Ready for ISAT Writing!

You might have noticed the lack of LA homework over the past few weeks. This is a direct result of the AMAZING work your child has been engaged in during our classroom time. Moreover, after months of preparation and practice, I think I can speak for all of the sixth grade Language Arts teachers when I confidently state:

Our students are ready for the ISAT writing assessment!

Two weeks ago we started our review of the persuasive writing format. Students answered a timed persuasive prompt in class. I personally conferenced with EVERY student on the strengths and needs (if there were any) of their writing. Last week we engaged in the same activity for narrative writing. I must say that I was most impressed with students' story telling ability...I had goose bumps while reading many narratives. This week, your child has assumed the role of “teacher”. They have been/will be grading persuasive and narrative sample answers from actual 6th graders. I was thrilled to hear the evaluative discourse of students as they assessed the strengths and needs of the persuasive student samples today. I look forward to hearing what your child has to say about the narrative student samples on Friday!

Maniac Magee Final Project

Sadly, we have completed reading the novel Maniac Magee. I can state with confidence the fact that my students thoroughly enjoyed the book. Instead of a traditional test, I am giving students a theme-based project. This project will assess students comprehension of the novel as well as their synthesis of a specific theme throughout the story. Below, please find a description of the final project.

Step 1:
Pick one theme from the story Maniac Magee (friendship, family, education, racism, home). Select 4 events that illustrate this theme and neatly draw a colored picture of each scene.

Step 2:
Write a brief paragraph proving how each event shows your theme.

This project will be due on Friday February 20

The Giver Final Project options

Select one of the following options. On the attached rubric, write your name and the project you pick. This must be turned in with your project!

Create a model of the village of Sameness. This must be colorful, 3 dimensional, and include key places in the village: Jonas's family dwelling, the Auditorium for the Ceremonies, the river, the Annex, and any other places that you believe are important (ie. House of Old, Nurturing Center).
Other option: Create a model of the inside of one of the rooms in Sameness (i.e. The Receiver's/Giver's room, the “releasing room, ect.)
Writing portion: Pick one of these key places and write 2 paragraphs about it. 1st paragraph: explain why this place is important (not just that the characters live there). 2nd paragraph: Explain how you think the story would be different if the place did not exist.

Create an advertisement to visit Sameness. This must mimic a real magazine or newspaper ad. It must include at least one colored picture (hand-drawn), pricing, and a travel company name.
Writing Portion: In your ad, write two paragraphs. Handwriting is acceptable IF it is NEAT! Explain why Sameness would be a great place to visit.

Create a new book cover for The Giver. This must include the title, author, and a hand-drawn picture that hints to some secret in the story.
Writing portion: Part #1: The back cover must give a general summary (that doesn't give anything away) about the book. Part #2: Create three positive book reviews that would entice people to buy the novel.

Write a letter to Lois Lowry. This must follow the standard formal letter guidelines found in your English textbook. Explain what your enjoyed about The Giver. Mention anything that surprised you. Ask any questions that you have left over.

Write a new or alternate ending for The Giver.
Did you feel letdown by the way the story ended? Here's your chance to add on to or change the conclusion to The Giver.

Create a timeline of important events in The Giver. Include important people, places, and the impact of each event.
Writing portion: Select one important theme from the novel (friendship, choices, feelings, ect) and explain how that theme is present through three of the events on your timeline.

Smiley Face Tricks

Last week, Miss Gabriel and I went to the most amazing conference. The topic was on how to make writing fun while increasing student's writing scores. We had so much fun and were so completely inspired by the presenter, Mary Ledbetter, that we decided to incorporate some of her strategies into our curriculum immediately. You may have seen you child write - more than usual - this week. Have you read any of their work? Our students responded positively to Ledbetter's Smiley Face Tricks.

The following tricks will make your writing come alive with your personal VOICE...

Hyphenated Modifiers – describes a noun, pronoun, verb, or adjective with a series of words “glued” together with hyphens

Example: The teacher shot the class a I-know-this-test-is-going-to-stump-you-all look, as she passed out the quiz.

Magic Three – three groups of words, separated by commas. Each group has its own modifiers. Make sure ALL verbs are in the same tense!

Example: I was scared! My palms became sticky and wet, my back tingled with fear, and my body began to feel weak and cold.

Figurative Language – using comparisons can “spice up” our writing
1. Simile: a comparison using like or as
2. Metaphor: a comparison of two seemly unlike things (not using like or as)
3. Personification: giving human qualities to something inhuman
4. Hyperbole: using an exaggeration that is not totally true, but exaggerates the truth

Example: She was as embarrassed as a kid tripping on the first day of school. She nearly died when the desk walked right in front of her.

Specific Details – instead of vague descriptions, use sensory details to help the reader visualize the topic

Example: The crowd chanted “Mary” loudly as she walked hesitantly towards the table of pies. She regretted buying a ticket to pie Mrs. Mixon, but it was too late now! She was surprised by how cold the pie tin felt on her trembling hands...

Repetition for Effect – repeat specifically chosen words or phrases to make a point, or to stress certain ideas for readers.

Example: I hate writer's block! I can't think of anything to write. I can't come up with words for this stupid assignment. I can't create anything new. I can't, and so I won't!

Humor – making your writing funny can turn a boring paper into something colorful.

Example: Talking to my kid brother is like talking to a wall. It's pointless! No matter how hard I try, he still looks like I'm speaking a foreign language. He sits there, picking his nose, as if I'm not even there.

Coppoletta 2/2

LA: Study for Adverbs test

R: Maniac Impact 1/2 sheet

ALA: Study for Adverbs test

AR: Read ch. 15-16