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****Please note: I am undating this page. Please be patient. If you do not
see your writing assignment here please use the handout from class. Thanks!
To view weekly assignments please see the Homework page, updated frequently!
The Words of Wisdom Journal Project of 2008
Each chapter in Fever 1793 begins with a quote from a prominent historical
figure of the time. The quote serves as a description for what is taking
place in the society as a whole and as a description for what Matilda will
talk about in the upcoming chapter in relation to her own life.
In a similar style, you will be keeping a journal recording the events of
your daily life just as Matilda does in the novel. Each entry should begin
with a quote from a prominent person in today’s society, followed by a
narrative of your day. Tell the story of your new experiences here at
Mountview and who you are at this time in your life.
Project Requirements:
• Cover: Take a sheet of colored construction paper to use as your cover.
Fold it in half, and write your name in the center of the front of the paper.
Next, cut words, phrases, and pictures out of magazines and newspapers which
represent you and your personality. Arrange these cutouts in a collage
fashion around your name. You must have at least ten different words or
pictures. The cover should be a creative expression of your personality.
• Quotes: Use regular white lined paper for your journal entries. Each entry
will begin with a quote from a prominent person in today’s society. You will
have a total of 5 journal entries, so you will need a total of 5 quotes. When
selecting your quote each day, try to find one that relates to what you will
be talking about in your journal entry. The quote does not need to refer to
exactly what you are writing about, but another reader should be able to see
the connection between the quote you select and the journal entry about your
day. It may be easier to find a quote first, then write a journal entry which
relates to both the quote and your experience.
The quote should always be at the start of your journal entry, standing out
like it does in the novel. See the book for an example.
How to find a quote: At least one of your quotes should come from lyrics of
music you listen to, one from books or poems you like, and one from writers
currently writing in newspapers or magazines. The remainder of your quotes
can be from these categories or any others that you choose, but remember they
should be from people of this time period. Be sure to copy the quote exactly
as it was originally said, citing the person who said it at the end. You may
even quote your parents, grandparents, teachers or coaches if they offer
words of wisdom!
• Entries: You will have a total of 5 journal entries. Each journal entry
should be at least one full page and must include the date at the top of the
page. You may type the journal entries or write them by hand. Remember to not
only recount the events of your day, but also how you felt about what
happened. Analyze how the events of the day impacted your life. Talk about
your feelings and thoughts as well as the events that took place during the
day. Your journal entries should include content that is appropriate for
school.
• Organization: Once you have finished all 5 of your journal entries, place
them in chronological order. Be sure your writing is neat and readable.
Staple the cover you created so that all of your journal entries are inside
it like a book.
Use the evaluation as a checklist to make sure you earn the most!
To earn full credit (15 points per entry = 75), use this guide:
1.) Each journal entry is well written and expresses your experiences and
thoughts.
2.) You use specific details, proper nouns and action verbs when possible.
3.) Capitalization and punctuation are correct.
4.) There are less than three spelling errors.
5.) Your writing fills at least the front side of one page.
_________ Entry #1
_________ Entry #2
_________ Entry #3
_________ Entry #4
_________ Entry #5
_________ Cover has at least 10 words or pictures in collage (20 points)
_________ Your heading information is on the front (5 points)
_________ Total points/grade Teacher Comments:
Example:
September 12, 2008 Qualities of a Hero
“You can encounter many defeats, but you must not be defeated.” Maya Angelou
Today we are asked to think about heroes and what it means to be a
hero. In my mind, I immediately think about the brave people who sacrificed
their lives on September 11, 2001 as they fought the terrorists while on a
plane traveling toward Washington. They stopped that flight from destroying
our Capital, even though it meant that they would die. I think this is
incredibly unselfish. Unselfishness is a quality that I truly admire and
respect. It is one quality that I think all heroes possess.
Writing a Persuasive Essay
Mrs. Knight’s Grade 6 Gold
To help students keep things organized, all materials related to the
persuasive essay will be printed on pink paper. Persuasive Pink! After
discussing the power of persuasion and persuasive writing specifics in class,
the students have to write a five paragraph essay on one of the topic choices
offered. Research for this paper includes making observations as well as
finding experts and statistics that support his or her logical arguments. A
copy of the assignment and the graphic organizer follow:
After reading and thinking about the four essay topics below, choose only one
topic for your essay. Take a stand on one side of the issue or the other.
In your essay, you must be able to support your opinion with at least three
logical arguments and specific facts to back up your arguments.
1. It has been suggested that school uniforms would reduce the pressure
on students to wear expensive and/or inappropriate clothing and would improve
the public school learning environment. Should students be required to wear
school uniforms? Yes? No? Why or why not? Take a stand.
2. A few years ago, the State Board of Education ruled that public
schools do not have to offer physical education classes. Should physical
education classes and/or recess continue to be offered or should they be
dropped? Why? Take a stand.
3. Education reform has mandated that all Massachusetts public school
students must participate in MCAS testing throughout their public school
years and pass the exam to receive a high school diploma. Should students be
required to participate in the testing and pass MCAS in order to graduate?
Why or why not? Take a stand.
4. As we are discovering in Amelia’s War, it was necessary for women
like Belle Boyd and Joan of Arc to disguise themselves as men in order to
take part in combat. Many people believe that women have no place in combat,
while others believe that women should be allowed on the front lines. Should
women be allowed in battle? Take a stand.
Prewriting Guidelines for a Persuasive Essay
1. Do a little research to gather facts, statistics, and general
information on your topic. Use teacher or parent approved websites such as
the Massachusetts Department of Education as well as newspaper articles and
other resources to find information. Document your sources as you go.
Always include where you found your information when you find facts. Try to
include the author, title, website, article, and page number – use the WRSD
Style Manual as a guide.
2. Take a stand! Decide which side of the issue you agree with and
support only that side. Don’t be wishy-washy!
3. Brainstorm a list of reasons and logical arguments that support your
opinion. Use facts from your research.
4. Select three or four of your best arguments.
5. Arrange your arguments in the “order of importance,” from the weakest
to the strongest argument.
6. Support your arguments with factual reasons, statistics, details,
examples, and quotes. Try to convince your audience to agree with you!
7. Anticipate and overcome objections to your point of view.
Remember that you must support your stand on the issue with factual reasons,
not opinions. To effectively persuade someone to your way of thinking, you
need to use facts, logical reasons, statistics, and quotes from experts.
Mrs. Knight’s Writer’s Schedule
You have now had a few days to research the four issues from which
you may choose the topic of your essay. In the space provided below, write
your topic and then obtain a parent signature.
My Topic: _____________________________________________________________
______________________________________________________________________
Parent/Guardian Signature: ________________________ Date: _______________
Due Dates for 2007
Parent Signature: Friday, May 18
Completed Graphic organizer: Tuesday, May 22
Introductory Paragraph: Wednesday, May 23
First body paragraph: Wednesday, May 23
Second and third body paragraphs: Thursday, May 24
Concluding paragraph: Friday, May 25
(Complete draft)
Final copy and presentation to the class Thursday, May 31
Friday, June 1
First drafts of each paragraph can be typed or handwritten, but must be
double-spaced to allow room for corrections and revisions. Revising and
editing will be ongoing in class and at home during and after drafting. This
is a process that benefits most from critical review and rewriting.
Your final copy should be typed, double-spaced (to allow room for correction
marks), free of spelling and grammatical errors, and your heading should be
in the top left corner on the first page. Your title should be centered on
the first page.
The final copy of your essay will be handed in Thursday, June 1st. Your
graphic organizer and all rough drafts must be handed in with your essay.
Remember that you need to list all sources.
Drafting – Guidelines, Strategies and Expectations
1. Your essay must be at least five paragraphs.
2. Your purpose is to persuade your reader to support your opinion on
the topic you have chosen. In other words, you want your readers to agree
with your thinking. Your purpose is to convince or persuade.
3. In your writing, you may not use these common phrases: I think, I
feel, It is my opinion, or My opinion is…. Always express your opinion as a
direct statement.
4. You must have at least three logical reasons or arguments to support
your opinion. Use factual reasons, examples, quotes, or real life instances
to support the points you are trying to make. Present these arguments
supported by facts in your body paragraphs.
5. Organize your arguments logically. Use “order of importance” to
arrange the arguments you present. That is, offer your weakest support
first, and finish with your most important argument. Another strategy is to
offer your two most important arguments first and last in your essay. Try to
use transition words and phrases (first, then, next, finally, and others) to
help your essay flow smoothly.
6. Remember, a solid body paragraph consists of five or more sentences
that state and support a main idea. Be sure to fully develop all of your
paragraphs. Include:
1. Topic Sentence (the main idea or the point of the paragraph)
2. Three or more support sentences (the argument and supporting facts)
3. One clincher (concluding sentence that summarizes/restates the main
idea)
Name: Persuasive
Essay Graphic Organizer
Mrs. Knight
Class:
Date:
Topic:
Opinion Statement:
Support for Your Opinion
Logical Argument #1
Weakest
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Expert Opinion/Quote
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Counterarguments
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Sources: _____________________________________
____________________________________
To avoid plagiarism, use quotations as needed, and
be sure to list all your sources!
Logical Argument #2
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Expert Opinion/Quote
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Counterarguments
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
Sources: _____________________________________
____________________________________
To avoid plagiarism, use quotations as needed, and
be sure to list all your sources!
Logical Argument #3
Strongest
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Fact/Statistic:
______________________________________________________________________________
______________________________________________________
Expert Opinion/Quote
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Counterarguments
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
Sources: _____________________________________
____________________________________
To avoid plagiarism, use quotations as needed, and
be sure to list all your sources!
Writing Historical Fiction:
To bridge the gap between our nonfiction study of the Civil War and our study
of the historical fiction novel, Amelia's War, students will try their hand
at writing a short piece of historical fiction of their own. After reading
the article by Nicholas Zook, "How a Slave was Freed in Holden," students
will use one real person from the article and create a fictional person. In
their one to three pages they will include a dialogue between the two. This
is a great opportunity to use your IMAGINATION!
Final copies are due April 13.
Graded papers must be signed and returned by May 1.
Optional rewritten essays are also due by May 1.
From March 6 to March 14 I will have the assignment for the Women's History
Research Project posted here. If you print this you will be printing the
entire contents of this webpage - please be aware that you may not need the
majority of this page.
Women’s History Month Research Handout
What: Research 5 women from 5 different categories and present your findings
on “trading cards”. It will be up to you and your partner(s) to find these
women to research. I will only supply you with some good web-sites, but you
may use encyclopedias and biographies as well. It is up to you to decide
whom you are going to research and write about. Make sure that she fits into
one of the following categories and you can find enough information.
Where: Research will be conducted in the library.
Additional research may be done at home and outside of school.
When: Research during class periods 3, 5 and 7 from March 6-10. In-class
work will coincide with research in alternate class of LA.
Additional writing and final copies of paragraphs
will be done for homework.
Why: It is time to recognize those women who put us where we are today and
helped to shape today’s society.
We need to practice our research skills, writing skills, and organization
skills, and the ability to work together.
Length of writing on back of card (typed): 3 Paragraphs
Due Date: Tuesday, March 14, 2006
Categories:
• Math/Science
• Arts/Literature
• Politics/Social Issues
• Sports/Athletics
• Business/Industry
Keep track of names and information. This information should include:
o Works Cited Information ___________
o a picture of them _________
o when they lived _________
o what they did __________
o what made them famous _________
o others they lived or worked with _________
o events they participated in _________
o anything else you feel may be important. _________
Once you gather your information, you will be expected to present it in
an “interesting” way. You will be making “trading cards”. The front of each
card must have the woman’s
1) Name, 2) Picture, 3) Category
The back of the card will contain a brief, three paragraph typed biography
using your research.
Acceptable websites to use:
Timeline of Women’s Movement
http://lcweb2.loc.gov/ammem/naw/nawstime.html
National Museum of Women’s History
http://www.nmwh.org/exhibits/exhibits_frames.html
Women’s Rights Movement
http://www.legacy98.org/move-hist.html
First Ladies
http://www.whitehouse.gov/history/firstladies/
Congresswomen
http://bioguide.congress.gov/congresswomen/alpha.asp
Distinguished Women in Sports
http://www.distinguishedwomen.com/subject/sports.html
Biographies
www.biography.com
www.distinguishedwomen.com
Handout:
Names: _____________________ and _____________________
Mrs. Knight
Class:
Date:
Women’s History Trading Cards Rubric
1. I included a picture of each woman (25 pts.) _________
2. I included when they each lived (25 pts.) _________
3. I included what they each did to become famous(25 pts.) __________
4. I included others with whom they lived or worked (25 pts.) _________
5. I included events each of them participated in (25 pts.) _________
6. I included at least one other item of information about each woman that
I felt was important. (25 pts.) _________
7. I included a Works Cited Page to list my sources (25 pts.) _________
8. My card is neat and done to the best of my ability (25 pts.) ________
9. I followed directions for the front and back of the card (10 pts.) ______
10. I double-spaced the typing and used size 12 font ( 10 pts.) _______
11. I will lose 2 points for each SPELLING and GRAMMAR error _______
________ _______ _______ _______ _______
Total score = _____________/ 220________ = _______________
February 2006 Heritage Essay Important Information
Students must include the collage cover, the final copy and the corrected
rough draft when they present their final report to be graded. This will
count as a test grade.
Mrs. Knight’s Language Arts
Heritage Project February 2006
During our study of figurative language, Mrs. Knight’s students will be
taking a story from their heritage and transforming it into a composition.
This project will be separated into several steps, and each step has its own
learning objectives. To simplify the project, please use the following
explanation as a guideline. Each essay will be different because each
student has a unique family story to tell, but all students will share the
experience of the interview and writing processes.
Part I: Conduct an Interview
In accordance with the Massachusetts Language Arts Curriculum Framework 2.3,
students will interview of a family member. The primary objective of this
interview is to learn about his or her heritage as it led the family to its
current residence. In other words, how did you come to live here? Why?
What choices made by your grandparents or other ancestors led to this
location? What country did they live in before moving to America? Why did
they come here? Students will create a list of twenty questions as
preparation for this interview. These questions should be grouped into five
general topics. After their 20 questions have been proofread at school,
students should make an appointment to interview a parent, grandparent or
other close relative. As often happens in an interview, new questions arise,
and often that is where the best part of a story develops. Students should
try to write down all questions and their answers as accurately as possible.
The date, time and duration of the interview should be recorded here.
I will be interviewing _______________________ ( ___________________________)
Name relationship
to you
Interview Date: _____________________________
Time: ___________________________ Place: _______________________________
Part II: Writing the Rough Draft
The Curriculum Frameworks we’ll be working on in this section relate to
General Standard 23, where students practice organizing ideas in a way that
makes sense. Students will have to review their notes from the interview and
use graphic organizers to organize and plan their composition. After
organizing ideas, students will write a first draft of their story. We’ll
use the paragraph writing templates to write our first draft to ensure that
we have clear topic sentences and enough relevant detail in each paragraph.
Learning what makes a strong introduction, body, and conclusion will be
taught and practiced in class before the second draft is completed. Students
will be expected to apply rules of grammar and spelling and choose vivid
verbs and adjectives as well. Students will be encouraged to use figurative
language where appropriate in their essays.
First Draft was passed in: ___________________________________________
First draft was edited by: ___________________________________________
Second Draft was passed in: ________________________________________
Part III: Editing and Revising
All students will have a peer editor who will use the editorial symbols to
help find ways to improve the composition. Students can also email their
drafts directly to me, and we will use them as examples for revision during
class time. The worst thing an editor can say is: “This looks great!” All
students will practice the critical thinking skills used by editors.
Students are also encouraged to edit their own work with a critical eye, and
ask for additional help from a parent or an older sibling at home. Rewriting
is an essential part of writing this essay.
Mrs. Knight corrected my revised work and returned it to me on:
___________________
Other editors at home: _____________________________________________________
Part IV: Creating the Final Copy
During this stage students will create a unique title for their composition
and make a cover which includes paper collage art. The artwork should be
related to the unique story and act as an enticement to readers. Students
can choose one of the following as a “publishing” opportunity:
1.) Read your composition aloud to the class.
2.) Present an oral report which includes pictures
3.) Do a Powerpoint presentation (creating slides of your story)
------------------------------------------------------------------------------
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I have read about the Heritage Project for Mrs. Knight’s 6 Gold Language Arts
students, and my child _______________________________ and I understand that
this project has several parts.
_________________________________________ _____________________________
Parent Signature Date
End of February 2006 Heritage Project
For Writing Assignments in general:
Writing assignments will be completed quite often throughout the sixth grade
year. Using the Wachusett Regional School District's Style Manual, those
writing assignments required by the district have been spread out through
the school year so that one is covered each month. For all writing
assignments, students should follow the final draft format rules listed
below. These are very important, and assignments that stray from these
rules will not be accepted and will be subject to loss of points if turned
in late.
Final Draft Format Rules
When turning in the final draft of anything in Language Arts class, you
should follow all of the rules listed below. Final assignments that are not
turned in following these rules will not be accepted and will result in lost
points.
Heading
Your full name (first and last) Assignment
Mrs. Knight
Date (always written out in full)
Class # (LA 6(_))
Title (if there is one)
Please note that titles of essays are not underlined or placed in quotation
marks.
Rules for Typing
1. Always type in black ink on white paper. There are assignments on
which I will make exceptions to this rule, but I will let you know when that
exception is being made.
2. Always use standard font (like this one) no larger than 14. Larger
printing tends to make work look juvenile. Never bold an entire essay.
3. Double-space essays. Always!
4. Always use the spell check on your word processing program. This
can
save you from making errors that may affect your grade. Also, check your
comma usage and remember the rules that we are learning in class.
5. Before printing, always read through your essay for errors that the
computer may not pick up on. You may even want to have an adult read it as
well.
6. Do not add an additional space between paragraphs.
7. If something goes wrong with my printer and I am unable to print an
assignment that is due, I must hand write it. Ms. Patterson will not accept
any printer excuses.
Rules for Hand Writing
1. Always write in blue or black ink on white lined paper. No red,
green, or gel pens will be allowed on final writing assignments (this
includes Caught ‘Ya papers)
.
2. You may write in cursive or print, whichever is neater for you. If
I can not read your writing, I can not grade the assignment.
3. Always have your rough draft edited for spelling and punctuation
mistakes before completing the final draft.
4. One-inch margins should be drawn in pencil on either side of the
paper.
5. Only write on one side of a piece of paper. Never go on to the
back, even for one or two words. An exception to this rule is made on
Caught ‘Ya papers and Daily Journal Writing.
6. Do not write in the bottom space of a page where there are no lines.
7. Skip lines on final drafts. This includes between paragraphs.
Art Project Rules
1. No pencil can show on final drafts. If you draw in pencil, it must
be covered by colored pencil, markers, or crayon or erased entirely.
2. Always be neat. Use glue instead of tape or staples. Erase
unwanted marks completely. Color neatly. Although, I am not grading your
artistic ability, I am grading your neatness and effort.
If you are unsure if you are following any of these rules correctly, simply
ask.
My philosophy about writing is similar to a coach's philosophy about a
sport: students need to have plenty of opportunity to practice writing. We
will have Daily Journal Writing for the first 15 minutes of class three days
a week. The topics will range from writing about literature to current
events to creative writing. One in six assignments will be graded for
effort and relating well to the topic using the MCAS rubric. It is my hope
that this form of practice will prepare them very well for the MCAS Open
Response questions they will face in the future.
Here is the schedule of writing assignments for the school year. Please
note that I may end up having to make changes on assignments due to
schedules, snow days, etc. I will do my best to stick to this schedule.
Also, please note that writing assignments other than the ones listed here
will be completed this year. All writing assignments are kept in a student
folder at school that will be sent home at the end of the school year in the
form of a portfolio. Students may sign their own work out at anytime as
long as they ask and then return it promptly.
September - Summer Reading Evaluation - All Mountview sixth graders should
have read at least two books prior to the start of the school year. We will
be making Book Jacket which we will share during oral presentations on
Monday 9/12. The week prior will be spent preparing for these
presentations. Be sure to attach your Summer Reading Notes to the
Assignment Sheet to get full credit!
October - Friendly Letter
Students will be writing a letter using the friendly letter format to a
former teacher to let them know how much they enjoyed his/her class. I was
once told that no one should ever pass up the opportunity to give a
compliment, and this is a perfect opportunity for students to compliment a
former teacher who made learning fun! Yes, we will really be mailing the
letters!
November - Business Letter and Thank you Letter
This is a great time to write a thank you letter to a loved one or a member
of the military. Then, using one item students have received over the
holidays, they will write a business letter to a company to let them know
their opinions, suggestions for improvements, and future marketing ideas on
any item they received. Although we will use the formal business letter
format, these letters will be creatively written and will not actually be
sent, unless you (the parents) want to send them! When my daughter did this
assignment, I was sent a new mixer to replace the one that had broken!
Effective letters are very powerful!
December - Creative Writing
Students will select story ideas from Daily Journal Writings and develop a
story of their own. Topics will vary widely, but each one will include the
basic elements of a story. Students will be encouraged to add illustrations
and other creative details to make these stories unique!
January - February Heritage Project
Students will be asked to interview a family member, gather information
about their family, and then put the information found into the form of an
essay. Many students enhance their essays through pictures, food, and family
heirlooms. This always proves to be a wonderful way for me and my students
to get to know each other better.
March - Mini-research Project
Students will be given a topic, most likely related to an area covered in
science or social studies class. This will be a mini-research paper that
focuses on putting information in your own words. I will also show the
students how to import pictures to their paper and format the text around
them. A works cited page will be required for this research project.
April - Persuasive Essay
This month students will be writing an essay where their goal is to convince
the reader to believe as they do on a certain topic. Topics covered in the
past include school uniforms, MCAS as a graduation requirement, and recess
at Mountview. Students will research a topic so that they are informed
properly and will then write a formal persuasive essay stating their
informed opinion along with facts to support that opinion.
May - Personal Narrative
This is one of my favorite writing assignments! Students will choose an
event in their own lives. The event may have been embarrassing, sad,
exciting, scary, . . . whatever, as long as it was a memorable event in
their lives. They will write this narrative from the first person point of
view and include details, feeling, and description to help the reader
understand what was happening to them and how they felt throughout the
event. Those who choose to may submit their personal narrative to our
classroom book "Chicken Soup for the Mountview Soul," which is a collection
of personal narratives from past classes.
June - Qualities Essay
Tell me about the qualities of a good ________. Students will use the five-
paragraph format that they should be quite good at by now to write about a
topic of their choice.
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