Happy Holidays! - No Blog

There is no blog homework over the break.

Remember that writing is sometimes the best gift we can give another, especially if our words come from the heart. If you have time, write a few kind words to someone in your family, a friend, or a neighbor this holiday season. Enjoy your break.

Persuasive Writing Schema

You have been taught persuasive writing in several grades in elementary school. What do you remember about what you learned? How is persuasive writing structured? What do you need to include in a persuasive piece? When might you use persuasive writing? What are some strategies that persuasive writers use? What examples of persuasive writing have you read? What do you forget about persuasive writing?

Directions:

1. In 5-7 sentences, respond to what you learned about persuasive writing previously using the questions above as a guide.

2. In 1-2 sentences, respond to what you would like to learn about persuasive writing this year.

Persuasive Writing Ideas

This past week we began to explore persuasive writing. We spent Monday and Tuesday growing persuasive writing ideas through discussion. We learned that writers choose topics that mean a lot to them. We can expand on these topics using prompts.

“The surprising thing about this is…”

“This makes me realize…”

“To add on…”

“This makes me think…”

“In other words…”

Directions

1.     Identify your persuasive topic by sharing your “should” question.

2.     Share your thesis statement.

3.     Describe how you arrived at this idea in 3-4 sentences. Identify what your initial topic was, what you discussed in your conversation with your partner, what other topics you considered, and why you finally decided on this topic.

Descriptive Writing Unit Reflection

We just finished our descriptive writing unit. What do you think was the most important lesson you took away from this unit? How has your writing improved as a result of this lesson? To complete this blog, follow the directions below.

DIRECTIONS

1.     Identify the most important lesson you took away from the descriptive writing unit.

2.     In 1-2 additional sentences, explain why you thought this was the most important lesson you learned.

3.     In 1-2 additional sentences, explain how this lesson impacted your writing, providing SPECIFIC examples (emphasis on the “s,” which makes this word plural, meaning more than one) from your writing.

AQUA HYDRA

 This week, we are studying words with the roots hydra and aqua, meaning water. Follow the bolded directions below. It may be helpful to create a venn diagram to help you organize your thoughts. Use the prompts to help you organize your words as you compare and contrast.

 

1. Choose two of the words from the vocabulary list that are difficult for you.

The two words I choose were ________ and ________.

2. Identify 2 meaning-based similarities between these two words.

One similarity between these two words is that they both ____.

Another similarity between these two words is that they both ____.

3. Identify 2 meaning-based differences between these two words.

One difference between these two words is that (word) ____ while (word)____.

Another difference between these two words is that (word) ____ while (word)____.

Be Thankful

What were you thankful for this Thanksgiving? 

Identify ONE thing or person you were thankful for this Thanksgiving. Describe this thing or person in at least 5 sentences. Remember that good descriptive writers use sensory and concrete details and strong verbs to describe. Also, they vary their sentence beginnings.

A Descriptive Food Dish

I hope everyone had a delicious Thanksgiving holiday. For your blog this week, identify and describe your favorite Thanksgiving food item/dish in at least 5 sentences. Remember that good descriptive writers use sensory and concrete details and strong verbs to describe. Also, they vary their sentence beginnings.

THANKSGIVING BREAK

HAPPY THANKSGIVING!

THERE WILL BE NO BLOG ASSIGNMENT FOR THE WEEK OF 11/22-11/28. 

Identifying Descriptive Writing Structures

This week, we learned that there are a variety of structures that we can use in our writing. In groups, we read and analyzed the structures of picture books, such as In November, Near One Cattail, The Music Inside Me, A Quiet Place, etc. We noticed that some of these books had the following structures: chronological, cumulative, and circular/cyclical. We also learned that flashbacks and common/repeated phrases also impact the structure of the text.

DIRECTIONS:

1. Read a picture book from home or from Mrs. Shur’s room.

2. Identify the title and author of the book.

I read ________________ by _______________.

3. Determine what the structure of the story is and why (just like we did in groups in class when we presented).

This story had a ______________ structure. I know this because in the story_______________.

Descriptive Writing Structure Ideas

This week, we learned that there are a variety of structures that we can use in our writing. In groups, we read and analyzed the structures of picture books, such as In November, Near One Cattail, The Music Inside Me, A Quiet Place, etc. We noticed that some of these books had the following structures: chronological, cumulative, and circular/cyclical. We also learned that flashbacks and common/repeated phrases also impact the structure of the text.  On Tuesday, we learned that we can fit our stories to these structures. What kind of stories do you plan on writing based on the structures of the stories we analyzed?

DIRECTIONS:

1. Identify the text read in class.

I read ___________ in class.

2. List the structure used in this book.

This book had a _____________ structure.

3. List 2 story ideas that you can fit to this SAME structure.

My first idea is to write about _________.

I think this structure is the best for this piece because __________.

My second idea is to write about _________.

I think this structure is the best for this piece because __________.

PED / POD words

For the next two weeks, we are studying words with the root ped/pod, meaning feet. Each week, we play a game to practice the words. What ideas for games do YOU have? Practice writing descriptive directions for games.


DIRECTIONS
1. Choose a game that already exists (of course you will need to make some minor adjustments to the game in order to practice the vocabulary words) OR create a game THAT CAN BE USED TO PRACTICE VOCABULARY WORDS.
2. Record the title, materials, and number of players necessary for the game.
3. Write numbered directions for how to play the game. (Remember that you will need to describe the directions in detail if players are going to play correctly!)

Important Poems

We’ve been working on descriptive writing. We learned that good descriptive writers include sensory details, figurative language, strong verbs, and descriptive adjectives. Today, we read The Important Book and wrote poems about ped/ pod words. Try this same structure on a different object. Remember to begin and end with “The important thing about ____ is _______.”

DIRECTIONS:

1.     Choose an object to describe.

2.     Write a descriptive important poem about the object. Remember to include the strategies that descriptive writers use (sensory details, figurative language, strong verbs, repetition, lists, onomatopoeia, and descriptive adjectives)!

3.     Be sure to follow the structure of the important poem; the ending should repeat the beginning.

4.     See Mrs. Shur’s example poem called “Pedestrian” if you need a model.

Pedestrian

The important thing about pedestrians is that they all move one foot in front of the other, one foot in front of the other.

Pedestrians can be young or old,

crossing at the crosswalk-

to attend school,

to show up at work,

to visit a friend,

to shop at the next store,

to blow off steam,

to walk for the sake and enjoyment of walking.

They are travelers -

sprinting, wandering, skipping,  meandering.

Car drivers yield to them.

Some drivers patiently wait while others tap, tap, tap their fingers on the wheel.

But the most important thing about pedestrians is that they all move one foot in front of the other, one foot in front of the other.

Figurative Language

This week we're working on descriptive writing. We read Hello Ocean by Pam Munoz Ryan on Tuesday. We noticed that she uses similes, metaphors, and personification in her writing. We can use these in our writing as well!

Directions:

1. Identify the book and author of your reading workshop book.

2. Record 1-2 sentences in which the author uses similes, metaphors, or personification.

3. Identify whether the sentence(s) you recorded includes a simile, metaphor, or personification.

4. Record a sentence in which you use this SAME type of figurative language.

Concrete Details

This week we’re working on descriptive writing. Good writers include concrete details to make their writing more descriptive.

Charlotte Zolotow included concrete details in her writing and was able to paint a mental image in our heads of the seashore. An example of this is when she writes, “The tide is going out. ‘I’m hungry’ you say. I am too, so we wade over to a big rock covered with seaweed and moss. We sit there together and eat our sandwiches and drink lemonade from our thermos and watch the small brown sand crabs squiggling at our toes.” Notice how she includes action, dialogue, and sensory details. 

Most likely, the author of the book that you’re reading now also includes concrete details that make his or her writing more descriptive. Remember that when you visualize, you are reading descriptive writing!

DIRECTIONS:

1. Identify the title and author of the book you’re reading.

2. Record 2-3 sentences in which the author uses concrete details. 

3. Write 2-3 sentences in which you use concrete details in your writing.

GEO / TERR

For the next two weeks, we'll be studying words that have the root "geo" or "terr," meaning earth. You will find many connections to these words and what you have learned/ are learning in science, math, and history.

DIRECTIONS:
1. Find a word with the root "geo" or "terr" in your social studies, math, or reading book.
2. Share what you learned about this word and/or concepts you found related to this word. Your response for this step should be 3-5 sentences.

Dialogue

This week, we learned that dialogue can be used to make our writing more descriptive. It can provide readers a window into our characters' personalities. Remember that dialogue should have speech tags, so that the reader knows who is talking. Also remember that good writers break up their dialogue with action – characters are never static!

DIRECTIONS:

1.    List the book title and author.

2.    Record 2-3 sentences in which the author uses dialogue, speech tags, and action.

3.    Record a sentence of your own in which you use dialogue, speech tags, and action. Remember to punctuate it correctly. Check your dialogue handout.

NOTE: You will not get full credit unless your book example AND your writing journal example includes all three of the following: dialogue punctuated correctly, speech tags, and action.

Transition Words

Last week, we learned about transition words and phrases. Writers use transition words and phrases to improve the organization and understandability of their writing. There are different transition words that you can use for a variety of purposes. Refer to the transition words and phrases handout for a complete list of these words.

DIRECTIONS:

1.     List the title of the book (underlined, important words capitalized) and the author.

2.     Record a part of the text (2-5 sentences) in which the author uses transition words or phrases.

3.     Underline or italicize the transition words or phrases in the text you recorded.

4.     Share THREE sentences FROM YOUR WRITING JOURNAL in which you used transition words or phrases to improve the organization and understandability of your own writing. 

5.     Underline or italicize the transition words or phrases you used in these three sentences.

Word Choice

On Tuesday, we discussed how word choice impacts the quality of our writing. When we polish our writing, we look for words that we can make more specific.

DIRECTIONS:

1.     List the title of the book (underlined, important words capitalized) and the author.

2.     Record a part of the text (2-5 sentences) in which the author uses impressive word choice.

3.     Underline or italicize the words that impress you in the passage. You might want to try using these words in your own writing at a later time!

4.     Share THREE words that you improved IN YOUR WRITING JOURNAL.  You should include the original words and the improved words. For example, you might write, “I changed said to muttered, went to sauntered, and nice to satisfying.”

Starting a New Paragraph

On Tuesday, we learned when to start a new paragraph. Writers start new paragraphs for the following reasons:
* new topic
* new time
* new place
* new speaker
* dramatic effect
Refer to Tuesday's handout to complete this assignment. You must follow all of the directions below to get full credit for this blog assignment.

DIRECTIONS:
1. Open up to the page you are currently reading in your reading workshop book.
2. Identify the name of the book and the author.
3. Type two paragraphs from your text.
4. Explain why the author decided to start a new paragraph at this point. (Hint: It should be one of the reasons listed above.)

Complete Sentences/ Varying Sentence Structure

Last week, we learned how to write in complete sentences and how to vary our sentence structure. We learned 3 types of sentence structures: simple, compound, and complex sentences. Please refer to the powerpoint on varying sentence structure to complete this blog assignment. You must complete all of the steps below AND correctly punctuate your sentences in order to get full credit.

DIRECTIONS:
1. Write one simple sentence from your personal narrative writing piece. Label the sentence as a simple sentence.
2. Write one compound sentence from your personal narrative writing piece. Label the sentence as a compound sentence.
3. Write one complex sentence from your personal narrative writing piece. Label the sentence as a complex sentence.

Vocabulary: mal

For the next two weeks, we'll be studying words that have the root "mal," which means "bad." 
DIRECTIONS:
1. Look up an original word that is not on our list (or similar to a word on our list) that has the root "mal."
2. Define the word.
3. Use the word in a meaning-loaded, complete sentence.

Personal Narrative Writing Ideas

Today, we read The Wall. Last Friday we read The Memory String. Last Wednesday, we read Up North at the Cabin. Through reading these texts, we learned that we can generate personal narrative writing ideas related to small moments in a special place, small moments surrounding an important object, or small moments with a special person.

DIRECTIONS:
1. List one writing idea from each of these categories (that means you'll list 3 ideas total) that you wrote in your writing idea chart in your composition book.

2. Give a more detailed description/summary of one of these personal narrative ideas that you plan on writing first (or already started writing).

SGI Podcasts - Group 1

Check out the podcasts that the first SGI writing group created! Students analyzed Voices in the Park by Anthony Browne and created stories told from various points of view using voice appropriately. Can you find the similarities in the events that unfold and yet the differences in the way the stories are told? Choose one of the following ways to respond. 

DIRECTIONS: 

1. Listen to the podcasts under the same heading (example: Robbery Voice 1, 2, 3, and 4). There are 3-4 stories in each set. You only need to listen to one set.

2. Find 4 similarities between the stories in one set. 

3. Find 2 differences between two of the accounts within one set.

OR 

DIRECTIONS: 

1. Listen to the podcasts under the same heading (example: Robbery Voice 1, 2, 3, and 4). There are 3-4 stories in each set. You only need to listen to one set.

2. Identify one thing that EACH of the authors did well in his or her writing. Make sure that your compliments are specific and positive.

 

Click here to be directly connected to the first SGI group's podcasts. All podcasts are posted on the Blue Barracudas' website under writing. Enjoy!

Read Like a Writer

Yesterday, we read Up North at the Cabin. We learned how to read like a writer. The five steps to reading like a writer include...
1. Notice the craft.
2. Form a theory.
3. Give it a name.
4. Explore other authors.
5. Envision yourself using this strategy in your writing.

Choose one of the following ways to respond to this lesson.

DIRECTIONS: (explore other authors)
1. Find another book (maybe your reading workshop book) that uses one of the strategies that we noticed in Up North at the Cabin.
2. Identify the title and author of the book in your response.
3. Identify the strategy in your response.
4. Quote the exact words in the book that demonstrate the strategy in your response.

OR

DIRECTIONS:(envision yourself using this strategy in your writing)
1. Identify the strategy you used in your writing that is similar to the strategy that Marget Wilson Chall used in Up North at the Cabin.
2. Give a brief description/summary of the story you are using this strategy in.
3. Quote the exact words you wrote when using this strategy.

Vocabulary: manu

For the next two weeks, we'll be studying words that have the root "manu," which means "hand." 
DIRECTIONS:
1. Look up an original word that is not on our list (or similar to a word on our list) that has the root "manu."
2. Define the word.
3. Use the word in a meaning-loaded, complete sentence.

Example:
Definition:  Bimanous (adjective) means, "having two hands, two-handed; especially, as distinct from having feet."
Sentence(s): Humans differ from the apes in being bimanous creatures. Apes and monkeys are quadrumanous animals because all four of their feet are adapted for grasping things just as if they were four hands.

Writing Ideas

Last week, we discussed how writers get ideas from their own lives. We created a list of writing ideas from our I Am posters. Some of the ideas included close encounters with animals, getting a pet, getting recognized for an accomplishment, and experiences with natural disasters. What specific, small moment ideas did you come up with? DIRECTIONS: List 2 writing ideas you came up with in class. After each idea, explain why you think this might be a good writing idea. (Hint: Will others be able to connect to it? Will readers be interested in your idea? Is it a funny idea? Will it pull at readers' emotions?) Remember to write in complete sentences.

Specific, Positive Feedback

Last week, we discussed how it's important to provide specific, positive feedback to our writing partners during sharing time. Providing specific, positive feedback lets the writer know that we are actively listening. One way that you can provide this type of feedback is by starting with, "I like how you..." In order to practice providing positive, specific feedback, respond to this post by 1.) identifying whose writing you responded to AND 2.) sharing the positive, specific feedback that you provided (or could have provided if you haven't tried this yet) to another student in the class during whole class sharing or partner sharing.

Getting to Know Other Writers

As a class, we discussed the importance of getting to know each other as part of a writing community. We talked about how this helps us create a safe writing environment where we feel safe enough to share our writing, make suggestions, ask for feedback, learn from each other, and take risks in our writing. Although we spent time sharing our "I Am" poems and introducing each other in class, that's a lot of people to remember in a short amount of time! To help us remember you better, EITHER 1.) post your "I Am" poem  OR 2.) post 3 interesting facts (complete sentences) about yourself from your "I Am" poster.