Students will recoup up to half of the "missed" points on their quiz last week by completing the following assignment:
1. Define commas-
2. Define semicolons-
3. Define colons-
4. List 5 of the 9 ways a comma could be used-
5. List the 4 ways a semicolon is used-
6. List 4 of the 6 ways a colon could be used-
7. Write 5 original sentences that demonstrate mastery of the punctuation element: 5 commas used properly, 5 semicolons, 5 colons.
Commas:
1.
2.
3.
4.
5.
Semicolons:
1.
2.
3.
4.
5.
Colons
1.
2.
3.
4.
5.
Thursday, November 12, 2009
Friday, November 13, 2009
To Do List:
1. grammar link assignments 2.2-2.6
2. commas 173-178 (all assignments graded)
3. semi colons, colons 179-182 (all assignments graded)
4. Quiz Points Recuperation Program
1. grammar link assignments 2.2-2.6
2. commas 173-178 (all assignments graded)
3. semi colons, colons 179-182 (all assignments graded)
4. Quiz Points Recuperation Program
Monday, November 9, 2009
A.C.T. - like Writing Outline in Reverse
The A.C.T. - like writing has been assessed. You've been given a score from 1-6, just like on an actual A.C.T. Now, go back and write an outline for Mr. Roark. Make corrections if you did not do it correctly the first time. Please consider is all your topic sentences relate back to your thesis and answer the WHY question. For example, if you said athletes should be held to a higher standard than non-athletes, 3 reasons would be ...1.) they represent the school and are a reflection of the Sparta community 2.) sports are a privilege and not a right, therefore athletes must be above reproach 3.) higher standards help create an environment where excellence is the expectation. Those would be 3 reasons to be covered in a properly prepared paper.
Follow the outline listed here:
Thesis Statement: What was yours?
Concluding Statement: What was it?
Point one: List your topic sentence:
a.
b.
Point two: List your topic sentence:
a.
b.
Point three: List your topic sentence:
a.
b.
Consult your paper for hints. I graded them all and made comments. Most of you need alignment/format requirements met for a 6. We will discuss/assess your outlines tomorrow.
Follow the outline listed here:
Thesis Statement: What was yours?
Concluding Statement: What was it?
Point one: List your topic sentence:
a.
b.
Point two: List your topic sentence:
a.
b.
Point three: List your topic sentence:
a.
b.
Consult your paper for hints. I graded them all and made comments. Most of you need alignment/format requirements met for a 6. We will discuss/assess your outlines tomorrow.
Monday with Mr. Toporski
For Monday, November 9, 2009...
Students should complete and submit the following items:
1. an outline from their A.C.T.-like writing (see above post)
2. read end marks and dashes information in packets
3. complete exercise A on pg. 2 of end marks (with porcupine cartoon above it), 29.1 end marks handouts (pgs. 169, 170), end punctuation handout B and A, the Dash handout Exercise: Application in Literature, Dashes 29.5 (pgs. 189, 190)
Students should complete and submit the following items:
1. an outline from their A.C.T.-like writing (see above post)
2. read end marks and dashes information in packets
3. complete exercise A on pg. 2 of end marks (with porcupine cartoon above it), 29.1 end marks handouts (pgs. 169, 170), end punctuation handout B and A, the Dash handout Exercise: Application in Literature, Dashes 29.5 (pgs. 189, 190)
Thursday, November 5, 2009
Friday, November 6, 2009
Students should take and submit the quiz today.
Commas, Semicolons, and Colons + the untimed writing on Shakespeare.
Commas, Semicolons, and Colons + the untimed writing on Shakespeare.
Tuesday, November 3, 2009
Final six weeks exam Recuperation Program
For those students who are reworking topics on the exam...please submit your "reworks" by Friday, November 6, 2009. Hilight or underline key words of topics within sentences.
The following reworks are available:
1. Writing Skeleton - draw a full page skeleton and label each part correctly
2. prepositions - write 5 original sentences with 5 prepositions (other than those on the exam) used properly.
3. adverbs - write 5 original sentences with 5 adverbs (other than those on the exam) used properly.
4. conjunctions - same as above
For the "Parts of speech number game" and the "Definitions and examples"...students must write the definition of all 8 basics parts of speech; then use each p.o.s. in an original sentence. LABEL each p.o.s. being focused upon.
example:
Articles - articles are words that serve as adjectives and modify nouns or pronouns (like a, an, the).
Sentence - An instrument of surgery is a scalpel.
The following reworks are available:
1. Writing Skeleton - draw a full page skeleton and label each part correctly
2. prepositions - write 5 original sentences with 5 prepositions (other than those on the exam) used properly.
3. adverbs - write 5 original sentences with 5 adverbs (other than those on the exam) used properly.
4. conjunctions - same as above
For the "Parts of speech number game" and the "Definitions and examples"...students must write the definition of all 8 basics parts of speech; then use each p.o.s. in an original sentence. LABEL each p.o.s. being focused upon.
example:
Articles - articles are words that serve as adjectives and modify nouns or pronouns (like a, an, the).
Sentence - An instrument of surgery is a scalpel.
Monday, November 2, 2009
Follow up to A.C.T. like writing
Each student has been given a student model to follow when responding to A.C.T.-like writing prompts. He/she has also been given a rubric with the requirements for a "6." Some focus points for the 5-point essay response (which is A.C.T. like writing):
1. determine thesis; place at end of intro.
2. determine concluding statement; place as last statement...state your thesis in a fresh way.
3. have 3 points to support, defend, justify thesis; place as topic sentences at the beginning of body paragraphs...these body paragraphs should EACH be a reason WHY for your thesis.
4. include points of proof in introduction and conclusion
5. follow the 6 rubric (clarity, coherence, parameters)
1. determine thesis; place at end of intro.
2. determine concluding statement; place as last statement...state your thesis in a fresh way.
3. have 3 points to support, defend, justify thesis; place as topic sentences at the beginning of body paragraphs...these body paragraphs should EACH be a reason WHY for your thesis.
4. include points of proof in introduction and conclusion
5. follow the 6 rubric (clarity, coherence, parameters)
Friday, November 6th will be a Punctuation Quiz
Please prepare for the punctuation quiz on Friday, November 6th by taking notes on all topics (commas, semicolons, colons), memorizing definitions, and "working the sentences." Students will be expected to know definitions, and recognize proper usage.
If you don't take notes, or record definitions, it will be impossible to study for the quiz.
If you don't take notes, or record definitions, it will be impossible to study for the quiz.
Semicolon, Colon Information
Semicolon, Colon Information (Students should have notes on the following topics for Semicolons, Colons):
1. semicolon definition
2. joining parts of a compound sentence....
3. with commas to separate
4. before a conjunctive adverb
5. colon definition
6. to introduce
7. greeting
8. between numerals
9. between sentences to explain or summarize
10. introducing a formal question
Semicolon, Colon Assignments:
1. P. 179, 180 and TBA for semicolon
2. p. 181, 182 and TBA for colon
1. semicolon definition
2. joining parts of a compound sentence....
3. with commas to separate
4. before a conjunctive adverb
5. colon definition
6. to introduce
7. greeting
8. between numerals
9. between sentences to explain or summarize
10. introducing a formal question
Semicolon, Colon Assignments:
1. P. 179, 180 and TBA for semicolon
2. p. 181, 182 and TBA for colon
Friday, October 30, 2009
Comma Information
Comma Main Points (students should have notes for the following topics):
1. commas in a series
2. commas with introductory elements
3. commas with interrupters (key word phrases)
4. commas with quotations
5. commas in compound sentences
6. commas with non essential clauses
7. commas with dates, place names, and letters
8. commas to avoid confusion
Comma Assignments are as follows:
1. p. 171, 172 (monday, 11.2)
2. p. 173, 174 (homework for 11.2)
3. p. 175, 176 (tuesday 11.3)
4. p. 177, 178 (homework for 11.3)
1. commas in a series
2. commas with introductory elements
3. commas with interrupters (key word phrases)
4. commas with quotations
5. commas in compound sentences
6. commas with non essential clauses
7. commas with dates, place names, and letters
8. commas to avoid confusion
Comma Assignments are as follows:
1. p. 171, 172 (monday, 11.2)
2. p. 173, 174 (homework for 11.2)
3. p. 175, 176 (tuesday 11.3)
4. p. 177, 178 (homework for 11.3)
Applied Grammar: the Grammarfest Begins
The following is a list of topics that will be covered the next 6 weeks. Students should take notes on ALL of the following topics for their folder/notebook/portfolio:
group 1: commas, apostrophes, colons, semi-colons, dashes, end punctuation.
group 2: sub/verb agreement, pronoun/antecedent, adjectives, adverbs, what they modify, verb forms, pronoun forms and cases, comparative & superlative modifiers, idioms.
group 3: subordinate, dependant clauses, run-on, fused sentences, comma splices, sentence fragments, misplaced modifiers, verb tense shifts or voice shifts, shifts in pronoun person or number.
sentences will be assigned for each topic, collected, and passed back.
Please store all notes and worksheets IN the folder/notebook/portfolio.
group 1: commas, apostrophes, colons, semi-colons, dashes, end punctuation.
group 2: sub/verb agreement, pronoun/antecedent, adjectives, adverbs, what they modify, verb forms, pronoun forms and cases, comparative & superlative modifiers, idioms.
group 3: subordinate, dependant clauses, run-on, fused sentences, comma splices, sentence fragments, misplaced modifiers, verb tense shifts or voice shifts, shifts in pronoun person or number.
sentences will be assigned for each topic, collected, and passed back.
Please store all notes and worksheets IN the folder/notebook/portfolio.
Thursday, October 29, 2009
A.C.T.-like writing for October 29, 2009
Mr. Roark
Applied Grammar
Writing Sample: 5-point essay
30 minutes
In some high schools, teachers and parents have become concerned with disciplinary actions as they relate to athletes, as opposed to the students who are not part of the athletic programs. Some parents and teachers think all students should be subject to rules of the athletic handbook and experience consequences based on that language. Others feel sports are a privilege and not a right. Still others would like for the athletes to only be subjected to the overall rules of the school and not the athletic handbook. Despite the stricter athletic handbook in most high schools, there have been cases recently where high school athletes were allowed to participate in sporting events, despite misdemeanor or felony charges, and even convictions, perhaps because administrators feared legal action by lawyers of parents and students. In your opinion, should high school administrators hold athletes to a higher standard than typical students who do not participate in an athletic program?
In your essay, take a position on this question. You may write about any of the points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.
Applied Grammar
Writing Sample: 5-point essay
30 minutes
In some high schools, teachers and parents have become concerned with disciplinary actions as they relate to athletes, as opposed to the students who are not part of the athletic programs. Some parents and teachers think all students should be subject to rules of the athletic handbook and experience consequences based on that language. Others feel sports are a privilege and not a right. Still others would like for the athletes to only be subjected to the overall rules of the school and not the athletic handbook. Despite the stricter athletic handbook in most high schools, there have been cases recently where high school athletes were allowed to participate in sporting events, despite misdemeanor or felony charges, and even convictions, perhaps because administrators feared legal action by lawyers of parents and students. In your opinion, should high school administrators hold athletes to a higher standard than typical students who do not participate in an athletic program?
In your essay, take a position on this question. You may write about any of the points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.
Monday, October 26, 2009
Welcome Back
schedule:
1. wed. - final six weeks exam over 8 parts of speech
2. last wed. - 5-paragraph essay was due
3. today and beyond - all "returnees" MUST submit their 5-paragraph essays asap (as many days as they missed, they get to turn it in).
Students should complete the handout given by Mr. Fix. This is a pre-test that will serve as a review for the actual Six Weeks Exam. Please complete it as a quiz (quietly at your seat), omitting exercises 2 and 6. You may not ask questions of your classmates.
Use your handouts, notes, cheatsheets on all parts of speech!
Tomorrow we will play a REVIEW GAME and correct answers will be provided. Bring all your questions.
1. wed. - final six weeks exam over 8 parts of speech
2. last wed. - 5-paragraph essay was due
3. today and beyond - all "returnees" MUST submit their 5-paragraph essays asap (as many days as they missed, they get to turn it in).
Students should complete the handout given by Mr. Fix. This is a pre-test that will serve as a review for the actual Six Weeks Exam. Please complete it as a quiz (quietly at your seat), omitting exercises 2 and 6. You may not ask questions of your classmates.
Use your handouts, notes, cheatsheets on all parts of speech!
Tomorrow we will play a REVIEW GAME and correct answers will be provided. Bring all your questions.
Monday, October 19, 2009
Schedule for the week of 10.19.09
This week's submission dates:
1. Tuesday - all of your prepositions, conjunctions, interjections worksheets (see previous post for details).
2. Wednesday - five paragraph essay with thesis, concluding statement, and 3 topic sentences representative of 3 main points ALL underlined.
3. Friday - 8 basic parts of speech final exam.
1. Tuesday - all of your prepositions, conjunctions, interjections worksheets (see previous post for details).
2. Wednesday - five paragraph essay with thesis, concluding statement, and 3 topic sentences representative of 3 main points ALL underlined.
3. Friday - 8 basic parts of speech final exam.
Thursday, October 15, 2009
First Six Weeks Exam is Friday, October 23rd
The 8 Parts of Speech is the focus for the first six weeks exam. Please utilize all the notes and PoS packets handed out in order to prepare for the exam.
Review points to consider:
1. definitions of each part of speech
2. examples of each part of speech
3. metaphors for each part of speech
4. identifying parts of speech in sentences
5. utilizing parts of speech correctly in generated sentences
Review points to consider:
1. definitions of each part of speech
2. examples of each part of speech
3. metaphors for each part of speech
4. identifying parts of speech in sentences
5. utilizing parts of speech correctly in generated sentences
5-Paragraph Essay Due on Wednesday, October 21
On Wednesday, October 21, students must have the following submitted to Mr. Roark:
1. a final copy of their 5-paragraph essay
2. 2.2 - 2.4 attached to the back of the essay in chronological order
Please be sure to follow MLA format.
Underline your thesis, concluding statement, and topic sentence for the middle 3 paragraphs.
1. a final copy of their 5-paragraph essay
2. 2.2 - 2.4 attached to the back of the essay in chronological order
Please be sure to follow MLA format.
Underline your thesis, concluding statement, and topic sentence for the middle 3 paragraphs.
Tuesday, October 13, 2009
Draft Begins in Earnest
On Tuesday, October 13, students started their draft for the 5- paragraph essay. Here is the assignment (some of this has already been assigned and addressed with an earlier post):
Pop Quiz
Mr. Roark
Applied Grammar
Prepositions
Finish the preposition assignments. Check assignments 65, 66, and 69 vs. your key when finished. Write down your score out of 25 and submit it to Mr. Roark when you are completely finished with the next part…..
Conjunctions
Start Conjunctions and work through Conjunctions: exercises 71, 72, 73, 74
When you are done, take out your writing packet and finish your outline/skeleton from yesterday or write it for the first time. Then, write your introductory paragraph for your 5 paragraph essay.
Example:
1. Thesis – “Music appreciation class should be a requirement at Sparta High School.”
2. Conclusion- “A class such as music appreciation has a lasting effect on a student, one that will yield complex and multidimensional results.”
3. 3 points:
a. MA can serve as a uniting force for ALL students.
b. MA is transferable to any vocation.
c. MA creates aficionados and connoisseurs, instead of consumers.
Sample paragraph:
Music appreciation class is a class that is not currently offered at Sparta High School. The administrators see fit to offer yearbook, lifelong sports, journalism, even tech. explorations, but there is no music appreciation. Music is the tie the binds men’s souls. It is one thing that seems to be ever-present. Music is in the personal ipod. Music is in the mall. Music is in movies. Music is everywhere. But is it understood or appreciated? A fun, but educational, class could be a uniting force for all Sparta students (point 1). The lessons learned could be transferable to any vocation (point 2) and the class could create aficionados and connoisseurs, instead of consumers (point 3). Music appreciation class should be a requirement at Sparta High School (Thesis).
Pop Quiz
Mr. Roark
Applied Grammar
Prepositions
Finish the preposition assignments. Check assignments 65, 66, and 69 vs. your key when finished. Write down your score out of 25 and submit it to Mr. Roark when you are completely finished with the next part…..
Conjunctions
Start Conjunctions and work through Conjunctions: exercises 71, 72, 73, 74
When you are done, take out your writing packet and finish your outline/skeleton from yesterday or write it for the first time. Then, write your introductory paragraph for your 5 paragraph essay.
Example:
1. Thesis – “Music appreciation class should be a requirement at Sparta High School.”
2. Conclusion- “A class such as music appreciation has a lasting effect on a student, one that will yield complex and multidimensional results.”
3. 3 points:
a. MA can serve as a uniting force for ALL students.
b. MA is transferable to any vocation.
c. MA creates aficionados and connoisseurs, instead of consumers.
Sample paragraph:
Music appreciation class is a class that is not currently offered at Sparta High School. The administrators see fit to offer yearbook, lifelong sports, journalism, even tech. explorations, but there is no music appreciation. Music is the tie the binds men’s souls. It is one thing that seems to be ever-present. Music is in the personal ipod. Music is in the mall. Music is in movies. Music is everywhere. But is it understood or appreciated? A fun, but educational, class could be a uniting force for all Sparta students (point 1). The lessons learned could be transferable to any vocation (point 2) and the class could create aficionados and connoisseurs, instead of consumers (point 3). Music appreciation class should be a requirement at Sparta High School (Thesis).
Monday, October 12, 2009
Writing Progression Continues
After our in class, group Writing Process Assignment on Friday, students should have 2.2-2.6 completed in their writing packets.
We are building to the 5-paragraph essay. Please tie up loose ends.
We are building to the 5-paragraph essay. Please tie up loose ends.
8 Parts of Speech Completed This Week
Prepositions, Conjunctions, and Interjections work:
1. Prepositions: exercises 64, 65, 66, 68, 69 1-5 only)
2. Conjunctions: exercises 71, 72, 73, 74, 75 (1-5 only), 76, 77 (1-5), 78, 79, 82 1-10 only
3. Interjections: exercise 83, 84
This work packet is due Tuesday, October 20th, 2009.
Contact Mr. Roark if you have questions.
1. Prepositions: exercises 64, 65, 66, 68, 69 1-5 only)
2. Conjunctions: exercises 71, 72, 73, 74, 75 (1-5 only), 76, 77 (1-5), 78, 79, 82 1-10 only
3. Interjections: exercise 83, 84
This work packet is due Tuesday, October 20th, 2009.
Contact Mr. Roark if you have questions.
Monday, October 5, 2009
Writing Update
Use 2.1, 2.2, and 2.3 to get you started. Follow each page's instructions. Update your personal folder/portfolio.
I will grade your college application essays and return them this week.
The focus will now be working through the writing process.
I will grade your college application essays and return them this week.
The focus will now be working through the writing process.
Grammar Update: Prepositions, Conjunctions, and Interjections
Use the packet for prepositions, conjunctions, and interjections for this week's assignments:
1. TBA
1. TBA
Tuesday, September 29, 2009
Writing Assignments for the Week of September 29, 2009
These are non-grammar related writing assignments.
1. 2.1 handout Write About Yourself as a Writer (p. 55).
complete grammarlink as well.
2. 2.2 handout Determine a Topic (p. 59) .
complete grammarlink as well.
1. 2.1 handout Write About Yourself as a Writer (p. 55).
complete grammarlink as well.
2. 2.2 handout Determine a Topic (p. 59) .
complete grammarlink as well.
Grammarfest: Week of September 28, 2009
Adjectives- Read the material in the Adjective Packet (p. 456-461). Complete the following exercises: 38, 39, 40, 42, 43 (with a partner), exercise 49.
writing assignment: exercise 46. Use 10 adjectives in at least 5 sentences. Utilize a topic sentence and conclusion.
Adverbs- Read the material in the Adverb Packet (p. 462-467). Complete the following exercises: 51, 52, 53, 55, 57, 59, 62 (with a partner).
writing assignment: exercise 61. Just follow the directions.
writing assignment: exercise 46. Use 10 adjectives in at least 5 sentences. Utilize a topic sentence and conclusion.
Adverbs- Read the material in the Adverb Packet (p. 462-467). Complete the following exercises: 51, 52, 53, 55, 57, 59, 62 (with a partner).
writing assignment: exercise 61. Just follow the directions.
Monday, September 28, 2009
Checklist for Monday, September 28, 2009
Each student should have the following done before he/she leaves Applied Grammar today:
1. portfolio organized with materials from nouns, pronouns, verbs, adjectives and 3 writing assignments: lifemap, personal letter, college application essay.
2. the assigned verb packet completed.
3. adjective packet secured
4. grades updated
5. college application essay completed, printed, peer edited
1. portfolio organized with materials from nouns, pronouns, verbs, adjectives and 3 writing assignments: lifemap, personal letter, college application essay.
2. the assigned verb packet completed.
3. adjective packet secured
4. grades updated
5. college application essay completed, printed, peer edited
Monday, September 14, 2009
Monday, September 14, 2009
The following assignments are to be completed and turned in to Mr. Burrows before the end of the hour:
1. Grammar continuation- exercise 16, exercise 19, exercise 20, exercise 24
2. Writing Assignment - update your life map in your notes; p. 23 letter
Please read all information on handouts BEFORE completing assignments
1. Grammar continuation- exercise 16, exercise 19, exercise 20, exercise 24
2. Writing Assignment - update your life map in your notes; p. 23 letter
Please read all information on handouts BEFORE completing assignments
Tuesday, September 8, 2009
Batch One: Writing for Applied Grammar
Tuesday- Writing Process p. 4, 5; Grammar Link p. 7; Create a Life map p. 9; Guidelines for Groups p. 10; Personal Episode p. 11 Grammarlink.
Wednesday- Journal Writing, Grammarlink p. 15
Thursday- Grammarlink p. 19, Know Your Style p. 18
Friday- Writing a Letter p. 20, 21; Audience, Purpose Relationships, Grammarlink p. 23; Letter
Wednesday- Journal Writing, Grammarlink p. 15
Thursday- Grammarlink p. 19, Know Your Style p. 18
Friday- Writing a Letter p. 20, 21; Audience, Purpose Relationships, Grammarlink p. 23; Letter
Batch One: Parts of Speech
Tuesday- Noun definition, identification, p. 435; exercise 2-4 p. 436, 5-7 437; proper and common nouns, ex. 8,9 p. 438; collective nouns, ex. 10, 11 p. 439.
Wednesday- ex. 12, 13 p. 440; 14, 15 p. 441; pronouns, definition, p. 442; ex. 16 p. 443; ex. 17, 18 p. 444.
Thursday- ex. 19 p. 445; Interrogative and Relative Pronouns, ex. 20 p. 446; Indefinite Pronouns, ex. 21, p. 447; ex. 22-24 p. 448; Verbs Definition; ex. 25, 26 p. 449.
Friday- Action Verbs, ex. 27, p. 450; Linking Verbs, ex. 29. p. 451; ex. 30, 31; p. 452; verb phrases ex. 32 p. 453; ex. 33-35 p. 454.
Monday- ex. 36, 37 p. 455; Adjectives ex. 38, 39 p. 456; Possessive Nouns and Pronouns as adjectives ex. 40, 41 p. 457.
Wednesday- ex. 12, 13 p. 440; 14, 15 p. 441; pronouns, definition, p. 442; ex. 16 p. 443; ex. 17, 18 p. 444.
Thursday- ex. 19 p. 445; Interrogative and Relative Pronouns, ex. 20 p. 446; Indefinite Pronouns, ex. 21, p. 447; ex. 22-24 p. 448; Verbs Definition; ex. 25, 26 p. 449.
Friday- Action Verbs, ex. 27, p. 450; Linking Verbs, ex. 29. p. 451; ex. 30, 31; p. 452; verb phrases ex. 32 p. 453; ex. 33-35 p. 454.
Monday- ex. 36, 37 p. 455; Adjectives ex. 38, 39 p. 456; Possessive Nouns and Pronouns as adjectives ex. 40, 41 p. 457.
Friday, September 4, 2009
Overview: First Six Weeks
Applied Grammar Overview (First Six Weeks)
Students MUST take notes (this is a college prep. class)
Weeks 1 and 2: Personal Writing, Parts of Speech
Weeks 3 and 4: Writing Process, Descriptive Writing, Parts of the Sentence, Phrases
Weeks 5 and 6: Descriptive Writing, Clauses/Sentence Structure, Diagramming, Verb Tense, Mood
Students MUST take notes (this is a college prep. class)
Weeks 1 and 2: Personal Writing, Parts of Speech
Weeks 3 and 4: Writing Process, Descriptive Writing, Parts of the Sentence, Phrases
Weeks 5 and 6: Descriptive Writing, Clauses/Sentence Structure, Diagramming, Verb Tense, Mood
Introduction Card
Introduction Card: Please take time to respond to the prompts below.
Name:
Grade:
Extra Curricular Activities:
College Goal(s):
Major/Minor Aspirations:
Vocation/Work Goals:
Favorite author, performer, or friend:
Write one good paragraph explaining the above answer (topic sentence, ample support, clarity, and logic, at least 5 sentences):
Name:
Grade:
Extra Curricular Activities:
College Goal(s):
Major/Minor Aspirations:
Vocation/Work Goals:
Favorite author, performer, or friend:
Write one good paragraph explaining the above answer (topic sentence, ample support, clarity, and logic, at least 5 sentences):
Thursday, September 3, 2009
Applied Grammar Syllabus
Applied Grammar Syllabus
Mr. Roark
Sparta High School
What is grammar? It is the system of rules for speaking/writing a given language.
General Information
Textbook: English Grammar Book, Writer’s Choice Grammar and Composition (grades 11, and prior grades as need be) Sparta planner, other assigned readings.
The purpose of this course is to better equip students to handle the rigorous demands of college level writing. College Grammar and the key concepts therein are expected to be mastered to a satisfactory level before exiting the class. The course also covers each of the MME/A.C.T. key English and Writing test concepts and provides a statistical breakdown of each topic as it relates to the test(s)..
Course Procedure: Participants in this course will be expected to be self-directed and to become significantly involved in group projects, presentations, discussions and other group related activities. Panels, special reports and lectures will be utilized when appropriate.
Standards and Topics Per the MME/A.C.T.:
1. Usage/Mechanics (punctuation, grammar and usage, sentence structure)
2. Rhetorical Skills (writing strategy, organization, style)
Topics- commas, apostrophes, colons, semi colons, dashes, periods, question marks, exclamation points, subject/verb agreement, pronoun/antecedent agreement, adjectives, adverbs, verb forms, pronouns, comparative/superlative modifiers, idioms.
3. College Writing
4. Research and Attribution
Course Purposes
This course is designed to foster growth in the areas of language arts pertinent to applied grammar, the MME, and research and attribution, literature, grammar and usage, speech, discussion, writing, critiquing, writing processes, group work and like subjects all will be addressed during the semester class. College Grammar has systematic standards based on the MME/A.C.T. for minimum competency that must be met before a student can exit the course. Each student must demonstrate competency in every standard. The grading scale is per the Sparta Handbook.
Points Possible
There will be 2000 points possible during the semester. The following is a breakdown of how each student will earn his or her grade:
1. Weekly Quizzes (which may also be presentations or group related activities): 40 percent of grade
2. Six week Exams: 2 per semester – 20 percent of grade
3. Semester Exam: 1 per semester – 20 percent of grade.
4. Special Writing Projects: 1 per six weeks – 20 percent of grade
5. Class Participation/ Negative Impact Points: Points may be deducted by the instructor (for anything that inhibits the ability of the class to function smoothly because of the student). Talking during quizzes, tests, constant tardies, excessive insubordination are examples.
6. Speeches: TBA (encorporated into quiz grade(s))
Course Requirements
1. Complete writing assignments
2. Complete 2 six week exams and 1 final exam
3. Complete weekly vocabulary quizzes
4. Complete speeches
5. Prepare for class by completing assigned daily work
6. Participate in class discussions, speeches, presentations and group related activities
- Absent Policy per the SHS handbook
- Late Work Policy per the SHS handbook
Classroom Procedures and Rules
*observe the golden rule: “Treat others how you would like to be treated.”
Rules will be set forth by the instructor the first week of the semester. All are in compliance with the Sparta handbook.
1. No talking during quizzes, exams or presentations (from the crowd not the presenter/s). Talking will result in N.I. points being awarded.
2. Bathroom Pass Rule: Ask the teacher. If he allows, carry a pass.
3. Tardies are earned if the student is not in his/her seat when the bell rings.
4. Swearing will result in N.I. points and possibly a grade reduction at the discretion of the instructor.
5. NO cel phones, laptops, ipods, headphones, or any other electronic device is permitted without permission of the instructor. Devices will be confiscated.
Mr. Roark
Sparta High School
What is grammar? It is the system of rules for speaking/writing a given language.
General Information
Textbook: English Grammar Book, Writer’s Choice Grammar and Composition (grades 11, and prior grades as need be) Sparta planner, other assigned readings.
The purpose of this course is to better equip students to handle the rigorous demands of college level writing. College Grammar and the key concepts therein are expected to be mastered to a satisfactory level before exiting the class. The course also covers each of the MME/A.C.T. key English and Writing test concepts and provides a statistical breakdown of each topic as it relates to the test(s)..
Course Procedure: Participants in this course will be expected to be self-directed and to become significantly involved in group projects, presentations, discussions and other group related activities. Panels, special reports and lectures will be utilized when appropriate.
Standards and Topics Per the MME/A.C.T.:
1. Usage/Mechanics (punctuation, grammar and usage, sentence structure)
2. Rhetorical Skills (writing strategy, organization, style)
Topics- commas, apostrophes, colons, semi colons, dashes, periods, question marks, exclamation points, subject/verb agreement, pronoun/antecedent agreement, adjectives, adverbs, verb forms, pronouns, comparative/superlative modifiers, idioms.
3. College Writing
4. Research and Attribution
Course Purposes
This course is designed to foster growth in the areas of language arts pertinent to applied grammar, the MME, and research and attribution, literature, grammar and usage, speech, discussion, writing, critiquing, writing processes, group work and like subjects all will be addressed during the semester class. College Grammar has systematic standards based on the MME/A.C.T. for minimum competency that must be met before a student can exit the course. Each student must demonstrate competency in every standard. The grading scale is per the Sparta Handbook.
Points Possible
There will be 2000 points possible during the semester. The following is a breakdown of how each student will earn his or her grade:
1. Weekly Quizzes (which may also be presentations or group related activities): 40 percent of grade
2. Six week Exams: 2 per semester – 20 percent of grade
3. Semester Exam: 1 per semester – 20 percent of grade.
4. Special Writing Projects: 1 per six weeks – 20 percent of grade
5. Class Participation/ Negative Impact Points: Points may be deducted by the instructor (for anything that inhibits the ability of the class to function smoothly because of the student). Talking during quizzes, tests, constant tardies, excessive insubordination are examples.
6. Speeches: TBA (encorporated into quiz grade(s))
Course Requirements
1. Complete writing assignments
2. Complete 2 six week exams and 1 final exam
3. Complete weekly vocabulary quizzes
4. Complete speeches
5. Prepare for class by completing assigned daily work
6. Participate in class discussions, speeches, presentations and group related activities
- Absent Policy per the SHS handbook
- Late Work Policy per the SHS handbook
Classroom Procedures and Rules
*observe the golden rule: “Treat others how you would like to be treated.”
Rules will be set forth by the instructor the first week of the semester. All are in compliance with the Sparta handbook.
1. No talking during quizzes, exams or presentations (from the crowd not the presenter/s). Talking will result in N.I. points being awarded.
2. Bathroom Pass Rule: Ask the teacher. If he allows, carry a pass.
3. Tardies are earned if the student is not in his/her seat when the bell rings.
4. Swearing will result in N.I. points and possibly a grade reduction at the discretion of the instructor.
5. NO cel phones, laptops, ipods, headphones, or any other electronic device is permitted without permission of the instructor. Devices will be confiscated.
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