11.13- Bell-ringer, Spelling Words, Banned Word List

Bell-ringer: Write the sentences and then define the underlined words using context clues and prior knowledge.

1. Though my sister loves rutabagas, I detest them.

2. The detrimental storm destroyed houses and tore down power lines.

3. The devilry (hateful mischief) was done by the students.

4. We could almost see straight through the diaphanous fish.

5.  Mom dissevered the cake into six pieces.

1.    sustenance

2.    condemnation

3.    belittle

4.    beneficial

5.    coexist

6.    fortunate

7.    negotiate

8.    memento

9.    proclaim

10.  vengeance

11.  vandalism

12.  preferential

13.  maneuver

14.  ingenious

15.  carnivorous

Banned Word List:

good, bad, pretty, beautiful,ugly, very, really, sad, happy, excited/ing, thing, stuff, great, slow, fast, nice, amazing, awesome, got, cool, big, small, littler, wonderful

11.9- Bell-ringer, Peer Edit Guide, Rubric

Bell-ringer: 

Write one paragraph (five sentences would be good) about an elderly person who has had an impact on your life. This could be a grandparent, aunt, uncle, former teacher, family friend, etc. Describe who this person is and how they had an impact on your life. 

1.      Read your partner’s essay aloud to your partner. Read it exactly as it is written. If there are no pause marks (commas, semicolons) or end marks, then read the essay accordingly.

2.      Is there an effective hook? Does it grab your attention? Write if it is good or not. If the hook is not effective, then give a suggestion.

3.      Do the paragraphs flow from one to the next? Are there effective transitions? If not, mark where you become confused by the progression ideas.

4.      Are the characters and setting described with vivid details?

5.      Did the author create a word picture? Did s/he use strong verbs and vivid descriptions?

6.      Check the mechanics of the essay (capitalization, punctuation, and spelling). Correct homophone issues (there, their, and they’re; your and you’re; its and it’s; to, two, and too).

7.      Finally, look at the rubric on the blog. Decide what grade this person should receive.

Only write with pencil on your partner’s essay.  

Narrative Essay

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Teacher Name: 8th Grade Reading Language Arts


Student Name:     ________________________________________

CATEGORY	10	9-7	6-4	3-1
Introduction	First paragraph has a "hook" or interesting beginning.	First paragraph has a weak "hook".	An interesting beginning was attempted but was confusing rather than catchy.	No attempt was made to catch the reader\'s attention in the first paragraph.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. Obvious plot structure.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. Plot was not well developed.	The story is a little hard to follow. The transitions are sometimes not clear. There was minimal plot development.	Ideas and scenes seem to be randomly arranged.
Setting/Characters	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Format	All formatting requirements (double-space, font size, dialogue, technical aspects) are met.	Most formatting requirements are met.	Half of the formatting requirements are met.	Little to no formatting requirements are met.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The   author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Grammar/ mechanics	There are no grammatical or mechanical errors in the story.	There are one to three grammatical/mechanical errors.	There are more than three grammatical/mechanical errors.	Grammatical and mechanical errors are innumerably, making the story difficult to read.

11.8- Bell-ringer and Grammar Exercise

November 8, 2017                                                                        Mr. Spivy

Bell-ringer: Rewrite the following sentences, adding the necessary punctuation and using proper capitalization.

1. my sister and her friends monica and jimmy went to canada

2. because of his lack of knowledge george was fired from petes pizza place

3. when no one knows where todds grandma is its a problem

4. sit down and be quiet, its time to start

5. shes sick, she ate grandma lindas two week old meatloaf

When you are finished with the bell-ringer, complete the grammar exercise below. 

Run-ons--click here 

When you are finished with that, work on your rough draft.

IF you finish your rough draft, find something else to work on, which could include reading. 

11.7- Bell-ringer and Exercises

Bell-ringer: Write an original sentence that is highly descriptive and entertaining sentences that are at least ten words long. If you were not here yesterday, ask your neighbor for the definitions.

1. delectable- adj. delicious

2. demagogue- n. a politician who has no regard for what is right

3. demented- adj. insane

4. demise- n. death

5. denizen- n. one who lives in a certain place; citizen

Fragment- click here 

Run-on sentences- click here 

11.6- Bell-ringer, Rubric, and Dialogue Notes

Bell-ringer: Write the sentences and then define the underlined words using context clues and prior knowledge.

1. I craved a piece of that delectable chocolate cake all day.

2. The demagogue, an unprincipled politician, won the election again.

3. Unlike her completely sane sister, Deidra is somewhat demented.

4. His demise was a shock; hearing about the death caused great sorrow.

5. The denizens of Michigan are called Michiganders.

Narrative Essay

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Teacher Name: 8th Grade Reading Language Arts


Student Name:     ________________________________________

CATEGORY	10	9-7	6-4	3-1
Introduction	First paragraph has a "hook" or interesting beginning.	First paragraph has a weak "hook".	An interesting beginning was attempted but was confusing rather than catchy.	No attempt was made to catch the reader\'s attention in the first paragraph.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. Obvious plot structure.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. Plot was not well developed.	The story is a little hard to follow. The transitions are sometimes not clear. There was minimal plot development.	Ideas and scenes seem to be randomly arranged.
Setting/Characters	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Format	All formatting requirements (double-space, font size, dialogue, technical aspects) are met.	Most formatting requirements are met.	Half of the formatting requirements are met.	Little to no formatting requirements are met.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Grammar/ mechanics	There are no grammatical or mechanical errors in the story.	There are one to three grammatical/mechanical errors.	There are more than three grammatical/mechanical errors.	Grammatical and mechanical errors are innumerably, making the story difficult to read.

 Dialogue Notes

#1 Use quotation marks to enclose a direct quotation 

n#2 A directly quoted sentence begins with a capital letter.

n#3 When a speaker tag interrupts a quote, the second part begins with a lowercase letter.

n#4 If a quoted sentence is divided, a comma follows the first part and comes before the second part.

n#5 A quote at the beginning of a sentence uses a comma, question mark, or exclamation point at the end.

n#6 If a quotation comes at the end of a sentence, a comma comes before it.

n#7 A period or a comma should always be placed inside the quotation marks.

#8 Every time a new person speaks, another paragraph must be started. 

n#9-Don’t overuse dialogue

#10-Give the dialogue purpose

11.2- Bell-ringer and Organizer

Bell-ringer: Directions—write the quote and then answer the questions that follow.

“The world is a dangerous place to live; not because of the people who are evil, but because of the people who don't do anything about it.”  Albert Einstein

1. Do you agree that the world is dangerous because of the people who do nothing about evil? Why/why not?

2. Einstein left Germany because of Hitler and the Nazi party; what do you think he was referring to in this quote?

Short Story Organizer

Directions: On your own sheet of paper, fill in the necessary information. To keep your paper organized and sequential, write down the underlined words on your own paper.

Basic plot: Summarize what your story will be about in a sentence or two

Setting: Where will it take place? 

Time: In what time period will this be happening? Is it current time? The Victorian Era? In the distant future? 

Dynamic character(s): Dynamic characters will be the main actors in your story. They will have varying emotions and actions. Write down the dynamic characters and a description of who they are and what they will be doing in your story. 

Conflict: What type of conflict will this story have (man v. self/man/society/nature/ supernatural)? Describe in detail what this conflict will be. 

Intro: How will your story begin? This section should be at least a sentence (though the more you write, the better you will be.) 

Rising action: What will happen between the intro and the climax? This section should be at least two sentences (though the more you write, the better you will be.) 

Climax: What event will be what all of the action is leading to? This section should be at least two sentences (though the more you write, the better you will be.) 

Falling action: What events will take place after the climax? This section should be at least two sentences (though the more you write, the better you will be.) 

Conclusion/resolution: How will your story end? This section should be at least a sentence (though the more you write, the better you will be.) 

11.1- Bell-ringer and Story

Bell-ringer: Rework the boring sentences below. Add vivid descriptions and sensory details to make these senses appealing to the reader.

1.     The sunset was beautiful.

2.     The painting of the field was nice.

3.     The old man stooped down.

"The Story of An Hour"--click here