English 9

English 9, Iowa History Research Project

Here are your instructions.

Research an historical location in Iowa.

Create two documents: 1. A 550-word report, 2. A two-sided brochure made by you.

Use these resources:

Iowa Culture of Historic Places START HERE (Use the left-side filters to update map)
History of Iowa Wikipedia
Digital Resources from State Historical Society of Iowa
Primary Source Records from State Historical Society of Iowa
State Historical Society of Iowa
Travel Iowa website

Find this information:

Why is it notable?
Why is it historical?
What happened there?
When did it happen there?
What people were involved?
Who were they, describe them?
Where is this place?
How far, both miles and drive time, is it from here?
What town is it in or near?
What has been the connection between that place and the town it is in or near?
When was the height of its popularity or notoriety or fame? (In other words, the only people today who have an interest in it are old people on a day trip or freshmen doing homework, but once upon a time that place was rock’n! Tell us about it.)

You Are The Best Mom Ever!

Salli

Your Assignment:

Create a Mother’s Day Card.

Decorate the outside cover using words and various items with different colors. You can create the cover using a picture from the internet or by drawing one yourself.

On the inside, write a poem. The poem should be typed.

~Include a title for your poem.

~This poem should have two lines in a verse that rhyme and have a complete thought.

~Use ten or more verses in your poem.

~The last verse should sum up your reason for writing this poem.

Your message should explain, with examples:

Why you love your mom
Happy memories you have with mom
Ways mom helps you with problems
Ways that you seem or appear to have grown away from mom but that she still means the most to you
Appreciation for the house work stuff that mom does for you that you never show gratitude for
Qualities about your mom that you value that she might not know you value
Apologies--Lots and lots of apologies (this is the time)

Sign the card with a salutation and your name. This should be handwritten.

Research Project: History of Iowa

Resources:

Writing Assignment

You must explain what the writing trait IDEAS means and then give examples that describe poor writing, publishable writing, and awesome writing.

Organization, Word Choice, Sentence Fluency, Ideas, Voice, Conventions, Presentation

What is IDEAS?

Short Explanation

This writing trait describes the message / the big idea / the concept that your writing is trying to get across to the reader. It’s the reason that the writing exists. It’s the thing that you are trying to say. It’s the way that you explain that thing and the examples that you use.

Long Version

The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The Ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative– often the kinds of details the reader would not normally anticipate or predict. Successful writers do NOT "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked. The writing has one clearly stated thesis sentence that all other sentences relate to. Big ideas are explained. All explanations use evidence and examples. (The explanations demonstrate that the writer knows what he or she is writing about. The writer does NOT use general statements, does NOT make general comments that require NO insight or NO research, or NO explanation.) Readers can easily summarize the information after reading it once. The writer stays focused and does NOT ramble. The writer predicts questions that readers would probably have and answers those questions at the right moment in the writing.

The writing Trait of IDEAS is divided into these items: A. Thesis, B. Explanations, C. Knowledge of Topic, D. Ease of Summarizing, E. Stay Focused, F. Predict and Answer Readers’ Questions

Do this: Explain in your own words what each of these means:

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

Do this: Now explain what those six categories would look like in writing that is poor, average, and awesome. Poor, just getting started (1 out of 5 points). Done, ready to print, ready to turn in, average (3 out of 5 points). Not just done, but awesome, outstanding, way above and beyond everyone else’s, way past the average (5 out of 5 points).

1. These are descriptions of a paper that is just getting started or of poor quality.

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

3. These are descriptions of a paper that is done and ready to turn in, an average paper

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

5. These are descriptions of a paper that is clearly excellent and above all the rest

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

Vocabulary Assignment

Appearances and Attitudes

Acidulous—somewhat acid or sour
Baleful—deadly; sinister
Bellicose—warlike; of a quarrelsome nature
Bilious—bad-tempered; bitter
Bumptious—arrogant; disagreeably conceited
Captious—critical; quick to find fault; quibbling
Churlish—boorish; surly; bad mannered; unrefined
Complacent—self-satisfied, usually in an unreflective way and without being aware of possible dangers
Contrite—crushed in spirit by a feeling of guilt
Convivial—festive; sociable
Craven—cowardly
Debonair—courteous, gracious, sophisticated charm; suave
Big--large, very large, huge
Dyspeptic—grouchy; gloomy; or a person with indigestion
Lachrymose—sad; mournful; inclined to shed many tears
Neurasthenic—having emotional conflicts that lead to weakness and depression
1. Adhere
2. Anticipate
3. Characteristic
4. Compose
5. Critical
6. Determine
7. Differentiate
8. Engage
9. Glaring
10. Hypothesis
11. Imminent
12. Inevitable
13. Intuition
14. Justify
15. Omit
16. Precede
17. Redundant
18. Relevant
19. Trivial
Uniform

https://ieoc.programworkshop.com

You are assigned a person from American history. Answer one or more of these:

What are the basic facts of the person’s life: year born, year died, location of childhood, level of education, race, sex, family structure of early childhood, etc.
What made this person notable, special, or interesting?
What events did this person experience; what obstacles did he or she overcome?
How did those events shape or change this person’s life?
What did he or she do in response to those effects?
What effect did he or she have on the world?
Would the world be better or worse if this person hadn't lived? How and why?
Section of chapter

Present your information in two forms:
1. Cowell’s Class: Create a slideshow that has both 3-4 slides and 8-10 words per slide
2. Mrs. Christianson and Mr. DeGroot’s Class: Create a 300-word written report.

You will present your information in random order beginning on Wednesday, April 13

Pick a story from here. Copy the script. Add the items in the below chart to each sentence.

Vocabulary must be hand written.

Write the definition for each word
Write one synonym for each word
Write one antonym for each word
Each word will be on a test. Some questions require you to match the vocabulary word with its definition, other questions require you to match the vocabulary word with a synonym, while other questions require matching with an antonym

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