For your sentences, use conjunctions--any of the ones listed below EXCEPT the word and. Try different conjunctions, and try using them in different ways! There are coordinating conjunctions that work alone:
Either kind of conjunctions can join together all kinds of sentence parts. Compound subject: Madison and Mariah raise rabbits. Compound adjective: The girls are busy but responsible. Compound predicate: They clean the cages and groom the rabbits for a 4-H show. Compound adverb: They work quickly and carefully. Compound direct object: They need a ride to the exhibit hall. Madison will ask her mother or her father. Compound object of a preposition: After the demonstration and the judging the girls decide it is time to go home. Compound indirect object: Mariah will give either her mother or her father a call to ask for a ride. Either kind of conjunctions can join together independent sentences. You will be using them to create compound sentences. Notice that the comma in front of the conjunction is required when you join two complete independent clauses!
Add Comment State History Day 05/06/2012
We took 11 projects to State and SIX projects placed! That's amazing! That’s HALF! None of our groups won 1st or 2nd place, but three groups came in 3rd place. That makes them alternates, which means they have the opportunity to go to Nationals at Washington, DC, in June, even if they don't get to compete. (All the fun and none of the pressure!) Our third place winners are: · Ali Meyer and Corben Roszak for their documentary on the New York City Subways · Devin Horn, Catherine Massie, and Cody Warren for their website on Strategic Deterrence · Robyn Harvey, Erin Molello, Kristyn Schroder, and Rainey Woodward for their exhibit on Starbucks Jocelyn Grant, Lilia Scrafford, Anneli Seaberg, and Annika Taylor took 6th place for their website on the Berlin Wall. Annika Maule and Carmen Adams took 5th place for their documentary on the Berlin Wall. Abby Ryan and Briana Ryan took 4th place for their exhibit on Women’s Suffrage. In addition, Abby and Briana won the Washington State Historical Society Award. They will get a special WSHS museum tour this summer and their exhibit will go on display at the museum. Oh, and they get $100 prize, too. :) Way to go, Team Poulsbo! Agency Simulation 04/11/2012
APPLYING FOR JOBS For any agency to work effectively and turn out a complete, well-designed advertising campaign, each person in the agency must be responsible for certain jobs. Study the following descriptions so that you will understand what jobs must be done. Then write a job application. Use only one side of one sheet of paper. Do not put a heading on the paper. Do not put your name anywhere on the front of the paper. Put your name on the back of the page. Write three full paragraphs:
AGENCY DIRECTOR You are in charge of the agency, all its workers, and all its work. You lead staff meetings, make final decisions (after discussion with your assistants), insure that all employees understand their jobs, supervise all work, make sure everyone is doing their job, and help anyone who is having trouble or is behind. Being the agency director is a huge responsibility, and if done right, it requires twice as much work as any other job, but you have the satisfaction of being the boss and taking final credit for the success or failure of your group’s final ad package. You will appoint the ART SUPERVISOR, PRODUCTION COORDINATOR, or CHIEF COPY WRITER to be your assistant and take your place if you are absent. Be sure to keep your assistant informed about all your plans and schedules! ART SUPERVISOR You are in charge of all artwork for the advertising campaign. Since most ad campaigns are largely art, this means you have a great deal of work to do. Other artists will work for you, doing much of the actual art work, but you must supervise this work, checking to make sure it is done correctly and on time. You need to help your artists as much as possible. Thus, you must not only be an artist; you must also be a leader and supervisor. ARTISTS You will assist the ART SUPERVISOR in preparing all art work for each of the ads. You may make scenery for a commercial or design art work for billboards or magazine advertisements. CHIEF COPY WRITER While most advertising relies on considerable art and layout work, the written or spoken language in all ads is very important. You will have to write the copy for billboards, magazine ads, TV commercials, and/or radio commercials. This total may be only a few hundred words, but the words must be the right words. You must be very creative and be willing to rewrite your sentences or commercials many times to get everything just right. WRITERS You work with the CHIEF COPY WRITERS preparing the written material for all ads. You may write just one or two sentences or a slogan on a billboard or a 30 or 60 second radio or TV commercial. RADIO/TV PRODUCTION COORDINATOR You are in charge of producing both radio and TV commercials. You have to work with the ART SUPERVISOR and the CHIEF COPY WRITER to make sure that all materials are ready on time. You have to arrange for recording equipment for the radio commercials and TV commercials. You are in charge of setting up and recording these commercials and then playing them back at the presentation of the ad campaign. PRODUCTION ASSISTANT You will assist the RADIO/TV PRODUCTION COORDINATOR in preparing for the recording and playback of the radio and TV commercials. ACTORS Readers will be needed for the radio commercials, and actors will be needed for the TV commercials. These readers and actors should be people doing other jobs in the agency. The RADIO/TV PRODUCTION COORDINATOR can call on anyone and everyone in the agency to work on the agency’s productions. In April you will use adverb clause openings in your sentences. (Look at "middle school materials" for the file called "Style Stuff" and find the list of subordinating conjunctions on that page). Take two sentences that can go together nicely: I went to the market to get some fresh vegetables for dinner. I stopped at the library to pick up some books. Use a subordinating conjunction from the list (not "when") in front of the first sentence. Change the period to a comma and attach it at the beginning of the second sentence. After I went to the market to get some fresh vegetables for dinner, I stopped at the library to pick up some books. You can play with the sentences to make them work with other subordinating conjunctions:
We entered three documentaries at Regionals. Two of those three are going to State:
http://www.kitsapsun.com/news/2012/mar/19/history-day-helps-students-expand-lessons/?partner=android_share March sentences use adjective clauses, which start with who, which, or that and modify a noun or pronoun directly in front of them. People who use them correctly use who only with people, which with places and things but never with people, and that with places or things and rarely with people. Adjective clauses that are necessary to the sentence don't take any commas, but other adjective clauses, ones which might not be necessary to the sentence, take a comma before and after the clause. Samples: My mom, who loves me very much, took me to the Pacific Science Center. The PSC, which is in Seattle, is an awesome place! The exhibits that are there are amazing. The Hunger Games Movie 02/08/2012
Most of the kids in my AGATE classes have read or are reading The Hunger Games. I understand the movie opens March 23. We have parent conferences the following week, but no one will be at school Friday afternoon on March 30. I think I'll plan on seeing the movie in Poulsbo at the first matinee show on March 30. Any parents want to join me? Oh, yeah. You can bring your kids too, if you want. I am also looking at Thursday afternoon, March 29. Since there is no school Friday, I know some people will try to get out of town early, so we might get more people to the theater if we meet on Thursday afternoon. I just have to see if I can fit a matinee into my schedule on Thursday afternoon between conferences. This month you will be using adverb and adjective openings for your vocab sentences. There are several different kinds of adverbs, but the ones you will be using are the ones that end in -ly.Those adverbs tell how something was done. You may use one or two to start your sentence. You do need a comma after your opening.
Help for Chap 16 Tests 01/25/2012
The Writing Center 01/12/2012
This week I have been teaching writing skills for History Day using handouts developed by the Writing Center at the University of North Carolina at Chapel Hill. Designed for college students who need some extra support in writing, these resources are at an appropriate level for students in the middle school AGATE classes. I am having the class read one handout a day this week: introductions, thesis statements, evidence, arguments, and conclusions. Some days they read silently with partners and add sticky notes with question marks when they run into a “clunker” (something they don’t understand) and a sticky note with a star when they run into a “link” (something that makes them think of a connection to something else they have heard or know about). Then they discuss the clunkers and links with their partner before the class discussion. For the handouts on evidence and arguments, I had the whole class read together—I felt there would be far too many clunkers! Because History Day projects are often done in groups, I then have the class practice group writing. The groups use poster-size sticky notes to write the most important things they learned from the day’s lessons. Then each group decides on the single most important sentence they want to remember. I write those sentences on the board exactly the way they tell them to me. We work together to evaluate the sentences, organize them, combine, revise, and edit. Then I type them and post them. The paragraphs they’ve written so far are on the right hand column of following page: http://www.kragen.net/middle-school-class-materials.html. When I first told the students that the material was from a college site, they were a bit intimidated, but they are feeling more comfortable with it now. Learning to write quality academic research papers is a skill they are certainly capable of. And there are additional materials on the UNC site that they can explore: http://writingcenter.unc.edu/resources/handouts-demos. I wrote to the Writing Center to let them know how much I appreciated their materials. Here is their reply: Hi, Jan—thank you so much for writing to share what you and your students are doing! We’re always delighted to hear that our handouts are helping writers. When we created the first ones, they were just photocopies on a wall in our office. When we got a website and posted them, we thought they’d mostly be of use to Carolina students. But now we hear from people all over the world who are reading them—scientists in Antarctica trying to start a writing group, a 70-year-old woman in Minnesota who has decided to get her bachelor’s degree, students all over the world who are learning English, and lots of high school and college instructors and students here in the US. You’re the first middle school group I’ve heard from this academic year, and I’ll be passing your message along to our tutors (who are the authors of most of the handouts)—it will make their day! We’d be interested to hear any feedback you or your students might have for us, including suggestions for other topics we might address in future handouts (and video “demos”—those are our newest source of fun here). Vicki Behrens, Ph.D. Assistant Director The Writing Center UNC-Chapel Hill |  About Me
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