This week, you will write a short story, at least one page in length.  Please hand in your prewriting and drafts along with the finished assignment next Monday, May 8.  You may prefer to e-mail (pilong@spsd.sk.ca or mrs_pilon@hotmail.com) if you want my help in editing.

     We often talk about it “raining cats and dogs”.  Did you know that it actually has rained frogs, periwinkles and Hermit crabs?  If you are curious, check out strange rain.

     Pretend that you woke up this morning and heard rain outside, hitting your windows, pounding on the roof. It is still dark out, so it takes you a minute to notice that the "rain" coming down is extremely peculiar. You can't tell what it is, so you quietly make your way to the outside door, open it and see--!  You step out the door and see that something very strange is raining from the sky!

     What will you do?  What will happen when you meet your friends? Will the unusual rain ever be explained?  Will it ever go back to normal?
 

    This week, your POW is a poem called a Haiku.  This form originated in Japanese and developed into a very important art form.  Part of its charm is that it uses only a few words or syllables to paint a vivid picture.

    Use the list of sensory images you made last week during your break to get you started.

 There are many rules about writing Haiku.  I will give you a simpler version than some writers suggest.  From the examples below, you will notice that the rules are very flexible.
 

•  Haiku are short.  I suggest writing three lines, with a total of 17 syllables or fewer.  The pattern 5-7-5 syllables works well for some people.
• When read aloud, a haiku can be completed in one breath.
• Avoid rhyme and complete sentences, punctuation and capitals.
• Haiku describe—they don’t explain or tell.
• Two lines of the haiku indirectly relate to the third.
• Haiku often are about nature.  Yours may be about spring.

a spring nap
downstream cherry trees
in bud

spring rain
the willow strings
raindrops

tied to the pier
the fishy smells
of empty boats

    This week’s writing assignment requires you to find a quiet spot outdoors and to make a list of 20 things you notice and sense (see, hear, smell, touch—but it’s probably safest not to taste).

     At the bottom of the page, jot down a few notes about how you felt during the observation activity (calm, peaceful, sleepy, excited…)

     In honour of the holiday, all you need to do is compile the list and make a few notes about your emotional responses—there is no need to proofread or develop it in any way.  We will use your lists to inspire the next POW, after the break.
 
 

   For this week’s assignment, you will write a conversation between two objects that don’t usually speak (example:  foot and shoe; hat and head; snowman and sun; ice and skate).  Please have each object say at least five things (total of at least 10 lines of dialogue.)  Be sure to use quotation marks, capitals, end punctuation and paragraph changes correctly.

     Here are a couple of example sentences to help you.

   “How are you today?” asked the supermarket cashier. (Notice that the ? is inside the “.)

     “I am fine,” replied the customer. (Notice the , inside the “ and the new indent.  The period comes at the very end, after the tag.)

   “I was wondering,” said the cashier, “whether you need help carrying your groceries out to the car.” (Notice that the tag breaks up the dialogue—put a comma inside the first closing “, and when you reopen after the tag, use a comma leading in and no capital on the first word of conversation.  Put the final . inside the second set of closing”.)

   The customer replied, “Not today, thanks!” (Notice the comma that separates the tag from the dialogue, outside of the opening “.  Also notice that the ! is inside the “.)

Dear Parents, Guardians and Proofreaders:
On the reverse of this page is a copy of the rubric we developed in class recently.  I use this when marking weekly writing assignments.  It should give you some idea of what we are looking for in a good paragraph, and it should also give hints on how each student can improve his/her written work.

Now that we are in Term Three, assignments lose marks for being late or for not having a name on them.  The usual opportunity to upgrade continues.

1)  You will write a new poem entitled EITHER “Yesterday”, “Today” or “Tomorrow”.  It should be at least 12 lines long.
2)  You may use one of the Jean Little poems as a model if you like.
3)  Start by choosing either topic.  Brainstorm a list of ideas that relate to your chosen topic.  Choose your favourite ideas, and change them if you need to.  Then arrange the ideas into poem form.
4)  Please think about your line arrangement.  Use it to add impact and emphasis to your ideas.  Check out the two versions of “Today”, below:

Today I will not live up to my potential.  Today I will not relate well to my peer group. Today I will not contribute in class. I will not volunteer one thing. Today I will not strive to do better. Today I will not achieve or adjust or grow enriched or get involved.
I will not put up my hand even if the teacher is wrong and I can prove it.

Today I might eat the eraser off my pencil.  I’ll look at clouds. I’ll be late. I don’t think I’ll wash. I need a rest.
 
 

 Again this week, your writing assignment is a “Poem of the Week”.
1)  Begin by reading the limericks below.
2)  Write out ONE of the sample limericks in your best handwriting.  Follow the line arrangement very carefully. (*This should have been completed in class.)
3)  Write at least one new limerick.  (You will get bonus marks if you do extra ones).  Follow the rhythm patterns, numbers of syllables per line, and rhyme scheme very carefully.  We will go through the basic steps in class, and learn The Limerick Song..

 A limerick is a short form of poetry known for its humor. Note that the first, second and fifth lines each have eight syllables, and rhyme with each other, while the middle lines have only six syllables and a separate rhyme. To write a limerick, follow these simple steps.

1.   Begin by choosing a character and a place name (with apologies to the charming young lady in our class who has the same name as the famous city!)

2.  Think of some words which rhyme with your place name. Because the limerick is meant to be humorous, your rhymes may be silly:  Sydney; kidney; didn' he.

3.  Use two of these words to end the first two lines of your limerick, which introduce your character.
There once was a young man from Sydney
Who only would eat steak and kidney.

4.  Next, think of a problem for your character, and present it in your two short lines:
When the kidney ran out,
Though he started to shout,

5.  Finally, finish with a resolution (ending) to your limerick, which should make your reader laugh.
He had to go hungry, didn' he?

6.  Try this process to write limericks of your own. You don’t always have to start with a place:

A man with a very large nose . . . (rose, flows, knows, crows, blows, toes…)

 I was startled one day by a hen . . . (pen, men, Zen, fen, when, den, Jen, Ken, Len, ten, yen…)

Here are a few well-known examples of limericks for you to read and enjoy.  Most are anonymous, but a few were written long ago by the humourist Edward Lear.  As you can see, the purpose of a limerick is to entertain.  Please be silly!

 1.  A tutor who tooted the flute
Tried to tutor two tooters to toot,
    Said the two to the tutor,
    "Is it harder to toot or
To tutor two tooters to toot?"

2.  There was a young lady named Lynn
Who was so uncommonly thin
    That when she essayed
    To drink lemonade
She slipped through the straw and fell in.

3.  There was an old man with a beard,
Who said, "It is just as I feared!--
    Two Owls and a Hen,
    Four Larks and a Wren,
Have all built their nests in my beard!"

4.  There was a young lady named Bright,
Who traveled much faster than light.
    She started one day
    In the relative way,
And returned on the previous night.

5.  There was a young lady of Niger
Who smiled as she rode on a tiger.
    They returned from the ride
    With the lady inside
And the smile on the face of the tiger.

6.  There was a Young Lady of Norway,
Who casually sat on a doorway;
When the door squeezed her flat,
She exclaimed, 'What of that?'
This courageous Young Lady of Norway.

7.  There was an Old Man of Kilkenny,
Who never had more than a penny;
He spent all that money,
On onions and honey,
That wayward Old Man of Kilkenny.

8.  The was a Young Lady of Bute,
Who played on a silver-gilt flute;
She played several jigs,
To her uncle's white pigs,
That amusing Young Lady of Bute.

9.  There was a cannibal named Sonny,
Who hated his food to be runny,
He said with a frown,
As he ate a clown,
“Is it just me or does he taste funny?”

10.  An adventurous maiden called Rhona
Used to run with the bulls in Pamplona.
Friends would give her a shout
When the bulls were let out
Or just reach for their mobiles and 'phona.

11.  Now the limerick, it's really quite true,
Most poets completely eschew.
Seems they all write free verse,
Or, quite possibly worse,
Engage in the dreaded haiku.

 Here are two of my own limericks.  The second one might be true.  (You don’t want to find out!)

 A teacher who worked with Grade 6
Had a problem she just couldn’t fix.
The kids were a crowd
Who always were loud
In spite of the best “teacher tricks”.

The students whose poems are late
Will meet with a terrible fate.
Mrs. Pilon will write
All day and all night
Using those kids’ names as bait!
 
 

This week, your writing assignment is a “Poem of the Week”.
1)  Begin by reading the poem “How to Torture Your Students” by Jane Pomazal and Bruce Lansky.
2)  Write out any 12 consecutive lines of the poem in your very best handwriting.  Hand this in with your new poem.
3)  Write a new poem called “How to Torture Your Teacher”.  Make it at least 12 lines long.  You may follow the form of the original, or change it in any way you like.

Start each day with a surprise quiz.
Don’t dismiss the class for recess until you’ve finished the lesson you’re working on.
At the end of the day, hand out a huge assignment that’s due the next day.

When a student says, “I have to go to the bathroom,” say, “You should have gone this morning before you left home!” or
“You’ll have to (wait); it’s time for the kindergarten to use the bathrooms.”

Never call on students who have their hands up.
Only call on students who have no idea what’s going on.

When a student asks you a question, say, “Look up the answer in a book.”
Don’t bother to mention the name of the book in which the answer can be found.

When you read, go as fast as you can.
Skip a line or two, then ask questions about the passage to see if the students were listening.

When it’s time for the students to read, call on someone who doesn’t have a book.

When you hand out pencils, make sure they’re dull and don’t have erasers.
When you hand out books, make sure they’re torn and tattered.

When preparing the students for a test, write all the information they’ll need to know on the board.  Then stand in front of the board so they can’t see what you’ve written.  As soon as you’ve finished discussing the test information, turn quickly and erase the board.

On the last day of school, hand out a surprise final exam.
Tell your students if they flunk it, they’ll have to attend summer school—
And if they flunk summer school, they’ll have to repeat the grade.
Tell them you hope they all flunk because you like them so much and you wish they could be your students again next year.
 
 

This week for Paragraph a Week you get to be an expert! Research one of the Winter Olympic sports: how it is played, its origin, notable participants, 2006 results, and so on. You may consult encyclopedias, reference books, current magazines and newspapers, and the Internet for information. Once you've gained the expertise, write an explanatory paragraph about your chosen sport.

Keep in mind that this is just a paragraph—you don’t need to tell everything there is to know about the sport or its history. Just select five or six major points about the sport, create tight and interesting topic and concluding sentences, and you are done!

First, take no more than five minutes to jot down everything you already know about the sport you chose.  (This should look like a web or a list). Take another few minutes to jot down at least three questions you have about the sport.  Use the answers to these questions to help you focus your research. (We will probably do this part in class.)

BE VERY CAREFUL TO PUT YOUR RESEARCH INTO YOUR OWN WORDS—DO NOT COPY DIRECTLY FROM YOUR SOURCES.  USING JOT NOTES HELPS TO REDUCE THE LIKELIHOOD THAT YOU WILL PLAGIARIZE.

This week for Paragraph of the Week you get to be creative!  Invent your own Winter Olympic sport. Explain what the sport is, how to play it, what equipment is needed, its rules, how to score, etc. Tell why it should become an Olympic sport. Let your imagination soar, yet remain realistic as well. Start, as usual, by completing a brainstorming activity such as a web or a list. Remember—your finished assignment only needs to be 5-8 sentences long.

•  When you write your first draft, create a solid topic sentence, add a few supporting sentences, and write a conclusion that summarizes your information.

•  It is usually a good idea to double space your drafts so that you have plenty of room to write in changes when you go back to polish your work.

• Try reading your paragraph aloud to make sure that it makes sense.

• Commas and periods show you where to breathe: have you used enough, in the right places?

• Have you indented?

• Do all of your sentences and proper nouns start with capitals?

• If any words look strange to you, underline them and have your proofreader check them later.

• Remember to ask someone to help you to proofread to eliminate the last few mechanical errors.

• Make your good copy truly excellent.  Presentation is important!

• Remember to staple together this page, your draft, and your good copy (with good copy on top).  Include your name and the date.

• Recently, we made up a rubric with five categories.  Refer to this rubric when you are writing your final copy. This should help you to create a very high-quality composition. My comments on past assignments should give you ideas about what to work on this time.

• Single-paragraph assignments are worth 25 marks.

 
 

7.  Sandwiches

This week, you are going to focus on writing instructions clearly and in the correct order, without skipping any important details that might affect the outcome!

Think about your favourite sandwich.  Make a list or web of the ingredients.

Next, write a detailed explanation of how to make the sandwich.  Assume that the person to whom you are giving the instructions has never made a sandwich before and needs you to explain even the smallest steps in the process.  You may want to make a list of ingredients, and then write a paragraph of instructions below, so that it looks like a recipe.  (Look at a few examples in a cookbook to get you started.)

When you have finished writing your explanation, get someone to make the sandwich, using exactly the instructions you gave.  What do you think of the results?  You might get some strange ones if you forgot to tell the person to take the bread out of the bag before he/she started making the sandwich!

Make any changes you need to make your instructions more accurate.  You have now completed your paragraph!  Oh…and enjoy your snack!

This assignment is due on Tuesday, January 31.   It is worth 35 marks.  As always, staple together your prewriting (web or list), your rough copy and your good copy.   The final copy should go on top.

Because you don’t have school on Monday next week, there won’t be another paragraph assignment until Monday, February 6.
 
 

     You have had quite a lot of practice writing paragraphs and longer compositions over the last few weeks.  This week, I ask you to think about everything that makes a good paragraph.

1. Please take 5-10 minutes and jot down a list of all the things that help to make a good paragraph.  (examples:  topic sentence, capitals, concluding sentence…)

2. From this list, please choose the 5-8 items that you think are most important.  Use them to help you compose your paragraph.  The finished paragraph will probably be 8-10 sentences long.

3. Please remember to have someone proofread your work and sign your rough copy.

4. The good copy may be done by hand, in blue or black pen, or on the computer.

5. Please staple your list, your rough draft(s), and your good copy together, good copy on top.  Be sure your name is on the front page.
 
 

    This assignment is due on or before Monday, January 16. (assignment sheets went home on Monday, January 9 and I will try to get them posted here within the next couple of days.)
    Once you show me your rough copy, you may want to copy your note onto pretty notepaper.  Handwriting or printing is preferred for a personal note.  I can provide an envelope for you to address--please just ask!  I encourage you to actually mail your completed note to the person you are thanking--they will appreciate it!

     Over the past few weeks, all of us have experienced the thoughtfulness of other people.  Sometimes this has been in the form of a special gift we have received.  Sometimes another person has done something kind or thoughtful to make our day brighter.  Sometimes we have been included in a gathering of friends and family members.  Sometimes a special person is there for us all day, every day, providing support and encouragement, homework help, clean clothing, meals...

    Your assignment this week is to take time to express your appreciation to someone who has done something thoughtful by writing a thank-you note to that person.  A thank-you note is usually quite short, and should be written as soon as possible after the event or the receipt of the gift.

     If you are writing to thank someone for a gift, be very specific about the item, and tell how you plan to use it.  This shows that the gift is something you really need and appreciate.  If it is a gift of money, don’t mention the exact amount, but do tell how you are planning to use it.  Be sincere!  If you are writing to thank someone for a gift you don’t really like, it usually helps to focus on the thoughtfulness of the person who sent it, rather than trying to say a lot of complimentary things that you don’t really mean.  If you are writing to thank someone for hosting a visit, family gathering or some other event, be sure to mention something you especially enjoyed about the occasion.

    You may use regular (unlined) letter paper or a special card, if you prefer.

    Please handwrite this assignment.  It makes the note more personal.  Remember, you will actually be mailing this!  The due date is Monday, January 16 at 9 am.  If you hand it in sooner, I will check it over and give it back to you sooner so that you can mail it more promptly.

     It’s fine to include only the date in the heading, but be sure you punctuate properly!  This is a friendly letter, so use a comma after the greeting (salutation).  Indent the first line of the body.  Make a new indented paragraph for the ending.  The closing is set far to the right, and only the first word is capitalized.  It is followed by a comma.  Put the signature immediately under the closing.  If you are writing to a relative or friend, your first name is enough.
 
 

Monday, January 9, 2006
Dear Ellen,
     Thanks again for inviting me to spend Christmas Day with you and your friends.  I was feeling very sad because I couldn’t get home for the holidays thanks to my work schedule.  Your invitation really helped to make my Christmas brighter this year.

     The food was delicious!  I would love to have a copy of the recipe for that delicious cheesecake you served for dessert.  The exchange of silly gifts was hilarious!  I haven’t laughed so hard for ages.  I know that I will find many special uses for the gigantic neon pink sunglasses I ended up taking home!

     Thanks again for thinking of me and including me in your holiday celebration.  It meant a lot to me.  I hope that I can invite you to my house someday soon and return the hospitality.  What are you doing for the Super Bowl?

                                                                                  Your friend,
                                                                                  Kim
 
 

• Write your name and address in the upper left corner of the envelope. This is called the return address.   It should include your name, street address, city or town, province and postal code.
• The mailing address goes at the center of the envelope.  It includes the name of the person who will receive the letter, his/her street address, city or town, province, and postal code.
• Attach a stamp with the correct postage to the upper right corner.
• Always write the address in blue or black ink—never pencil.
• Always write very legibly.  It’s ok to print or even type if that is neater.

This week, you get the chance to do some research.  There are many other winter holidays besides Christmas.   Two of the most familiar are Hanukkah and Kwanzaa. Still other lesser-known ones are St. Nicholas Day, Santa Lucia's Day, Saturnalia, and the Winter Equinox. Using an encyclopedia or online source (Google:  December Holidays), research the holidays that fall in the month of December. Select one holiday, with the exception of Christmas, to describe for this week's assigment.

Holiday I chose:
________________

Five details about this holiday:
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________

Imagine that you and your family are planning to celebrate your chosen holiday. What preparations will you make? Will you make special foods or decorations? In what activities will you participate? What special traditions will you observe?

For this week's writing assignment, write as if you and your family actually are going to celebrate this holiday.  Your purpose is to inform your reader about this holiday as well as to tell the story of how you celebrate. Pay close attention to PURPOSE this week. Include pertinent, factual information about your selected holiday while still maintaining a narrative style.

CHECK:
1. __ Did you include a strong introductory statement?
2. __ Did you include a conclusion?
3. __ Did you indent your paragraph(s)?
4. __ If your composition is more than one paragraph, did you remember to include transitional statements?
5. __ Did you proofread your writing for mechanics and spelling?
6. __ Did you ask an adult to proofread your work and sign your rough draft?
7. __ Is your final copy neat and legible and written in ink or word processed?

You may do an alternate assignment: Write a holiday story of your choice.

BE CREATIVE!  BE DESCRIPTIVE!  MAKE US CARE WHAT HAPPENS WITH YOUR CHARACTER!
Sometimes a good way to think of conflict is to make up some “What if?” questions.  What if all the bananas were killed by a virus?  What if there was a flood?  What if there was only one member of the species left?  What if the character had to leave its habitat for some reason, but was terrified about it?

For this assignment, please hand in:
 a)  at least one “What if?” question, webbed.
 b)  a “messy” rough draft in which you have made some changes to the original story.
 c)  a good copy.
 

•  You may want to include parts of your previous two compositions in this one to make it a more cohesive story.
•  Please work in either dark ink or word processing when you make your good copy.  (For some of you, this can be excellent handwriting practice, but that is optional.)
•  For this week, please remember to double-space.
•  Be sure to include your name, the name of the person who proofread with you, and the date you handed in the story.

Because this composition will be longer than the previous two, you will have a longer time in which to write it.  Please hand in your assignment on or before Monday, December 12.

    For Language Arts this week, you will be writing a description about the place where the creature lives.

    Think about what your invented creature needs to survive.  Then design the habitat your animal requires.

Be sure to give as many details as you can about the habitat, perhaps including
* location, climate, size of the territory
* description of the terrain (geography) where your creature lives
* what your creature needs in order to survive (food, water, air, temperature, amount of daylight, shelter, etc.) and how the habitat provides what is needed.
* remember to include plenty of detail and description (think about Sunwing and the descriptions of the various bat habitats.)
* include any other interesting facts about the habitat

    On a separate sheet of paper, create a web to brainstorm your ideas and organize your thoughts. Use your web to help you focus your writing. Refer to it as you write your rough draft.   Edit and proofread carefully.  Then make your good copy.

REMEMBER:
1. ___ 5-8 sentences for your paragraph, including a topic and concluding sentence
2. ___ five elements of good writing; focus on PURPOSE and DIRECTION
3. ___ clearly REWORKED rough draft (ie, some structural changes)
4. ___ final copy is neat, double spaced, and written in ink.
5. ___ signature of adult who helped you proofread your work for IDEAS and PRESENTATION
6. ___ all four papers (assignment sheet, web, rough copy, final copy) stapled together with final on top

Name_________________________

Due Date:  Friday, December 2

Scale of 1 to 5, 5 being OUTSTANDING, 3 being AVERAGE, and 1 being NEEDS MUCH IMPROVEMENT

_____PURPOSE (clear audience, subject, and genre)

_____DIRECTION (proper structure, organization, logical order)

_____IDEAS (connection to reader, specific details, variety)

 _____STYLE (expression, word choice, sentence variety, figurative language, etc...)

_____PRESENTATION (spelling, punctuation, capitalization, paragraphing, neatness, pen or typed)

_____TOTAL= ________%

These are the qualities each paper will be graded for:
1. Heading ---Name, date, title (eg:  Habitat)
2. Five elements of good writing: PURPOSE, DIRECTION, IDEAS, STYLE, PRESENTATION
3. Topic sentence
4. Supporting sentences (at least 3)
5. Concluding sentence
6. Indent paragraph
7. Neatness
8. Spelling
9. Capitalization

Total Points Possible = 35 points

Date:  ______________________

I have read and understand the responsibilities my child, ______________________, has in completing his/her Language Arts "Paragraph of the Week" assignments.

Parent's signature:  _________________________
 
 

Recently, you invented a new animal and made a papier-mâché model of it.  Now it is time for you to tell more about it!

  What will you call it? Where does it live? What does it eat? What does it sound like? Give it an appropriate name. Describe this animal so well that your reader can actually visualize it in his/her mind.

BE CREATIVE! BE DESCRIPTIVE!

Check:

1. _____ 5 to 8 sentences
2. _____ Five elements of good writing: focus on IDEAS (see form below)
3. _____ strong and interesting introductory sentence
4. _____ Good concluding sentence
5. _____ Clearly reworked draft
6. _____ All three papers stapled with final copy on top.
7. _____ The signature of an adult who helped you proofread your rough draft.

Evaluation Form   for Paragraph of the Week

Name_________________________

Date__________________________

Scale of 1 to 5, 5 being OUTSTANDING, 3 being AVERAGE, and 1 being NEEDS MUCH IMPROVEMENT

_____PURPOSE (clear audience, subject, and genre)

_____DIRECTION (proper structure, organization, logical order)

_____IDEAS (connection to reader, specific details, variety)

 _____STYLE (expression, word choice, sentence variety, figurative language...)

_____PRESENTATION ("eye appeal", spelling, punctuation, capitalization, paragraphing, neatness, pen or typed)

_____TOTAL= ________%
 
 

Silverwood Heights School
November 21, 2005

Dear Parents,

For Language Arts this term, each student will have a homework assignment, given on Monday and due the end of the week. The assignment will be described in detail on a paper that your child will bring home at the beginning of each week. It usually will be a composition paper covering various writing skills that we are studying in class.

Each term the cumulative grades of the homework papers will count as part of the student's English Language Arts grade.

The student must hand in the directions sheet, an edited scratch copy, and a well-written final copy.

The first assignment, due Thursday, November 24, is on the other side of this page.   Would you please sign below and have your child return this sheet on Thursday, along with the first assignment?

Thank you,

Mrs. G. Pilon

These are the qualities each paper will be graded for:
1. Heading ---Name, date, title (eg:  Invent an Animal)
2. Five elements of good writing: PURPOSE, DIRECTION, IDEAS, STYLE, PRESENTATION
3. Topic sentence
4. Supporting sentences (at least 3)
5. Concluding sentence
6. Indent paragraph
7. Neatness
8. Spelling
9. Capitalization

Total Points Possible = 35 points

Date:  ______________________

I have read and understand the responsibilities my child, ______________________, has in completing his/her Language Arts "Paragraph of the Week" assignments.

Parent's signature:  _________________________