Ninja Chipmunk, Run ons and Quotations

Students have started their Ninja Chipmunk assignment. We are approaching this assignment slowly, focusing again on point of view and ensuring grammatical concepts discussed in class are applied in our writing. This is new and at times challenging for some students.

http://www.youtube.com/watch?v=JuPYZX2cUXE

Using the video as inspiration, develop a story using one of the following five perspectives:

1)      The Cat

2)      The Chipmunk

3)      A scientist explaining the unique behavior of the chipmunk

4)      A Sportscaster watching the event

5)      The ninja master who taught the chipmunk

No more than 1000 words. EAC- keep run-ons, quotations and common errors in mind!

Our grammar focus will be on Run-on Sentences and how to punctuate Quotations. There will a be a number of lessons and a pop quiz or two. From here on out in student's writing, careful attention must be paid to common errors, run on sentences and quotations.
See below for further information about these concepts.


Run On Sentences

There are four ways to correct a run on sentence:

1)    With a period. (separate the two complete thoughts)

2)     With a semi-colon ( ; ) only if the sentences  are related

3)    With a comma and a conjunction(and, but, for, so)

4)    With a semi-colon ( ; ) and a  word like however or  therefore  

Quotation Review
Make sure you are quoting your character’s correctly!
Note: Quotation marks “ ” Apostrophes ’ ‘ ‘

“I don’t want to go,” complained Becky. “Aunt Matilda’s house is so boring!”

• First quotation marks lean down towards first word.
• Second quotation marks lean up away from last word.
• Comma’s or sentence punctuation are included in the quotation.

OR:

“Of course,” answered Josh, “the cookie started the fire.”

• For an interrupted quote, use a comma after the speaker’s name, to tell the
reader the thought is continuing.

START EACH SPEAKER ON A NEW LINE!
“I don’t want to go,” complained Becky. “Aunt Matilda’s house is so boring!”
“I know, dear,” replied her mother. “However you don’t have a choice.”
“Come on!” shouted Mr. Smith, “It is time go!”

Ninja Chipmunk

Our new writing assignment is one of my favourites. We will be watching a Ninja Chipmunk youtube video. Students will then create a character from the story and write the story from that perspective. See below for more details. Like the previous Little Girl assignment, first person perspective will be used.

Spelling words this week run along a Ninja theme. Remember, students need to know both the spelling and the meaning.

To make our spelling studying more effective this term, students will be recording the words and definitions into their notebooks during class. For homework, students need to write each word three times.
Students are then encouraged to have a family member or friend to do a "list check" for both spelling and meaning. Students are encouraged to only concentrate on the words they don't know.
Also for homework each week for words that students didn't get during their list check, flashcards or sentences with the definition of the words made clear are due for each test day.
These are just two studying techniques that will help students sift and focus on new information. We may revisit this strategy in Term 2.

Spelling Words List 5

ninja – professional soldier trained in the martial arts and hired for covert operations such as assassination and sabotage

combat- warfare or battle

sensei- teacher or mentor

samurai- professional warrior belonging to Japanese military aristocracy

karate- Japanese art of self- defence

judo- sport of physical training

rodent- mammals such as a mouse, rat, squirrel, or beaver, characterized by large incisors adapted for gnawing or nibbling

stealth-the act of moving in a hidden or covert way

agile-nimble, quick or light in movement

assault-violent physical or verbal attack


Ninja Chipmunk Writing Assignment

http://www.youtube.com/watch?v=JuPYZX2cUXE

Using the video as inspiration, develop a story using one of the following five perspectives:
1) The Cat
2) The Chipmunk
3) A scientist explaining the unique behavior of the chipmunk
4) A Sportscaster watching the event
5) The ninja master who taught the chipmunk

No more than 1000 words. Follows EAC.

Numbers in Writing

Numbers in Writing Rules

1) Spell out numbers one through ten.
Example: I ate three apples today. My dog is seven years old.

2) Spell out numbers above ten, unless writing the number would include using more than two words.
Example: I have twenty-four students in my class.
My sister has 367 stamps in her collection. (that would be four words not including and)

3) Always spell out numbers that begin sentences.
Example: Four hundred and fifty- three people attended the party.

However, it is better to switch your sentence around to avoid putting a multi-worded number at the beginning of the sentence.

Example: There were 453 people at the party.

4) Always use numbers for dates.
Example: My birthday is April 14. He was born in March, 1934.

5) Always use numbers for phone numbers.
Example: The school’s phone number is 905-877-4221.

6) Use numbers for time if using a.m. or p.m.
Example: My alarm is set for 7a.m.

However, spell out the number if using o’clock or if a.m. or p.m. are omitted.

Example: I will make my bed at seven o’clock each morning.
Sarah said she would meet us at four.


RUN –ON Sentences
There are four ways to correct a run on sentence:
1) With a period. (separate the two complete thoughts)

2) With a semi-colon ( ; ) only if the sentences are related

3) With a comma and a conjunction(and, but, for, so)

4) With a semi-colon ( ; ) and a word like however or therefore

The Most Dangerous Game and Spelling overview

We are now working on The Most Dangerous Game, a short story.  See the story response questions below. Students are to use the words from Part A as spelling words. There will be  spelling test on Tuesday, September 18.

Spelling

For each list you must do the following:

·         Write out each word and its definition.

·         Write out each word three times.

·         Complete a vocabulary sheet for one word from the list.

THEN choose one of the following methods to practice the words you don’t know.

·         Create flashcards with the definition on the back

·         Write out sentences that clearly illustrate the definition of the word. Memorize the sentences.

These must be stored in your spelling notebook and brought to school on the day of testing. You will get a mark for completing this part of spelling.

RECOMMENDATIONS:

·         Have a friend or family member read each word to you, and you spell it out. Track the words you misspell.

·         Have a friend or family member read each word to you, and you give the definition. Track the words you do not know the definition for.

If you score more than 90% on the first three tests, you do not have to complete the flashcards or sentences until/unless you score less than 90 % on another test. Then you will have to do the flash cards or sentences until you reach 90%.

The Most Dangerous Game –Reader’s Response

A.      Short Answer Questions 1.      Using your dictionary and the story for context (meaning of the word in the sentence) find the definitions for the following words. a)      Palpable b)      Indolently c)       Extremity d)      Vitality e)      Palatial f)       Amenities g)      Affable h)      Cosmopolite i)        Ardent 2.  What do the following phrases mean:    a) "He lived a year in a minute."    b) "I am still a beast at bay."   3.  The answers to the following questions can be found in the text:    a) How is Zaroff able to finance his life style?    b) If Rainsford wins the hunt what does Zaroff promise him?    c) What happened to Lazarus?    d) Where does Rainsford spend the first night of his hunt?    e) How many acres did Zaroff's father have in the Crimea?    g) Why does Zaroff suggest Rainsford wear moccasins? B.       Long Answers. Please back up your answers with detail from the novel. 1.      What caused Rainsford to believe Zaroff knew he was hiding in the tree? Do you think he was right? Give reasons. 2.      How does Zaroff stock his island with 'game'? 3.       What happened to General Zaroff at the end of the story? 4.       Inspite of being hurt, Zaroff congratulates Rainsford on his 'Malay mancatcher', why? C. Longer Answers. Choose one of the following.  Use details from the story a)      Write an essay comparing Rainsford and Zaroff Include physical and intellectual details from the story as well as attitudes about humanity and hunting. How are they different? How are they the same? b)  Draw a map of Ship-Trap island as described in the story. Include essential details          from the story. Map must be coloured and include map details like a direction compass and a legend. Detail as much as possible Rainsford’s path. FOR DISCUSSION: Do you agree that hunting is the 'best sport in the world'?  Do you agree with Zaroff that 'instinct is no match for reason'?  Why has Zaroff chosen an island for his sport? Do you think Rainsford's attitude towards hunting changes through the story?