We look forward to meeting you and sharing our love of literature and writing and words with you! This site contains our 10 units for the year. Each unit is designed thematically and includes a novel (or extensive excerpt of a novel) that presents our theme. As we struggle togetheter to answer each unit’s essential questions, we will read a variety of carefully chosen reading that will build on this theme. Units will include both non-fiction, fiction, and poetry to help enhance themes, draw comparisons, and allow students to make connections and gain understanding of the text, the world, themselves. With many of the units, students will write in a variety of modes. Students will follow a specific writing process and show revisions and peer editing work. We believe that the process is essential to achieving a polished final product. Our grammar units have been carefully crafted to incorporate the rules within student writing. Students will master the grammar rules and apply rules to their writing. In addition, grammar tests have been designed in ACT format to help with test practice. Speaking and presentation skills will be a part of many units, and students will rehearse and present polished speeches.
“Flowers have an expression of countenance as much as men and animals. Some seem to smile; some have a sad expression; some are pensive and diffident; others again are plain, honest and upright, like the broad-faced sunflower and the hollyhock.”
Our First Assignment: One way to become a better writer is to model or copy the style of another. Now, there is always room to add your own style and flare to your writing, but following patterns is a great way to practice. So, we will start by looking at the quote below. Read it.
What are your initial thoughts? What is the writer saying? Do you agree with what he/she says? Have you given much thought to the face of a flower?
Write two sentences following the pattern: Simple sentence. Simple sentence; simple sentence; simple sentence; simple sentence, appositive, appositiv
You may use some of the same words. Note the word ‘some’ is repeated to add emphasis. Choose your own word that will repeat in the second sentence.
So, now consider what you’d like to write about. . . it can be broad and abstract or narrowed and concrete. (i.e. clouds, layer cake, dogs, cars, shoes) If you want to look at Mrs. Will’s example, click here. Mrs. Meyer’s example, hugs
Post your two sentences with a picture (thumnail size) and do not include your name. We will choose top 20 for the wall of fame. All will then be graded.
Rubric:
1. Student writes two sentences and carefully follows pattern 1-5
2. Student creates a good comparison that is thought provoking 1-5
3. Student uses vocabulary and imagery that enhances idea 1-5
4. Student adds a picture and posts here on this site without a name. 1-5
“Flowers have an expression of countenance as much as men and animals. Some seem to smile; some have a sad expression; some are pensive and diffident; others again are plain, honest and upright, like the broad-faced sunflower and the hollyhock.”
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