2) Final Essay: Re-write one of the four Aesop’s Fables (choose from the class handout or those @ the bottom of this post).
Remember to include the 5 “dress-ups” that we discussed: who/which
ly
SV
QA
b/c
They should be bolded and underlined.
If you include vocabulary words, remember to highlight them in blue.
Remember, NO BANNED WORDS
BANNED WORDS:
come/came
get/got
eat/ate
go/went/gone
pretty/nice
say/said
see/saw/seen
look
like
big
. . . or any other form of these words
3) KWO
ALWAYS, ALWAYS, ALWAYS do your KWO first. Then try to "re-write" your essay without using the original fable. Hand-write your KWO on a separate piece of paper that has your name and due date on the top right.
Staple your KWO (and at least one rough draft) to your essay as the last pages.
4) Rough Draft
Using just your KWO, compose the rough draft of your essay. Many teachers and parents call this the sloppy copy.
After you write the rough draft, ask someone older and wiser to read it and help you edit. You may write more than one, or two, or even (gasp!) three rough drafts . . . . that is great, awesome, and AOK!! Each new draft will include improvements.
Staple @ least one rough draft of your Aesop Fable to your final essay and KWO.
Here are the Aesops Fables. Choose one.
The Goose With the Golden Eggs
One day a countryman going to the nest of his Goose found there an egg all yellow and glittering. When he took it up it was as heavy as lead and he was going to throw it away, because he thought a trick had been played upon him. But he took it home on second thoughts, and soon found to his delight that it was an egg of pure gold. Every morning the same thing occurred, and he soon became rich by selling his eggs. As he grew rich he grew greedy; and thinking to get at once all the gold the Goose could give, he killed it and opened it only to find nothing.
The moral of the story: Greed oft o'er reaches itself.
The Dove and the Ant
One day Ant, walked to a nearby river to get a drink. Alas, he fell in and was carried along in the stream. A Dove, taking pity on Ant, threw into the river a small bough. The Ant gratefully climbed onto the bough and floated to the shore. The next day the Ant spotted a man with a fowling-piece. The hunter was aiming at the Dove. Ant stung him in the foot sharply, and made him miss his aim, and so saved the Dove's life.
The moral of the story: Little friends may prove great friends.
The Four Oxen and the Lion
A Lion used to prowl about a field in which Four Oxen used to dwell. Many a time he tried to attack them; but whenever he came near they turned their tails to one another, so that whichever way he approached them he was met by the horns of one of them. At last, however, they fell a-quarrelling among themselves, and each went off to pasture alone in a separate corner of the field. Then the Lion attacked them one by one and soon made an end of all four.
The moral of the story: United we stand, divided we fall.
The
Ant and the Grasshopper
In
a field one summer's day a Grasshopper was hopping about, chirping and
singing
to its heart's content. An Ant
passed by, carrying an ear of corn that he was taking to his family's
hill. It was very heavy for the tiny ant but he did not give up even as
he huffed, and puffed, and strained under the weight of it. The
Grasshopper asked him to stop and play instead of toiling, moiling, and
working all day. But the little ant explained that he was laying up food
for the winter and recommended the grasshopper do the same. The
Grasshopper thought it too much bother to plan for the winter
because he saw the food growing in lush abundance all around him.
Without a care about the winter, the grasshopper continued to play.
Industriously, the Ant went on his way and continued his toil.
When the winter came, the Grasshopper had no food and found itself dying
of hunger, while it saw the ants distributing corn and grain from the
stores they had collected in the summer.
Then the Grasshopper understood.
The moral of the story: It is best to prepare for the days of necessity.
_______________________________________________________________________
INSTRUCTIONS FOR FIX-ITs and VOCAB (#5)Starting this week, students will no longer be underlining the subject/verb. Instead, they will underline some dress-ups.
Dress-ups are simply additional words added to the sentence to dress it up and make it more
interesting. See the Appendix pages A-1 to 2 for more information.
The two dress-ups you will need to underline are the quality adjective and the “-ly”
adverb.
Quality Adjective
Test for an adjective: The ___________ pen
It must be a quality adjective, which is one that adds a strong image or feeling.
“-ly” Adverb
An –ly adverb ends in -ly and is usually near a verb or an adjective.
To be an adverb, it will answer questions like “when?” “where?” “why?” “how?”
“in what way?” “how much?” and “to what extent?”
Editing Checklist
**Vocabulary: Find the bolded vocabulary word. Look it up in a dictionary, and then write the definition that best fits the context.
**Indent? Decide if each passage needs to be indented. Ask yourself, “Is it a new
topic, a new scene/time, or a new person speaking?” If yes, indent.
**Homophones: Correct faulty homophones, which are words that have the same sound but different spelling and meaning.
** Underline Dress-ups:
Learn to find
~~> the “-ly” adverb dress-up
~~> quality adjective dress-up (must be quality!)
** Rewrite the passage in your notebook. Be sure to double-space. Have your parents and/or teacher check and correct your work if necessary.
Dress-ups are simply additional words added to the sentence to dress it up and make it more
interesting. See the Appendix pages A-1 to 2 for more information.
The two dress-ups you will need to underline are the quality adjective and the “-ly”
adverb.
Quality Adjective
Test for an adjective: The ___________ pen
It must be a quality adjective, which is one that adds a strong image or feeling.
“-ly” Adverb
An –ly adverb ends in -ly and is usually near a verb or an adjective.
To be an adverb, it will answer questions like “when?” “where?” “why?” “how?”
“in what way?” “how much?” and “to what extent?”
Editing Checklist
**Vocabulary: Find the bolded vocabulary word. Look it up in a dictionary, and then write the definition that best fits the context.
**Indent? Decide if each passage needs to be indented. Ask yourself, “Is it a new
topic, a new scene/time, or a new person speaking?” If yes, indent.
**Homophones: Correct faulty homophones, which are words that have the same sound but different spelling and meaning.
** Underline Dress-ups:
Learn to find
~~> the “-ly” adverb dress-up
~~> quality adjective dress-up (must be quality!)
** Rewrite the passage in your notebook. Be sure to double-space. Have your parents and/or teacher check and correct your work if necessary.
_________________________________________________________________
FIX-ITs and VOCAB (#5)
On this bright Saturday morning Tom felt prodigiously afflicted because Aunt
Polly had sternly ordered him too whitewash the fence.
Presently Ben Rogers ambled buy. He taunted Tom. “Poor chap, two bad you
cain’t come a-swimmin’ with me on such a hot day since you gotta work.”
“Why, ain’t a boy in a hundred gets too whitewash an illustrious fence like this
one,” Tom proudly announced two Ben.
Enthusiastically Ben offered too barter his shiny red apple in exchange four a
turn two whitewash.
_________________________________________________________________
EXTRA HELP
More tricky homophones to watch for:
for/four
by/buy
your/you're
for/four
Sally bought four candy bars. four = 4
She bought them for Bobby. (not the number)
by/buy
I will walk by the fence. by = position
I will buy lots of candy. buy = to purchase
your/you’re
Those are your candy bars. your = possessive
You’re a nice person. you’re = you are
No comments:
Post a Comment