Writing

Grammar Practice

Go to classroom.google.com
On the "classes" page, click "Add+" to join my class.
Enter this code to join my class: ndrpe2d

On the Google Classroom you will find activities from Quill.org to practice subject-verb agreement, active and passive voice, and commonly confused words. These are the two most likely things your 9th grade English teacher will mark as mistakes in your writing and consequently ask you "who was your 8th grade ELA teacher? Did she teach you anything?"

If you finish or are already a master at those activities and would like something different to practice, brainpop.com/english/grammar has a lot of awesome practice problems for so many aspects of grammar.

Objectives:

I will recognize passages written in the active voice or passive voice.

I will locate correct and incorrect subject-verb agreements.

I will examine the proper way to use commonly confused words.

Common Core State Standards:

CCSS.ELA-LITERACY.L.8.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.L.8.1.BForm and use verbs in the active and passive voice.CCSS.ELA-LITERACY.L.8.1.DRecognize and correct inappropriate shifts in verb voice and mood.CCSS.ELA-LITERACY.L.8.4Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Found Poetry-Digital Resource

Poetry Practice

Poetry is everywhere but only if you're willing to see it.

Objectives:

I will design a poem in my own writing.

I will experiment with different poetic structures.

I will develop a main idea throughout my poem.

Common Core State Standards:

CCSS.ELA-LITERACY.W.8.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.CCSS.ELA-LITERACY.W.8.3.AEngage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.CCSS.ELA-LITERACY.W.8.3.BUse narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.CCSS.ELA-LITERACY.W.8.3.CUse a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.CCSS.ELA-LITERACY.W.8.3.DUse precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.CCSS.ELA-LITERACY.W.8.3.EProvide a conclusion that follows from and reflects on the narrated experiences or events.CCSS.ELA-LITERACY.W.8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-LITERACY.W.8.6Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Informational Text

This resource will prepare you for many of the texts you will see on standardized, college-readiness exams in your high school career.

Go to our Google Classroom and view the "Informational text" unit.

In this unit, there are several informational texts from CommonLit.com on various topics/subject areas.

Once you have finished reading the one(s) you would like, go through the text and annotate using three colors using Google Read and Write.

Green- main idea (claim)

Pink- evidence (data) (usually 2 or 3 for each reason).

Yellow- reasoning (proves how evidence is linked to claim) (usually 2 or 3)

Select "collect highlights" from Google Read and Write and see each line you highlighted in its own Google Doc.

Or, Copy and Paste into a Google Doc.

This activity is usually called CER in the classroom or claim, evidence, reasoning.

Now that you have spent some time with your text, develop your own claim based on the topic the author presents.
Find 2 or 3 pieces of evidence from the text that support your claim.
Write reasons why this evidence supports your claim.
Re-state your claim in the conclusion.
Voilà! You have written your own piece of informational writing complete with claim, evidence, and reasoning!

Will your text hold-up in student court?

Objectives:

I will investigate an informational text and develop a claim based on the text.

I will defend my claim with evidence from the text.

I will support my evidence with logical reasoning.

Common Core State Standards:

CCSS.ELA-LITERACY.W.8.1Write arguments to support claims with clear reasons and relevant evidenceCCSS.ELA-LITERACY.W.8.1.AIntroduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.CCSS.ELA-LITERACY.W.8.1.BSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.CCSS.ELA-LITERACY.W.8.1.CUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.CCSS.ELA-LITERACY.W.8.1.DEstablish and maintain a formal style.CCSS.ELA-LITERACY.W.8.1.EProvide a concluding statement or section that follows from and supports the argument presented.

Thesis Statement Practice- Digital Resource

Writing About Literature

Students need strong thesis statements to focus their research, develop critical thinking skills, and to guide readers through their writing. In this essay I will...

Objectives:

I will develop a thesis statement that clearly introduces the topic of my essay.

I will defend my claim with evidence supported by the text.

Common Core State Standards:

Journal Prompts- Digital Resource

Journal Prompts

Here are 20 Journal prompts to get your creativity flowing!

Objectives:

I will investigate the prompts from my own perspective and respond with my own interpretation.

I will organize my writing in a way that flows cohesively for readers.

I will describe imaginative events in detail, using precise and grade appropriate language.

Common Core State Standards:

CCSS.ELA-LITERACY.W.8.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.CCSS.ELA-LITERACY.W.8.3.AEngage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.CCSS.ELA-LITERACY.W.8.3.BUse narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.CCSS.ELA-LITERACY.W.8.3.CUse a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.CCSS.ELA-LITERACY.W.8.3.DUse precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.CCSS.ELA-LITERACY.W.8.3.EProvide a conclusion that follows from and reflects on the narrated experiences or events.CCSS.ELA-LITERACY.W.8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.8.6Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.CCSS.ELA-LITERACY.W.8.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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