What's+happening+in+writing?

= = =** In Writing: **= //See below for more examples of Opinion Writing/Expository Writing// =** Attention Parents: **=
 * Students are practicing their Opinion Writing. Last week students began using the "OREO" concept of writing opinion papers.**
 * O - Write your opinion and opening paragraph**
 * R - Reason - give reasons why you have the opinion you do.**
 * E - Evidence - using information from passages cite evidence defending your reason.**
 * (Repeat "RE" steps two more times)**
 * O - Restate your opinion and develop a closing paragraph.**
 * Students are learning how to access their portal account. If they go to the "productivity tools" tab, they will find Office 365 which gives them access to multiple programs from the Microsoft Office Suite online from any device with an internet connection. They can access these programs anywhere and have already begun typing one of their first assignments.**

1) using a Google Chrome browser, go to https://vportal.volusia.k12.fl.us/ 2) type the student's user name: 1, followed by their alpha code in lower case letters. Example: 1abcd 3) type the student's password: birthday (mmddyyyy). Example: 01032005 4) go to the "productivity tools" tab (on the bottom) 5) click "Office 365" 6) click "OneDrive" (top right corner) 7) to create a new document, click "NEW" OR to view a document that has already been started, find and click your document from the list on that page
 * To access this program from home:**


 * NOTE: any work done on this site should automatically be saved as it is being worked on (if technology is functioning as intended)**

1) be in the document you are want to send 2) click "file" (top left corner) 3) click "share" 4) type the teacher's last name in the top box that you want to send it to (NOTE: if you are sending it to Hansen, be sure to send it to Mary Hansen - gifted teacher) 5) click the blue "share" at the bottom
 * To send documents and / or projects to the teacher developed in Office 365:**

student gradebook math textbook - Pearson science textbook - Think Central Follett ebooks (our media center has ebooks available for electronic reader checkout) Safari Montage - educational videos = =
 * Other programs and links available on vportal are:**

=What's happening in writing?=

=**Opinion Writing: This is an audio recording that you need to register for but it is free and would help you and your student with their focus on writing.**=

[|Opinion Writing Video]

Throughout the remainder of the year, students will review and most importantly strengthen the key skills we have covered throughout the year such as planning, organizing, grouping ideas, transitions, use of precise words (aka: vocab), elaboration, and introductions and conclusions. Our final VLT writing assessment will take place during the last 2 weeks of May. Students will be asked to write an expository, informational, opinion, or persuasive essay in response to some articles. There will be 1-3 articles supplied to students. Students will have 120 minutes to read the texts, plan, organize, write, and edit their response.

There are 3 areas that students will be scored in: 1. Purpose, Focus, Organization, 2. Elaboration and Detail, and 3. Conventions (spelling and grammar).

The first 2 areas will be scored from 1-4. Current state expectations are that students meeting expectations in these areas will score a 3. A level 4 is considered above grade level and would be equivalent to scoring a level 6 on the old FCAT rubric.

Conventions will be scored from 0-2. Current state expectations are that students meeting expectations in conventions should score a 2.

The number one most common spelling mistake is confusing the words their / they're / there and were / where. Please review regularly the spelling and usage of these words at home. //__THANK YOU!!!__//
 * NOTE: How can you help at home?**

=Looking for something fun in writing?= Visit Let's Get Creative by Bruce Van Patter

Create your own comic strip

= Below is information for writing. =

**Every writing piece should always have ELABORATION! **
 * ELABORATION strategies include: **
 * strong verbs
 * good vocabulary
 * strong verbs
 * figurative language (similes, metaphors, idioms, hyperboles)
 * proper nouns
 * examples
 * specific details (sometimes this will look like adjectives)

Types of expository / persuasive grabbers (great introductions): ** Persuasive Tips ** // deadly // germs. authority - The // American Dental Association // recommends Colgate as the first defense against tooth decay. // attendance. This year // we are the first. // friend. Read // to your teacher //. Read, read, read. //
 * 1) global or specific statement
 * 2) personal opinion
 * 3) mystery
 * 4) humorous statement
 * 5) scenario
 * 6) shocking statement
 * 7) voice
 * 8) dialogue
 * 9) onomatopoeia
 * ** loaded words ** – words with strong emotional impact on the reader - Mrs. Clean // kills //
 * ** endorsements ** – a produce is associate with a well known person or person of authority - Even // Santa Claus // drinks Slim Fast shakes.
 * ** expert opinion ** – a statement that comes from a person of knowledge or a recognized
 * ** glittering generality ** – general, nonspecific assertion that somehow connect a produce with desirability - // New and improved // kitty litter lasts longer and smells better!
 * ** bandwagon appeal ** – a general statement that gives a sense that “everyone” agrees with a particular idea - // No one // wants to sit next to a smoker.
 * ** opposites ** – using a comparison to make a point - // Last // year we were the last class in
 * ** striking statistics ** – using statistics to help prove a point - Our school raised // $6,500 //// dollars // for a science lab. That’s over // 1,000 pennies for each student! //
 * ** repetition ** – emphasizing a point by repeating it - // Read // to your mom // . Read // to your
 * ** connection to the reader ** – // You and I both // know that drinking 72 ounces of water a day is hard!
 * ** compliments or praise for the reader’s intelligence ** – New Snicky Snacks, made especially for you, the // discerning // snacker.

__** EXPOSITORY Author’s Purpose **__ Explain: tell about something, describe Clarify: elaborate; make clearer or easier to understand Inform: give information Define: give a definition or meaning Instruct: tell how to do something

PROMPT STRATEGY What: Tell 3 things Why: Tell 3 reasons How: Tell 3 ways or steps

__** EXPOSITORY PROMPT KEY WORD: EXPLAIN **__

__** NARRATIVE Author’s Purpose **__
Fiction - Write a story Fiction - Write an adventure Non-fiction – Write a story about an experience Non-fiction - Write a story about what happened Non-fiction - Write a story about a time when

__** NARRATIVE PROMPT KEY WORD: STORY **__

Students have been practicing using the below acronym checklist to evaluate their writing as they write or if they finish early: SITE DOGZ
S - similes (don't forget spelling) I - idioms T - transition phrases E - elaboration D - detail / description O - onomatopoeia (sound words) G - grabber (great beginning) Z - zinger of an ending S - spelling

Students must remember that one of the keys to using and having a take away ending, or a zinger, is to plan. You have to know where you want your characters to go or what you want them to do in order to have the ending that matches your plot line.

Spelling has been given much more weight, to help make sure points are not deducted for simple spelling errors, the below is a list of some "No Excuse Words". In both classes, our biggest struggle is the confusion of there, they're, and their. **__ K __** ** Knew ** **__ Q __** ** quick ** **__ Z __** ||
 * **__ A __** ** a lot **
 * about **
 * after **
 * again **
 * all right **
 * also **
 * always **
 * am **
 * an **
 * and **
 * another **
 * any **
 * anything **
 * are **
 * around **
 * as **
 * asked **
 * away ** || **__ B __**  ** back **
 * black **
 * be **
 * beautiful **
 * because **
 * been before **
 * beginning **
 * believe **
 * best **
 * big **
 * book **
 * boy **
 * break **
 * brother **
 * busy **
 * but **
 * by ** || **__ C __**  ** called **
 * came **
 * caught **
 * can **
 * come **
 * coming **
 * could **
 * cousin ** || **__ D __**  ** day **
 * decide **
 * did **
 * didn’t **
 * different **
 * do **
 * does **
 * done **
 * don’t **
 * door **
 * down ** || **__ E __**  ** easy **
 * eat **
 * end **
 * even **
 * ever **
 * every ** || **__ F __**  ** family **
 * father **
 * fell **
 * find **
 * first **
 * five **
 * food **
 * for **
 * found **
 * four **
 * friend **
 * from **
 * fun ** || **__ G __**  ** game **
 * gave **
 * get **
 * getting **
 * girl **
 * give **
 * go **
 * going **
 * gone **
 * good **
 * got **
 * guess ** || **__ H __**  ** had **
 * happy **
 * happen **
 * has **
 * have **
 * he **
 * head **
 * hear **
 * heard **
 * help **
 * her **
 * here **
 * him **
 * his **
 * home **
 * house **
 * how ** || **__ I __**  ** I **
 * if **
 * I’m **
 * in **
 * into **
 * is **
 * it **
 * it’s **
 * its ** || **__ J __**  ** ju ** st
 * know ** || **__ L __**  ** land ** ** last ** ** left ** ** let ** ** let’s ** ** like ** ** little ** ** live ** ** live ** ** long ** ** look ** ** looked ** ** lot ** ** love ** ||
 * **__ M __** ** mad **
 * made **
 * man **
 * many **
 * may **
 * me **
 * men **
 * minute **
 * money **
 * more **
 * morning **
 * most **
 * mother **
 * much **
 * my ** || **__ N __**  ** name **
 * need **
 * never **
 * new **
 * next **
 * nice **
 * night **
 * no **
 * not **
 * now ** || **__ O __**  ** of **
 * off **
 * old **
 * on **
 * once **
 * one **
 * only **
 * or **
 * other **
 * our **
 * out **
 * over ** || **__ P __**  ** people **
 * place **
 * play **
 * pretty **
 * put **
 * quickly **
 * quiet **
 * quietly ** || **__ R __**  ** ran **
 * really **
 * red **
 * ride **
 * right **
 * room **
 * run **
 * running ** || **__ S __**  ** said **
 * saw **
 * say **
 * school **
 * see **
 * she **
 * should **
 * sister **
 * small **
 * so **
 * some **
 * something **
 * sometimes **
 * soon **
 * spring **
 * started **
 * still **
 * stopped **
 * summer **
 * sure **
 * surprise **
 * swimming ** || **__ T __**  ** take took **
 * tell **
 * than **
 * that **
 * that’s **
 * the **
 * their **
 * them **
 * then **
 * there **
 * these **
 * they **
 * they’re **
 * thing **
 * think **
 * this **
 * thought **
 * three **
 * threw **
 * through **
 * time **
 * to / too **
 * together ** || **__ U __**  ** under **
 * until **
 * up **
 * upon **
 * us ** || **__ V __**  ** very ** ||  **__ W __**  ** walk **
 * want **
 * wanted **
 * was **
 * water **
 * way **
 * we **
 * well **
 * went **
 * were **
 * what **
 * when **
 * where **
 * which **
 * while **
 * white **
 * who **
 * why **
 * will **
 * with **
 * work **
 * would ** || **__ X __**   **__ Y __**  ** year **
 * yes **
 * you **
 * your **
 * you’re **

Some practice expository prompts: (optional) Everyone loves food. Before you begin writing, think about what foods you like to eat. Now explain to the reader what types of food you enjoy eating.

Everyone has thought about they’d like to do when they become an adult. Think about what career you’d like to have when you grow up. Now explain why you want to have that career.

**__Expository Writing __** 5 paragraph essay - An expository writing explains something


 * //Expository terms //: explain, clarify, inform, define, and instruct. (you will look for these types of words to tell you if the prompt is asking for an expository writing

__Types of expository responses: __ Why = 3 reasons How = 3 ways What = 3 things/qualities


 * __5 Paragraph Outline __**

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Starts with a grabber Tell the 3 main ideas of your essay. Wrap-up sentence
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Introductory paragraph – 2-3 sentences **

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Start with a transitional phrase. (i.e. First of all…) 1st main idea Elaborate (details) Fact / PE Wrap-up sentence
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Main Idea / Reason 1 (sometimes called body-part 1) – 5-8 sentences **

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Start with a transitional phrase. 2nd main idea Elaborate (details) Fact / PE Wrap-up sentence
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Main Idea / Reason 2 (sometimes called body part 2) – 5-8 sentences **

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Start with a transitional phrase. 3rd main idea Elaborate (details) Fact / PE Wrap-up sentence
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Main Idea / Reason 3 (sometimes called body part 3) – 5-8 sentences **

<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Start with a transitional phrase. Summarize the 3 main ideas again. Nice ending sentence or “take away” ending
 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Conclusion paragraph – 5 sentences **

====<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Narrative Writing is a story - A narrative will have a beginning, middle and an end. The writer will introduce the characters, setting and the background of the story in the first paragraph. Each story has a problem and the ending gives you a solution. Think of a Disney movie and how it moves through the story. ====

**__ Writing a Narrative Story: __**


 * // 1st paragraph: //**


 * -HOOK or Grabber!!! (catch the reader’s attention)
 * Identify characters **(WHO)**
 * Describe the setting **(WHERE & WHEN)**
 * Describe feelings (using metaphors, similes, sensory words etc)
 * Restate the prompt (ex: I still have the scars to remind me of that painful day)


 * // 2nd Paragraph: //**


 * Transitional Phrase
 * 1st main event/action **(PROBLEM or CHALLENGE)**
 * 3 other small events (descriptions, actions)
 * Thoughts and feelings
 * Wrap-up a sentence


 * // 3rd paragraph: //**


 * Transitional Phrase
 * What happened next? (2nd main event)
 * 3 other small events (descriptions, actions)
 * Thoughts and feelings
 * Wrap-up sentence


 * // 4th paragraph: //**


 * Transitional Phrase
 * Last event that lead to a solution
 * SOLUTION (how did you solve the problem)
 * Thoughts and feelings
 * Wrap-up sentence


 * // 5th Paragraph: //**


 * Restate the prompt
 * Restate the event/prompt
 * Lesson learned (What did you learn?)
 * Zinger!!

====<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">I am expecting students to complete 8-10 minutes of journal writing at home each night. This is a free write time where students can write about anything they want to. ====

=<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Creative Writing Websites: = <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|Great Creative Writing Websites]