Day one: Read the information here and watch the video:

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1 January 14 Complete Grammar Flip exercises 2.11, 2.12, 2.13 Composition: In class we discussed important life skills that students need to be their best. We read an article on keeping a planner and took notes. We also (hopefully) started an outline that we could use to write an essay. Your essay should be a how-to essay and have a casual tone since your audience is a fellow student. The essay can be one-paragraph or several paragraphs. Your purpose is to instruct and inspire! Day one: Read the information here and watch the video: Review your notes from class and organize them Day two: Make an outline for your essay. This can be a longer one-paragraph essay or a multiparagraph essay. Day three: Complete your rough draft. Rubric for Life Skills Research Project research notes outline Awesome job So close Keep trying missing paper: *** *** *** *** nice hook at least three steps strong verbs interesting word choice sentence variety satisfying conclusion with inspiration MLA format

2 Bring to class your research notes, outline, and two copies of your rough draft! Be prepared to write in class. Students who do not have their assignments will receive a zero, no late work will be accepted!!!

3 January 21 Complete Grammar Flip exercises 2.14, 2.15, 2,16 Composition: Yesterday we edited and revised your rough drafts. This week you will complete the final draft. Send me copy on Google Docs so we can communicate throughout the week. Bring to class your final draft of the keeping a planner paper. Late work will not be accepted after January 28. All late work will be deducted 20 points. It is very important that you start the year strong.

4 January 28 Complete Grammar Flip exercises 2.17, 2.18, 1.19 Day one: In class we examined the article: and completed the chart Reading Activity: Non-Fiction.. You should have annotated the article in class as well. Read over your notes and the chart. Today at home you are going to read the articlehttps://hbr.org/2012/07/i-wont-hirepeople-who-use-poo and complete the chart; please annotate as you read. Day two: Read two more articles from the list below (if you view this document on the website you can just click the title and it will link you to the article) and take notes: 1. Does grammar really matter? 2. What good writing indicates and doesn t 3. It s not just rules; it s clear thinking 4. Good applicants with bad grammar 5. Consider the candidate and the position 6. The harm when schools play down grammar Day three: You have now read at least four articles on our topic. Please combine your notes and organize your thoughts. If you need more information, please read more articles linked above. In class we will discuss and craft a thesis based on our research. Bring to class your organized notes. No late work will be accepted for this assignment; students who do not have their notes on Monday will get a 0.

5 February 4 TEST Complete Grammar Flip exercises 2.20, 2.21, Day one: In class, we examined and discussed our research and crafted a thesis. Rewrite your thesis here: Remember your thesis must be strong and must be phrased as an argument. Your thesis should also provide a road map to your essay. Read this to gain a better understanding: Examine your thesis; does it meet this criteria. What are your main points of your essay? You should have at least two main ideas for this essay; you can have three. Identify those here: Day two: Make an outline. Your outline MUST include at least three citations from at least two different articles. You can either quote or paraphrase. Day three: Share your outline with me on Google Docs. (just a note for you - I strongly believe that students MUST spend more time planning and thinking about their essay and this is best seen in a great outline) This is required! Share your outline with me by noon on Friday! Student who do not meet this deadline will receive a 0 for this assignment. (Do not stress about the spacing on your outline; I know that it can be frustrating to make everything line up.) Check back to see comments. If you share it with me earlier, you have more time to make corrections. Be prepared to write in class.

6 Bring a copy of your outline to class. Feb. 11 Complete Grammar Flip exercises 2.23, 2.24, 2.26 Days 1-3: Write your essay; share it with me on Google Docs by Thursday at 6:00 pm. This is required of you. YOU MUST SHARE YOUR ESSAY WITH ME! YOU WILL GET A 0 IF I DON T GET YOUR ESSAY. Read over the guidelines in the packet you were given in class. You must bring a copy to class on Monday. A digital copy will not work; we are going to read each other s papers. Students will get a 100% for bringing a copy or a 0 if they do not.

7 Feb. 18 Complete Grammar Flip exercises 2.27, 2.28, 2.29 Days 1-3 Make any revisions and edits to your essay. Remember that you are going to read your paper aloud in class. You want to convince your classmates that your view on grammar is the correct one. Practice reading your essay aloud. And then practice again. Share your essay with me on Google Docs by Thursday at 6:00 pm. Bring in your final essay, your outline, and the rubric on Monday. Late work will only be accepted one week after the due date and will be deducted 30 points!

8 Feb. 25 Complete Grammar Flip exercises 2.30, 2.31, 2.32 Day 1 You know I am so excited for this lesson! Complete the research. Use the Inquiry Graphic Organizer from your binder. You must copy and paste this EXACT paragraph into each spellcheck tool. I will have sent you an with the paragraph as well so it is easier to copy and paste. To many students dont know how to revise there own righting. Its a really huge problem, it will get worse over thyme. Their our supremely huge problems wit spelling, grammar, homophones and punctuation in our society: everyday it is observed by teachers and editors and bosses everywhere. Part of the problem is that technology can only find certain types of errors. It can find some grammar and spelling but it wont always find every style error, the idiom, or other rhetorical skills. Even if you think grammer is over rated. Bosses will not like the errors that spellcheck has missed. Day 2 Complete the Follow-Up Questions worksheet you received in class. Please answer these questions with complete sentences and include evidence from your research. For example: Which tool seems to be the most effective? Why? The Zipp Spell Checker seems to be the most effective. It was able to catch 18 of the 23 mistakes. It was also able to explain the mistakes in a clear manner. Day 3 Write your analysis. Remember your analysis must include evidence from your experiment. Refer to the rubric you received in class. Turn in your Inquiry Graphic Organizer, Follow-Up Questions, and essay on Monday. Late work will only be accepted for one week after and will be deducted 40 points.

9 March 4 TEST Complete Grammar Flip exercises 3.01, 3.02, Day 1 We read the two differing opinions in class and started to answer the questions. Today, make sure you have answered all the questions and re-read the articles. Make your decision. Do you think America should switch to the metric system or should we keep our existing system of measurement? Write down three reasons why or why not: Craft your thesis that includes your three reasons above: Day 2-3 Write a paper about your opinion on the topic: Do you think America should switch to the metric system or should we keep our existing system of measurement? First make an outline for your paper. Decide if you need more research to make your paper stronger. Keep up with your sources and enter each into your works cited page. Bring to class A COPY OF YOUR OUTLINE. Students who do not have an outline will receive a zero for this assignment! You cannot earn credit for late work. BE PREPARED TO WRITE IN CLASS!

10 March 11 Complete Grammar Flip exercises 3.04, 3.05 This week you will write a rough draft for your opinion paper on Should America switch to the metric system. Your first paragraph should be an introduction paragraph and include: a hook a transition sentence (maybe something historical or interesting fact) thesis Your three body paragraphs should include: an introduction at least three sentences that provide evidence for your reason a concluding sentence Your last paragraph should include: your thesis a clincher Throughout your essay you need to include strong verbs, transitions, and academic vocabulary. Remember strong writers use a variety of sentences. This is an opinion paper, so you will want to sound strong. Share your rough draft with me on Google Docs by Friday at noon. This is required! Bring a copy of your rough draft to class. Students who do not have a printed copy will receive a 0 for this assignment. A digital copy is not sufficient. We must have your printed copy.

11 March 18 Complete Grammar Flip exercises 3.06, 3.07, 3.08 This week you will complete your final draft of your opinion paper. Please share your draft with me throughout the week. Bring a printed copy of your final draft and your outline. Any late papers will be deducted 40 points, and no papers will be accepted after March 25. You will read your paper in class so practice at home!

12 March 25 TEST Complete Grammar Flip exercises 3.09, 3.10, 3.11 In class we learned how to write a good response. We read an article about zebras as pets and then wrote a quick response. Next you were given the chance to evaluate or grade a response. Day one: go back and make revisions to your response. Remember this is a quick response and is not supposed to be a final draft essay. On another sheet of paper explain why your response is good (hopefully it is good because you followed the guidelines); staple to your new response and turn in. Days two and three: You will now read the article you were given in class and write a response to the question: If our school offered salba at lunch, would you and other students try it? Grade the responses on the other sheet you were given. Turn in your zebra response and evaluation, your salba response, and your graded worksheet on Monday. Late work will be deducted 40 points and no late work will be accepted after one week!

13 April 8 Complete Grammar Flip exercises 3.12, 3.13, 3.14 Composition: In class we discussed our bucket lists. You must finish the page to include the minimum but remember there is not a maximum - dream BIG! Select ONE item on your bucket list. It needs to be a BIG one that takes some research and planning. Going on an African safari, teaching a kid to read, speaking to my grandmother in her native language. etc.. Then start to research how to make that goal open. Keep up with your sources. You are going to use Google Slides to create your presentation. If you have never used Google Slides. Go ahead and use this week to become familiar with the program. You have two weeks to complete this assignment. Plan your five slides. Slide one - introduce your bucket list goal three bullet points or sentences that describe the goal include a picture Slide two - Timeline provide at least 5 steps you need to take to achieve your goal Slide three - Budget provide a budget to achieve your goal Slide four - What you hope to gain from accomplishing your goal Write 3-5 sentences that discuss what you hope to gain from achieving your goal Slide five - Anything else that is relevant Make a sources cited page using Easy Bib.

14 April 15 Complete Grammar Flip exercises 3.15, 3.16, 3.17 Days 1 and 2: Complete your slide show; share it with me and a classmate. Practice your presentation. You will present your slide show to the class. You will be graded both on your presentation and your slides. Please check your slides carefully for grammar and spelling. Day 3: Read Raymond s Run by Toni Cade Bambara. It is in your packet. The story uses lots of slang, but that does not give you permission to use slang in your writing! RaymondsRun.pdf Students who are not ready to present will have 50 points taken off their score. No late work will be accepted after April 22.

15 April 22 TEST Complete Grammar Flip exercises 3.18, Composition: In class we discussed the main character in Raymond s Run. You are going to write a literary analysis that discusses the main character of this short story. Day one: Re-read the story and make annotations. Day two: Identify three traits that Squeaky possess and write down a quote as your evidence: Trait one: Evidence Trait Two: Evidence Trait Three: Evidence

16 Day three: Writing a literary analysis is different from other types of essay. There are many rules associated with how to write this type of paper. Some of you are familiar with these rules; others this might be your first time. Please spend enough time learning these rules. There will be a true and false on these rules: 1. Use present tense verbs. 2. Never use 1st or 2nd person pronouns. 3. Use quotes or paraphrasing as evidence to support your claims. 4. Use academic vocabulary (avoid slang) since this paper is intended to be read by your teacher. 5. Must include an analysis - this where you provide an interpretation of the author s words. 6. Do not summarize the story. Remember your reader has read the story! 7. Must follow MLA guidelines! 8. Must have a thesis statement. 9. Must include a works cited page. 10. You must have read the piece you are analyzing!! (more than once) Read the information on this website: A%20Guide%20to%20Writing%20the%20Literary%20Analysis%20Essay.pdf Bring a copy of your planning sheet from the homework and your copy of Raymond s Run with the annotations. Students who do not have the materials will receive a 0 for this assignment. No make-up work will be accepted.

17 April 29 Complete Grammar Flip exercises 3.20, 3.21, 3.22 Day one: In class we discussed the theme of the story, and we examined the evidence that you collected. We took notes and read and read the story to gather the very best evidence. Today - organize your notes! You should start to see how this paper will be organized. Watch this: Bring two copies of your outline to class along with your notes! Days two and three: Write an outline - just for your body paragraphs. You will want to have textual evidence in each body paragraph - a quote or paraphrase per body paragraph is required along with your analysis. Plan it here! Spend time developing your outline so when it comes to write the essay it is easy!! Students MUST bring their outline to receive credit for this assignment! No late work will be accepted. You will use this for your introductory and concluding paragraphs: I. Introductory Paragraph A. Hook B. Author and title C. Synopsis of the story D. Thesis V. Concluding Paragraph A. Restate the thesis B. General statement of the lesson or about the author C. Clincher that ties to the title

18 May 6 Complete Grammar Flip exercises 3.23, 3.24 In class we crafted your thesis. We also generated a list of strong words that are used to write outstanding literary analysis! Review your notes from class! Day one: Write your first body paragraph - remember you must have one quote Day two: Write your second body paragraph - include the quote Day three: Write your third body paragraph - don t forget the quote Be prepared to write in class. Bring your two copies of your body paragraphs to class. No late work will be accepted for this assignment.

19 May 13 Final Exam for grammar is next week. You will want to study all the grammar lessons from this semester. Review your old tests, your class notes, and go back to practice lessons that were particularly difficult for you. Final paper is due next week. Send me your paper via Google Docs! Use this rubric: Th esi s Str uct ure of Es sa y Evi den ce My thesis is a thoughtful and clear argument, which makes a unique claim about the novel. Acknowledges a counterclaim My introduction clearly includes a short summary, my theories and my thesis. My body paragraphs each have a main idea/ topic sentence My conclusion clearly summarizes my argument and makes a link/ connection to other texts or ideas. Each paragraph clearly supports my thesis. My body paragraphs each have 3 or more relevant examples/ quotes to support my argument and an analysis/ interpretation of how they support it. My thesis is a thoughtful argument that makes an interesting claim about the novel. My introduction mostly includes a short summary, my theories and my thesis. Most of my body paragraphs have a main idea/topic sentence. My conclusion summarizes my argument and tries to make a link/ connection to other texts or ideas. Each paragraph seems to support my thesis. Most of my body paragraphs include 2 relevant examples/quotes to support my argument and an explanation of how they support it. My thesis is an argument that may be unoriginal, or too simple. My introduction may include a short summary, my theories and my thesis, but not all of them. Some body paragraphs have a main idea/topic sentence. My conclusion almost summarizes my argument, though it fails to make a connection or there are loose ends. Each paragraph may support my thesis, though not clearly. My body paragraphs include fewer than 2 examples or quotes to support my argument or they do not explain how the evidence supports it. My thesis is not an argument or it is not related to my novel. My introduction may not include a short summary, my theories and my thesis. Few or none of my body paragraphs have a main idea/ topic sentence. My conclusion does not summarize my argument or brings up new ideas without explanation. My paragraphs do not support my thesis. My body paragraphs do not clearly include evidence or the evidence is not relevant to the thesis.

20 Ove rall Coh esio n & Tho ught fuln ess Gra mm ar and Editi ng Overall, my essay clearly communicates my thinking about the text and why the issues raised are important. My essay shows insight into why those examples chosen are significant. My whole essay flows smoothly with transitions between thoughts. My final draft had less than 3 errors in spelling, grammar, or punctuation. I kept my tense consistent throughout the essay. Used MLA citation format for quotes. Overall, my essay communicates my thinking about the text and why the issues raised are important. My essay shows why those examples chosen are significant. My essay flows well with transitions between paragraphs. My final draft had between 3 to 6 errors in spelling, grammar, or punctuation. I kept my tense mostly consistent throughout the essay. Used some aspect of MLA citation for quotes. My essay attempts to communicate my thinking about the text but fails to address why the issues raised are important. My essay attempts to show why those examples chosen are significant. My essay is choppy. The sections feel separate and do not flow well. My final draft had more than 6 errors in spelling, grammar, or punctuation. I had some errors in tense consistency. Used one aspect of MLA citations for quotes. My essay does not demonstrate my thinking about issues in the text. My examples are mainly re-tellings of parts of the story My essay is choppy. The sections feel separate and do not flow. My final draft had many more than 6 errors in spelling, grammar, or punctuation. I had many errors in tense consistency. Didn t use MLA citation for quotes.