Old Stuff, Anything!

Old Stuff

Position Paper Rubric

Note: All page numbers refer to Write Source

A Content

2 Proper Title

2 Indented properly

2 Introduction: Hooks reader's attention

5 Introduction: Position statement clear, p.225

5 Body: Each paragraph has clearly stated topic sentence, p. 236

15 Body: Each paragraph effectively supports position, p.236

5 Body: Opposing position presented/refuted in fourth paragraph, p. 237

5 Conclusion summarizes, restates without repeating p. 238

41

Written Expression

5 Varied word choice (especially adjectives and verbs) p. 488

5 Smooth transitions between ideas (and paragraphs), p.236

5 Mixed use of sentence types (. ! ?)

5 Vary Sentence Beginnings, p. 249, 43

5 Slang or overused expressions limited (Like I said/Hey!/Well)

25

Language Control

5 Runs-ons limited

5 Sentence fragments limited

5 Consistent Verb Tense, p. 482, Subject-Verb Agreement, and Pronoun-Antecedent Agreement

5 Punctuation (commas/colon/semicolon/etc.) correct

5 Spelling correct. At least run the spellchecker!

30

MLA Format

1 Pages Numbered Correctly

1 Appropriate heading

1 Double spaced with no extra spaces

1 Font: Times/14

4

100 Total Score

Study Guide for Night, by Elie Weisel

(may be updated!)

1. Understand:

characters: who they are, what they do
plot: basic understanding
setting: time, location
tone/mood: feeling of writing (humorous, somber, etc.)
symbols: darkness, night, fire; what other things (evil, confusion, uncertainty, German power) these stand for/represent?
author’s purpose
climax of novel
how relationship of father to son changes
how Eliezer’s view of God changes
how the concentration camp works as a factory of death
how Night is similar, and different, than Diary of Anne Frank
guilt: of son
Jewish inaction in face of Nazi aggression
Major prize won by Weisel

2. Be able to answer all Night homework questions given out in the past three weeks

3. Review any notes

4. Reread novel, if you have time. It is short... :)

Study Guide for Anne Frank

A. Mix and Match (2 points each)

____Green Police

____ Nazis
____Otto
____Mrs. Van Daan
____Mr. Van Daan
____Margot
____Miep

____Kraler

____Mr. Dussell
____Edith

· B. Multiple Choice (2 points each)

· The setting

· The mood

· The play is based upon...what source/foundation/document?

· What are the central themes?

· Individual versus the group

· Who is the protagonist, antagonist, foil?

· Who is Hitler?

· What are stage directions?

· What is a flashback?

C. Paragraph Answer

(Each worth 10 points, for a total of 40 points)

Directions: Select only four (4) out of five (5) writing prompts to respond to.

Must be:

1. Written in paragraph format: topic sentence, three detail sentences, and conclusion sentence.

2. Topic (statement/stand) sentence must be clear, thoughtful.

3. Details sentences must provide relevant evidence to support topic sentence

4. Conclusion sentence must summarize, without repeating

________________________________________________________________________

Possible themes to write about...paragraph or short essay

· Change in Anne

· Living in the Annex

· Best Way to Raise the Children?

· God in Nature?

· Death is Everywhere!

· Possibility of Discovery

· Importance of Food

· People are Basically Good

D. Essay Question

(20 points)

Directions: Write at least three (3) paragraphs. Note: concise is better than long.

Must be:

1. Written in short essay, paragraph format

2. Statement/stand must be clear, thoughtful.

3. Details sentences must provide relevant evidence to support statement/stand

Conclusion sentence must summarize, without repeating

______________________________

Holocaust Topics, click here

Baldwin School of Puerto Rico

English 8—Grammar

Mr. Flanagan

NAME_____________________

Date________

_____________________________________________

Grammar Test , Part 2, Practice

1st Quarter, Grade 8

Definitions

Noun: name a person, place, thing, or idea
Adjective: modify nouns or pronouns, answer what kind, how many, how much, which one
Verb: shows action or links subject to other word in sentence
Adverb: describe or modify verbs (often ends in -ly)
Conjunction: connects word, groups of word, sentences
Preposition: a word or words that show how one word or idea is related to one another. The first word in a prepositional phrase.
Interjection: used to express strong emotion, surprise. Separated by comma or exclamation mark from rest of sentence.
Pronoun: used in place of a noun

Homework Practice

4. Adjectives

¨ Comparative and Superlative (p. 487, all)

5. Adverb (-ly)

¨ Practice, (p. 490, all)

¨ Comparative and Superlative

6. Prepositions (p. 494, read)

7. Conjunctions (p. 496-297, 1-10)

¨ Coordinating

¨ Correlative

D. Subject-Predicate

Definitions

Complete Subject: tells who or what is doing something
Complete Predicate: tells what the subject is doing or tells something about the subject (includes the verb)
Simple Subject: subject without the words that modify it
Simple Predicate: verb without the words that modify it or complete the thought

Homework Practice:

¨ Writing a Complete Sentence (Write Source, p. 500, 1-11)

¨ Subjects and Predicates (Write Source, p. 501, 1-6)

¨ Checking Subjects and Predicates, Fragments (Write Source, p. 502, 1-8)

_______________________

The PearlEssay Rubric

Grammar focus: fragments/run-ons, paragraph development

Formatting

Proper heading     /1

Proper title     /1

Introduction: Thesis Statement underlined     /1

Pages numbered     /1

Font: Times     /2

Indented     /2

Double spacing, no extra spaces     /2

Parenthetical documentation present, correct (Tolkien 44)     /2

Quotations formatted correctly     /2

Works Cited: present, MLA format     /2

Total       /16

Content/Structure

Introduction: hook effective     /3

Introduction: Thesis Statement organized, clear     /5

Body: Evidence of research is present     /5

Body: Evidence spread throughtout essay     /5

Body: Details/evidence support thesis statement     /15

Body: Quotes support argument     /10

Body: Transitions between paragraphs, ideas effective     /3

Conclusion: Thoughtful Summary (not repeating Intro/Body)     /5

Total       /51

Written Expression

Rich, descriptive language (uncommon/colorful words)     /4

Sentence Variety (D, I, E, I, C) , length, balance, construction       /4

Repeating Words/Phrases) limited     /3

Limited slang or filler word/phrases (Not only that…)     /5

      /16

Language Control

Subject-verb and pronoun-antecedent agreement       /3

Point of View consistant: third person (avoids "I" and "you")     /3

Spelling correct     /3

Punctuation /capitalization correct     /4

No run-ons or sentence fragments     /4

      /17

Total       /100

Holocaust Research Report

Note: all page numbers noted in this lesson are for Writers Source

Writing Guide, pp. 378, 410
Model Report, pp. 380-385

Topic _____________________________

The title of my research report:

______________________________________________________________________________

Requirements...

Purpose: to inform

Audience: other students, public

Length: two-three pages, double-spaced

Sources (Works Cited): three; one book, one magazine, one internet

Format: MLA, please see MLA Handbook for Writers of Research Papers.

Directions

1. using the link [http://www.teacheroz.com/holocaust.htm] on the classroom website, select a topic that interests you.

2. Quickly research topic online to find out if there is enough (or, too much!) information

3. Visit the library; fill out 3x5 cards with quotes and paraphrases from your research [392].

4. Craft a thesis statement [393]

5. Create an outline [394].

6. Write a report using the research report rubric (see handout) as a guide.

7. Make sure to include a Works Cited page.

8. Have a parent read the report aloud, to you, and sign.

9. Submit hard copy to Mr. F

Thesis statement:

________________________________________________________________.

The three sources I will use

__________________________________________________________

__________________________________________________________

__________________________________________________________

Extra Credit: reports done in PowerPoint will receive extra credit. Powerpoint should have at least seven slides: a title slide, five paragraph slides, and a Works Cited slide. Print out and hand in to Mr. F. :)

Research Paper Rubric

Formatting

Proper heading     /1

Proper title     /1

Introduction: thesis statement underlined     /1

Body/Conclusion: topic sentences underlined     /1

Pages numbered     /1

Font: Times     /1

Indented     /1

Double-spaced, no extra spaces     /1

Parenthetical documentation present, correct (Tolkien 44)     /2

Quotations, paraphrasing formatted correctly     /2

Works Cited: present, MLA format     /2

Total       /14

Content/Structure

Title matches content of essay     /2

Introduction: hook (anecdote, quote, question) grabs reader's attention     /2

Introduction: thesis statement organized, clear     /5

Introduction: what is to come is outlined, mentioned, hinted at     /3

Body: evidence of research is present     /3

Body: evidence spread throughout essay     /3       /65

Body: evidence/details support thesis statement     /15

Body: information is up-to-date, interesting     /3

Body: stays focused on topic/thesis, does not stray     /6

Body: quotes and paraphrasing support argument     /3

Body: transitions between paragraphs, ideas effective     /3

Conclusion: something to think about later (summarize, without repeating)     /3

Total       /51

Written Expression

Sentence fluency: sentences connect logically, smoothly     /3

Awkward phrasing (words that don't go together) limited                                                                                                                          /3

Descriptive language and elevated vocabulary     /3

Sentence Variety (D, I, E, I, C): length, balance, construction       /3

Repeating words/phrases are limited     /3

Slang or filler word/phrases (Not only that…well...like I said…Hey…Oh)     /3

      /18

Language Control

Pronoun-antecedent agreement       /2

Subject-verb agreement     /2

Verb tense consistent: third person (avoids "I" and "you")     /2

Capitalization correct     /2       /35

Spelling correct     /3

Punctuation correct     /3

No run-ons or sentence fragments     /3

/17

Teacher/Student Comment:

Total       /100

Grammar Test, Q2 Study Guide

Review, complete all these grammar areas in Write Source:

Punctuation: pp. 578-614
Capitalization: pp. 618-627
Prepositional Phrases: pp. 43, 122-123, 473, 494-495, 513, 519, 700.2, 742.1
Complements: (handout)

Grammar, Third Quarter Study Guide

Note: Write Source for page references

· Subject-verb agreement, 126, 127, 508-509, 728.1

· Pronoun agreement, 252, 476-479, 706.1

Pronoun-antecedent agreement, 474, 706.1

· Using the Right Words (1,2) 652-655

Essay Guide Area

Follow Steps to Success!

Formatting Essay

Layout: Double-spaced / Times / Size 14

Steps to Success

(Check!)

1. Formatting Quotations

2. How should my essay be formatted (scroll down to see sample document)?

3. How do I create a proper Heading and Title?

4. How do I cite quotes properly in text?

5. Creating Works Cited Page, proper format

Example:

Wiesel, Elie. Night. New York: Putman, 1958.

6. Color Code:

Thesis Statement: Red
Topic Sentences (3): Blue
Transititions: Green

7. Make sure you follow rubric below!

8. Important: Have adult check with rubric and sign!

Finally...

9. Hand in (stapled) 3 Pages:

a. Essay, on top
b. Works Cited Page, middle

c. Rubric, signed by adult,on bottom

5-Paragraph Essay

Parts of Essay Components Page #

Introduction Hook, Thesis Statement, Transition

Body: Paragraph 1 Defense, Quote, Transition

Body: Paragraph 1 Defense, Quote, Transition

Body: Paragraph 1 Defense, Quote, Transition

Conclusion Summary without repeating Intro/Body

Night Essay Rubric

Night Essay Rubric

Skill Area Points Checked

Proper Heading/Title     /2

Color-coded or labeled     /2

Introduction: Thesis Statement organized, clear     /4

Body: quotes cited properly in each paragraph     /4

Body: details/Arguments support Thesis Statement     /4

      /16

Transitions effective     /3

Conclusion: Thoughtful Summary (not just repeating Intro/Body)     /3

Verb Tense    /   Pronoun   Agreement     /2

Sentence Variety (D, I, E, I, C)        /4

Repeating Words/Phrases) limited     /3

      /15

Rich, descriptive language (uncommon/colorful words)     /3

Limited slang or filler word/phrases (Not only that…)     /3

Spelling/Capitalization correct     /3

Punctuation (commas) correct     /3

No run-ons or sentence fragments     /3

      /15

Total         /50

Complete!

Responsible Adult Checked______________________ Date ___________

Student/Teacher Comment

Night, by Elie Wiesel

Web English Teacher on Night
Biography of Elie Wiesel
The United States Holocaust Memorial Museum
The Holcaust Enclopedia
Auschwitz

Possible Essay Topics/Themes for Night Essay

· The Relationship of Father to Son

· The Treatment of Jews by other Jews

· How the Germans View the Jews

· How the Jews View the Germans

· How the Germans Use Terror to Control

· Losing the Will to Live

· Maintaining the Will to Live

· Losing the Will to Care about Others

· How Woman are Portrayed

· The Unity of the Family

· The Unity and Destruction of Community

· The Role of the Rabbi

· The Treatment of Children

· How the Concentration Camp Worked

· The Role of Sympathetic Bosses

· How Time Functions

· Survival of the Fittest

· The Role of Dr. Mengele

· Signs and Signals of Coming Disaster

· The Function of the Ghetto

· Is God Alive or Dead? Keeping and Losing Faith in God

· Memory and Forgetfulness as Survival Tools

· Elie: From Boy to a Man

· The Role of the Train

· The Role of Doctors and Medicine

· The Role of Science and Technology

· Lying and Cheating: Using Dishonesty to Stay Alive

· The Meaning of Night

· The Function of Pain

· Disbelief versus the Realization of Evil

· Stealing Jewish Wealth

· Killing in Order to Survive

The Treatment of Jews by Germans
The Importance of Religious Tradition

1. What was the attitude of British and French nobility concerning the future of their rule?

4. How did passengers on the Dover mail interact with each other? Why did they act this way?

7. What was Cruncher's message, and what was the reply? What do you think these messages mean?

9. What question does Mr. Lorry ask the spectre? What is the spectre's answer? What do you think this means? Book 1, Chapter 4

12. Have Mr. Lorry and the young Lady met before? If so, when and under what circumstances?

17. What is the power that has ground the people down? What does this tell us about conditions in France?

19. Why do the men in the wine shop refer to each other as Jacques? (Look up the word "jacquerie" for a hint.)

20. Why have Mr. Lorry and Miss Manette come to Defarge's wine shop? Why was Defarge chosen for this duty?

23. Describe the Doctor's physical appearance. What does this say about his prison experience?

24. What physical characteristic tells us that Lucie is indeed the Doctor's daughter?

25. When the doctor compares the strands of golden hair in his "locket" to Lucie's hair, what is his first conclusion? Does he finally figure out the truth?

28. What behavior of Mrs. Cruncher makes Mr. Cruncher angry? Why does this anger him?

29. What physical characteristic of his father's does young Jerry wonder about? Can you make a guess about it?

30. What does Mr. Cruncher think is "Barbarous"? Do you agree or disagree with him? Why?

34. Where did Mr. Lorry, Miss Manette, and Dr. Manette first meet Charles Darnay? What was Lucie's opinion of him?

35. What did the wigged gentleman who was looking at the ceiling point out to the counsel, Mr. Stryver, on the piece of paper that he threw to him?

37. What happens in the courtroom to prove that Mr. Carton is much more observant than his manner lets on?

38. What personal service does Carton do for Charles Darnay? What do you think this hints at for the future?

44. After reading this chapter, describe Sydney Carton's life and tell how you think he feels about it.

47. Describe Miss Pross as she appears on the surface and how she really is once you get to know her?

48. How does Miss Pross describe the Doctor's mental condition? What does it take to soothe him?

50. What kinds of people associate themselves with the Monseigneur? What does this say about what it takes to get ahead in France at this time?

51. Describe the "accident" that befalls the Monsieur the Marquis in the streets of Paris.

54. What unusual sight did the roadmender see? What prediction can you make from this?

57. What is the Marquis's philosophy of keeping the common people under control?

58. What is Darnay's opinion of his family's behavior and what does he plan to do about it?

60. A year after his uncle's death, describe Charles Darnay's professional and personal condition.

61. In proclaiming his love for Lucie, how does Charles show consideration for Dr. Manette?

63. What is the effect on the Doctor of making these promises? Why do you think they had this effect on him?

69. What is Stryver's attitude when Lorry comes to the house with information, and why does he act this way?

73. What promise does Carton make Lucie? Where do you think this promise will lead him?

76. Describe Mr. Cruncher's "fishing tackle." What kind of "fish" do you think he is going for with this type of "tackle"?

77. What name does young Jerry give to his father's "trade," and what is Mr. Cruncher's response when young Jerry says he wants to be in that trade when he grows up?

78. What was the fate of the Marquis's killer, and who reported that fate to Defarge?

79. What is the sentence that Defarge and his compatriots give after hearing the fate of the Marquis's killer? What are the future implications of this sentence?

80. How are these sentences recorded so that they will be kept secret until the appropriate time?

82. What information does Defarge get from Jacques on the police force? Where have you heard of this man before?

87. What does Charles Darnay tell the Doctor on the morning of his marriage to Lucie?

88. What is the Doctor's response to the combination of this information and the giving of his daughter in marriage?

90. How does Mr. Lorry go about approaching the Doctor about his condition for the nine days without upsetting him?

91. What is the Doctor's opinion about the future of Mr. Lorry's "hypothetical" man?

92. What does the Doctor say is the one thing that could bring on another relapse? What does he mean by this?

93. What recommendation does Mr. Lorry make to the Doctor, and how does he talk him into following it?

102. Who is Madame Defarge's lieutenant in leading the women, and what does this "nickname" imply about her?

107. In the year 1792, where was the headquarters for the "Monseigneur" in Paris?

110. What is Charles's decision? Why does he decide on this course of action? What does this say about his character?

113. What is Defarge's reaction to Charles's plea for help, and why does he act this way?

115. What about Charles's detention makes it worse than general imprisonment? Why do you think this is worse?

116. What horrible thing is located in the courtyard of Tellson's in Paris? What makes it horrible?

125. What position did the Doctor achieve because of his status, and how does this position help Charles?

127. How does Lucie respond to living fifteen months in constant fear that every day might be Charles's last?

131. Who orchestrates Charles's acquittal, and is his defense built on fact or emotion?

132. What is the mob's reaction to Charles's acquittal, and why is this surprising?

133. Why do Charles and his family stay in France, and what is their style of living there?

138. What startling information does Mr. Cruncher have concerning the death of Roger Cly, and how does this information help Carton?

139. What is Barsard going to do for Carton? What do you think Carton's plan is?

140. What memory gives Carton comfort as he wanders the Paris streets, and what does it tell us of why he turned out the way he did?

149. What was the last thing the Doctor wrote in his account, and what effect does its reading have?

150. Why didn't Lucie collapse when Charles was condemned, and what does this say about her?

151. Why did Carton encourage Dr. Manette to continue his efforts to free Charles? What does this say about Carton?

157. Why does Carton instruct Lorry to be prepared to leave the next day? What do you think is Carton's plan?

Theme: a truth about life or human experience. A unifying idea that is a recurrent element in a literary or artistic work.

Motif: a dominant idea or feature; a recurring subject, theme, idea, etc., esp. in a literary, artistic, or musical work.

Symbol: something used for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign.

Rubric: Siddhartha
See Writers Inc. for MLA style guidance

Points		Content
	2	Proper Title
	2	Introduction: author and book named
	2	Hooks reader's attention
	5	Thesis statement clear
	5	Body: each paragraph has clearly stated topic sentence
	15	Body: each paragraph effectively supports thesis statement
	5	Quotes in each paragraph
	5	Conclusion summarizes, restates without repeating
	41
		Written Expression
	5	Varied word choice (especially adjectives and verbs
	5	Smooth transitions between ideas (and paragraphs
	5	Mixed use of sentence types (. ! ?)
	5	Varied Sentence Beginnings
	5	Slang or overused expressions limited (Like I said/Hey!/Well)
	25
		Language Control
	5	Runs-ons limited
	5	Sentence fragments limited
	5	Consistent Verb Tense (usually present)
	5	Subject-Verb Agreement and Pronoun-Antecedent Agreement
	5	Punctuation (commas/colon/semicolon/etc.) correct
	5	Spelling correct. At least run the spell-check!
	30
		MLA Format
	1	Pages Numbered Correctly
	1	Appropriate heading
	1	Double spaced with no extra spaces
	1	Font: Times/14
	4	Quotes cited properly in each paragraph
	100	Total Score

1. Phrase: a group of words that function as a single part of speech (noun, verb, preposition, etc.)

2. Clause: a group of related words that has both a subject and a predicate (dependent/independent), but does not have all the attributes (see below) of a complete sentence.

3. Sentence: a group of words containing a subject and predicate, express a complete thought, begin with a capital letter and end with a period, exclamation or question mark.

5. Predicate: the part of a sentence that shows action or says something (modifies) about the subject.

…enacted in response to Irish Catholic support of Stuarts (James II) fight against Protestant England.

In broad outline, they barred Catholics from the army and navy, the law, commerce, and from every civic activity. No Catholic could vote, hold any office under the Crown, or purchase land, and Catholic estates were dismembered by an enactment directing that at the death of a Catholic owner his land was to be divided among all his sons, unless the eldest became a Protestant, when he would inherit the whole. Education was made almost impossible, since Catholics might not attend schools, nor keep schools, nor send their children to be educated abroad. The practice of the Catholic faith was proscribed; sinforming was encouraged as 'an honorable service' and priest-hunting treated as a sport.