************************************************************************ Let's dispell any misinformation you may have received. There is ALWAYS some type of homework. It may be reading, studying for a test or quiz, working on a writing draft, or written work. But the phrase, "I don't have any homework" is seldom accurate. West Wilson Middle School Homework Policy A parent may request work after a student has been absent two days--this includes leaving early on the first day absent. A parent must request missed work by 9:00 on the third day if they want to pick it up that day. They will be able to pick up the work between 2:30 and 3:00. Parents calling after 9:00 will have to wait until the next day, between 2:30 and 3:00. Using this teacher web is an excellent source as well as contacting another student in the missed classes. *************************************************************************** Homework Hotline--298-6636 *************************************************************************** Vocabulary Workshop Assignments, unit 4-6 review Follow the directions in the workbook for each exercise. “A” Day--Levels C Pages 72-77 due Monday, December 7 Pages 78-80 due Wednesday, December 9 (Definitions of the eight words on page 79 are also due; complete this assignment before you attempt pages 79 and 80.) Page 81-83 due Friday, December 11 “B” Day—Levels C and D Pages 72-77 due Tuesday, December 8 Pages 78-80 due Thursday, December 10 (Definitions of the eight words on page 79 are also due—level C only; complete this assignment before you attempt pages 79 and 80.) Page 81-83 due Friday, December 11 Directions for the definitions, page 79—use one sheet of notebook paper; title the page “Vocabulary Definitions, page 79.” Using a dictionary, look up each of the eight words, and write the first and second (if there is one) definitions of each. Number the words, and skip lines between definitions. ******************************************************Monday, December 14 and DGP-none until after Christmas break. ****************************************************************************** The schedule for exams is as follows. A day—Wednesday, December 16th B day—Thursday, December 17th Makeup exams will be given for both A and B days on Friday, December 18th. Here’s how your test is organized. There are 100 multiple choice and true/false items. Number 1-25 are questions about the writing process and the five paragraph essay. Use your blue handouts—Writing Overview, The Five Paragraph Essay Organization of an On-Demand Essay, and Tennessee Writing Assessment Rubric to study. If you have lost these handouts, then you should study chapters 2 and 13 in your Writing and Grammar text. Items 26-100 are a review of units 4-6 in the vocabulary workbook. You should use your vocabulary workbook and study units 4, 5, and 6. On the reverse side of this handout is a word list. Use it as you deem necessary. Some students have used the word list as a study guide and have written brief definitions, synonyms, and antonyms. I even saw one student who wrote each of the aforementioned in different colors of pen to aid in recall. Level C—extra credit flash cards are due the day of the exam. Ideally you create these to study for the exam and then turn them in for the extra credit. If you want the 20 extra credit test points, you should follow the directions on the pink handout to the letter. No credit is issued for incomplete or abridged definitions or partial units. All instructions are followed and student work is neat, legible, and complete. Please note—extra credit equals extra effort. ************************************************************************ BIOGRAPHY ASSIGNMENT This writing project has two primary parts—the fact sheet and the biography both based on your interview. 1. Interview someone over the age of fifty. Ask questions to obtain the information on the fact sheet. Then ask the interview questions on the paragraph outline. This assignment should be completed with the aid of a relative, a grandparent if possible. Ask your parent(s) to suggest someone. You should NEVER interview strangers or conduct this interview over the internet. If you interview a family member, ask permission to tape the interview. This could become very dear to you in the future. 2. Ask “Why?” to get elaborated responses from your subject. Don’t rush this interview, and be sensitive. You will learn more than you ever imagined. 3. Write the interview in essay form. You must turn in the notes, the down draft, and an up draft of the fact sheet and the essay as well as a final draft of each. All parts must be in a two pocket, three prong folder. The prewriting and the down draft are to be in the front pocket, and your final draft, which consists of the final drafts of the title page, fact sheet, and the essay are to be placed in the prongs. The up drafts are placed in the back pocket. The drafts are daily grades, and the essay is two major test grades. If you attempt to turn in a working draft, it will be returned to you. One draft is considered a working draft. Be sure to check the following: a. The title page should have a title and some artwork, along with your name and class period. b. Word variety—every paragraph should begin with a different word, and every sentence within the paragraph should begin with a different word. You should have simple, compound, and complex sentences. c. Write your essay in third person. This is a biography. Do not use first person pronouns such as “I,” “me,” “my,” or “we” until the final paragraph. d. Remember, after you introduce the subject of your interview, refer to him or her by name NOT by family relationship. e. Carefully check your final draft against your copy of the Guidelines for Final Drafts. A copy can be accessed from my website. f. Your paper will need a hook (a strong thesis statement) and a clincher. Allow for technical difficulties. If you wait until the last minute, everything that can go wrong WILL! Do NOT email your paper or bring it to me on a disk. Papers are always hand-delivered in hard copy. Handwritten papers are certainly acceptable IF you follow the guidelines for handwritten papers. Finally, DO NOT TURN IN FAMILY HEIRLOOMS. Do not give me anything valuable, other than your project of course. Your interview should be conducted between Thanksgiving and New Years Day. Due date for the completed written project is January 15th 2010. ****************************************************************************** Paragraph Outline/Interview Questions For Biography Project Paragraph One: Thesis statement and the name of the person interviewed, date and place of birth, family background, childhood information, and the differences between his or her childhood and the life of today’s child are in this first paragraph. Paragraph Two: Describe how his or her childhood was similar to that of today’s youngster. Give concrete examples and explanations telling how things (society, family life, recreation, etc.) are different or similar. Paragraph Three: Educational background beginning with elementary school—Specific memories of favorite teachers, subjects, events, or other happenings go in this paragraph. Ask about their likes and dislikes. Was he or she a good student? Did he or she receive any awards or recognition? Did he or she ever get into trouble? Paragraph Four: Work experience—military service and jobs he or she has held. If there are several, just write about the ones he or she feel are most important. If the individual had only one job for many years, get some details about that experience such as the position they held, job performed, and any other details. Paragraph Five: Marriage and family information go in this paragraph. How did your subject meet his or her spouse? What made him or her fall in love or marry the person? What have been the blessings or disappointments? Paragraph Six: Any major changes that have occurred during his or her lifetime are discussed in this paragraph. This should include political changes, inventions, technology, etc., that had the greatest impact on his or her life. Ask how these changes affected him or her. Paragraph Seven: What is he or she doing now? This should include work, hobbies, past times, etc. Paragraph Eight: Ask your subject, “If you could change anything(s) in your life, what would you change?” Paragraph Nine: Ask your subject, “What advice would you give to me?” Paragraph Ten: This paragraph should contain your conclusions—what did you learn? How has conducting this interview affected you personally and your relationship with your subject ? In order to avoid short or one word answers (ones that won’t help you write your paper) ask your subject to elaborate. Use phrases such as “Tell me how . . . In what way . . . Explain what you mean when you say . . .” Be Dr. Phil. ****************************************************************************** Writing--#12 in the Writer's Notebook--Writing a School Story Everyone has a favorite teacher or a teacher that is anything but your favorite. Think about your teachers and your school experiences. Write about something that has happened at school. It could be a good/bad experience with a teacher, or some other type of experience. As long as the experience is school-related, you may write about it. If you are writing about a teacher in a less than positive way, make up a name. This year’s teachers are off limits! Writer's Notebook--Page 13—A Fashion Story After reading the selection from Lois Lowry, think about a time when you had to wear something you did NOT want to wear. This could be something your parents, grandparents, or some other individual directed you to wear for a particular purpose (for school, church, a holiday, or a costume, etc.) Your writing may address a hairstyle or glasses. Think Ralphie in his pink bunny pajamas in the movie A Christmas Story. Before you begin writing, think about this for a moment or two. Remember, everyone can write; everyone will write. Minimum length—3/4 of a page. ****************************************************************************** Reading Check Deadlines 1st---Friday, November 13 2nd---Dec. 1, 2009 3rd---December 17, 2009 Students who want to read a more challenging book must contract with me BEFORE they read that book. I will give them their deadline at that time. See FAQ regarding a more challenging book. Students who choose to write book reports as a form of reading assessment must obtain the book report packet from me, and I must document their intent to do so. Book reports are only valid for single reading checks and are due by the reading check deadline as established for students. Books must also be shown to the teacher when the book report is submitted. **Please see the pink student handout for full details. *****************************************************************************