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This packet is due Thursday, September 29th. You will receive a new Project Packet each week on Thursday. Students should bring packets to class everyday.
Research Artifact
Works CitedBell, John. “Plastices: Waste Not, Want Not.” New Scientist 1 Dec. 1990: 4447.
Beress, Marcia. “Nobody Wants to Shoot Snow Ehite.” Forbes 14 Oct. 1991: 4042.
Cahan, Vicky. “Waste Not, Want Not? Not Necessarily.?” Business Week 17 July 1989: 11617Charles, Dan. “Too Many Bottles Break the Bank,” New Scientist 18 (Apr. 1992): 1213.
Gialanella, Mario, and Louis Luedtke. “ Air Pollution Control and Waste Management.” American City and County 106 (Jan. 1991): SW/RR 1732.Glenn, Him, and David Riggle. “The State of Garbage in America.” Bio Cycle 32 (Apr. 1991): 3438.Holtzman, Elizabeth. Letter. New York Times 24 Jan. 1992: A28.
Magnuson, Anne. “What Has Happened to Waste Reduction?” American City and County 106 (Apr. 1991): 3037.McAllister, Celia. “Save the Tress—And You May Save a Bundle.” Business Week 4 Sept. 1989: 118.Popovich, Pamela. Personal Interview. 12 Oct. 1992.
Rathje, William, and Cullen Murphy. Rubbish! The Archeology of Garbage. New York: Harper, 1992.
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Mr. HarrisWeb: www.iliketolearn.com
Email: [email protected](Put your name in the subject)
Class#: 841.4985This box is only for theteacher to use.Project #1 Project #2Project #3Project #4Project 5—Project 6Fitness ________Project 1
Name:Date:Period:Project Packet #6
Artifact Analysis
Use the research artifact on the previous page to answer the following questions.
How are the entries organized on the Works Cited page?
List all of the types of punctuation marks used.
Why are some titles in quotations marks while others are underlined?
Why does each entry include a year or a month and a year?
Why do you think writers organize their work for publication in this very specific way?
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Project 2
Students can access an online guide for MLA style issues athttp://owl.english.purdue.edu/handouts/research/r_mla.html
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Contra, Contro Against
contraband Any articles forbidden to be brought into or taken out of an area suchas a country
contradict To say the opposite; disagree
contrary Opposite or opposed; perverse or willful
contrast To compare by showing differences(verb); an obvious difference(noun)
controversy A difference of opinion that lasts a long time about an importantmatter
A. Give the part of speech (noun, adjective, verb, adverb) and then a short definition.
Example: contrary adjective Opposite or opposed willful
1. contradict2. contradiction3. contradictory4. controversy5. controversial
B. From the word list, select the word that best completes each sentence. Write theword into the blank.
1. For many years a ___________________ raged in the family about Grandpa Johnson’s will.
2. During the Civil War, a slave who was smuggled into the North was
considered____________________.
3. Mary was quite __________________; she never could agree with anyone.
4. You know I never liked to ____________ anyone, but you are wrong once again.
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Project # 3
C. Write a contradiction for each statement.
The weather is cold.The pizza is hot.
The dress is old.
Review of Sentence Purposes
Fill in the blanks by first describing the meaning of the four sentencepurposes. We will discuss the answers in class. Note—I am asking for adefinition of that sentence purpose first and then an example.
1. A Declarative sentence is a sentence that_____________________________________________________
Example:____________________________________________________
_________________________________________________
2. An Interrogative sentence is a sentence that_____________________________________________________.
Example:____________________________________________________
__________________________________________________
3. An Imperative sentence is a sentencethat__________________________________________________.
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Project # 4
Example:____________________________________________________
_________________________________________________
4. An Exclamatory sentence is a sentencethat__________________________________________________.
Example:____________________________________________________
_________________________________________________.
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Challenge Exercise
You are required to do this if Mr. Harris has talked to you personally about it. If Mr.Harris has not talked to you about it, you are not required to do it, but you are welcometo complete this assignment if you would like.
At this time, you should have a Website, and that Website should have anautobiography, a list of your classes, a picture of you, your origin myth, music for yourorigin myth, and at least three links on your Website. YOU SHOULD HAVE ALSOSENT ME AN EMAIL THAT CONTAINS YOUR WEBSITE LINK.
For this week’s challenge assignment, you are to visit at least three other studentWebsites and critique their Website. Please see the sample rubric on the next page foryour critique. Make sure to get at least three rubrics from me.
Once again, please Email your website address to Mr. Harris. Even if you havealready emailed it to me, please do it again.
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Project # 5
Student Designed Web Page Rubric10 15 20 25
Layout /Design
The pages areunattractive. Text isdifficult to read. Thebackgrounds aredistracting.
The pages appear"busy" or "boring". Textmay be difficult to read.The backgrounds aresomewhat distracting.
The pages are eyecatching andattractive. Text is easyto read. Thebackgrounds are subtleand appropriate.
The pages are wellorganized with tables.Text spacing andalignment make readingeasy. The backgroundsenhance the page.
Graphics
There are no photos,icons or clip art orthey areinappropriate or oflow quality.
Photos are blurry orfuzzy; icons and clip artdo not "fit" with thetopic. Too manypictures make thedownload time slow.
Photos, icons, and clipart are appropriate, ofhigh quality, anddownload fairlyquickly.
Photos, icons, and clipart are used creativelyand may follow a theme.
Information
Information ispoorly written,inaccurate, orincomplete.
Information could bebetter written and toomuch information isgiven in each section.
Information is wellwritten and interestingto read and ispresented in shortsections.
Information is creativelywritten and cleverlypresented.
Navigation /Links
The user maybecome lost or linksmay be missing ornot working.
The user may becomeconfused whennavigating betweenpages. Some links maynot work.
Links are consistentand easy to find so thatthe user can easilynavigate back andforth through pages.
Links are created withimages and icons toenhance the text links.
Reading Assignment –“On Her Brother”
In your World Literature book, please read pages 630632.
Complete the First Thoughts on page 632. Write your answer in the space below:
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Project 6
Complete Interpreting Meanings on pages 632. Write your answers in the spacebelow.1.
2.
Complete the Applying Meanings assignment on page 632. Write your answer in thespace below:
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Another Episode in The Battle Between Mr. Harris and The Block.
In the Fulmore Choir Room, while her students sing, The Block plots against Mr. Harris.
Later on that night, The Block breaks into Mrs. Rushing’s laboratory in Room #305.
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The Block
What can I do to foil Mr. Harris?
The Block
Hmmm. Hmmm.
I’ve got it!!!
I will clone myself and take over Mr. Harris’ room. In fact, I might even take over the entire Third Floor!!!
The Block
According to my ACME Cloning Book, I need to mix this chemical, and this one, and this one, and this one….
Now I will drink the mixture.
The Block makes her way back to the choir room (AKA Evil Lair) and falls asleep.
Then, around 7:30 amthe following morning, the cloning
process takes place.
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The BlockThe Block
The Block
The Block The BlockThe Block The Block The Block
The Block The BlockThe Block The Block The Block
Grade 6 Language Arts TEKS
OverviewIn Grade 6, language arts students read a variety of texts that includes fiction, nonfiction, and other informational sources.They understand rich vocabulary and the role of literary devices such as simile, metaphor, theme, and foreshadowing in thebooks they read. They use multiple sources to prepare research reports. Sixth grade students use strategies to learn andrecall important information. Using the writing process, students write regularly and apply grammar, mechanics, and usageskills to produce errorfree compositions for a variety of purposes and audiences. They listen to gain information, take notes,and summarize. Sixth grade students learn how language is used to create meaning in media presentations, and evaluatetheir purposes and effects on audiences.
Listening and Speaking: Students will
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The Block Yes! Yes! Yes! I have done it. I will surely get that Mr. Harris now! Get ready, Evil Clones. Mr. Harris will now meet his demise. March to the Third Floor. The assault begins! March! And let’s sing something while we march. Stay in key. Sing alongTo the Third Floor, Mr. Harris is no more. To the Third Floor, Mr. Harris is out the door. To the
Next week look for the exciting conclusion when Mr. Harris battles Ms. Block and her 10 evil clones. Can his Kung Fu skillssave him? Has he finally met his match? What will happen?
Analyze a speaker’s message for content, persuasive technique, and tone. Distinguish between a speaker’s opinion and provable fact. Listen to models of oral reading. Identify how language reflects regions and culture. Listen in order to learn, take notes, and organize and summarize ideas. Listen in order to connect personal experiences. Communicate effectively in a variety of settings such as interviewing, reporting, and
requesting and providing information.
Reading: Students will Read fluently, regularly and independently a variety of texts and purposes with clear
understanding. Build an extensive vocabulary through reading and word study. Offer observations, make connections, react, speculate, interpret, and raise questions
in response to text. Use study strategies, including outlines, timelines, graphics, summaries, and
paraphrases, to recall important ideas from text. Read to increase knowledge of their own culture, the culture of others, and the
common elements of all cultures. Recognize how authors use form and literary techniques to complement the ideas of
the text.
Writing: Students will Follow the writing process both independently and with others to revise and refine
selected drafts. Publish for general and specific audiences for a variety of purposes, including
persuasion, information, and entertainment. Apply the rules of capitalization, punctuation, grammar, and correct spelling to create
errorfree compositions. Evaluate his or her own writing and the writing of others using criteria that is
appropriate for each purpose.
Viewing and Representing: Students will Describe, interpret, and use visual media to compare ideas and points of view. Analyze, critique, evaluate, and contrast the messages found in visual media. Produce class newspapers, multimedia reports, and/or short films.
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Optional Exercise Chart(optional means you do not have to do it)
“A Healthy Body = A Healthy Mind”
You can use this chart to keep track of your physical activity.
Day Activity Length ofTime
Thursday
Friday
Saturday
Sunday
Monday
14
Tuesday
Wednesday
15