on the other side, just as you have done. It is the simplest thing in the world.'' Columbus made no answer; but after a while he took an egg from a dish and said to the company: "Who among you, gentlemen, can make this egg stand on end?'' One by one those at the table tried the experiment. When the egg had gone entirely around and none had succeeded, all said that it could not be done. Then Columbus took the egg and struck its small end gently upon the table so as to break the shell a little. After that there was no trouble in making it stand upright. "Gentlemen,'' said he, "what is easier than to do this which you said was impossible? It is the simplest thing in the world. Anybody can do it -- AFTER HE HAS BEEN SHOWN HOW!'" This is something fun I received from Barnes and Nobles!
"This week is the start of the My Favorite Teacher contest. Students middle School and above can submit a letter or poem about their favorite teacher of all times. It's a great way to showcase the students writing skills. Prizes range from $50.00 to $10,000.. Submissions are due by March 1.2016 Contact me for more info. " Mariana Mudd Community Business Development Manager Barnes & Noble, Inc. 624 S. Green River Rd. Evansville IN 47715 o (812) 475-1054 f (812) 475-1063 [email protected] | bn.com | nook.com In the story, Teeny Tiny, the exposition is the teeny tiny woman lives alone in a tiny house and decides to go for a walk. Then, in the rising action, she finds a graveyard that she goes into and finds a bone. The rising action continues when she takes the bone home and saves it because, as the texts states , “the teeny tiny woman said to her teeny tiny self, ‘This teeny tiny bone will make some teeny tiny soup for my teeny tiny supper.’”before going to sleep. We are then led to the climax where she hears the sounds of a ghost wanting his bone back. The text states she was “awakened by a teeny tiny voice from the teeny tiny cupboard which said, ‘Give me my bone!’” This scares her as we continue with the falling action as a result of the change in the story and eventually, in the resolution, she tells them to “Take it” (the bone) because we infer that she is sick of being woken up.
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PHMS 6th Grade
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March 2016
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