Numbers in Writing

Numbers in Writing Rules

1) Spell out numbers one through one hundred.
Example: I ate three apples today. My dog is seven years old. We have sixty-seven rabbits.

2)  Use numbers for numbers above one hundred, unless writing the number would be two words or less.
Example: I have twenty-four students in my class. My sister has 367 stamps in her collection.

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.

Quotation Review

Quotations

 Below are the guide lines and rules for punctuating conversation in writing.

Thoughts
A person's thoughts don't have to be punctuated; however, they can be set apart with a comma or italics.

For example:

This is a strange new world, Bob thought to himself.

I'd better get out of here, thought George.

Dialogue
Start each speaker on a new line, so that the reader is clear who is speaking. You don't have to say "said" after each line is spoken.

For example:

"Are you ready to go?" asked Linda.

"Yes, in a minute," replied Jonah.

"Don't forget your books!"

"I won't."

"Good," said Linda. "It would be a shame if you had to come back again."

Punctuation
Note: quotation marks are double- ("), apostrophes are single –(')

Quotation marks surround the words that are being spoken, and any punctuation they may include.

A sentence in punctuating dialogue includes the description of who is speaking.

For example:

"I don't want to go," complained Becky.

I don't want to go complained Becky is the sentence, even though I don't want to go is a complete thought, the period goes after Becky. See how the comma after go is included in the punctuation?

What happens if the speaker has a lot to say? Here is how to punctuate an interrupted thought.

"Of course," answered Josh, "the cookie started the fire."

See how the comma after of course is included in the quotation?
Also, because this is an interrupted quote, a comma follows Josh to indicate the speaker is not
finished. The period at the end of the sentence is included in the quotation, as would a question mark or exclamation point.


Other little things to smooth out our writing:

Pauses or Breaks in Time
To indicate a pause in a character’s speaking use only three periods (…) no more. To indicate a lapse of time in your story, use a transition word to help the reader keep track of time.
For example:
“I don’t know…what do you think?” asked Jodie.

Later on, the girls walked down to the beach.



Excitement
To indicate a loud or dramatic noise, use an exclamation point. Do not put the word in caps or use more than one exclamation point.
For example:
Boom! The boat exploded in the harbor.

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.

DUE DATES: 
Wednesday October, 3
 First draft Ninja Chipmunk
Spelling Test, vocab sheet, flashcards/sentences


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

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

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

stealthily- 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.

Run On Sentence Review

Students have been working with sentences and recognizing complete thoughts since first grade. This year, students will be using the following four ways to correct run on sentences: 

      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 

By memorizing these four techniques, students can implement them in their writing and avoid run on sentences.

Once these four methods are mastered, I will expect to see them utilized in students writing for the remainder of the year in all their writing when applicable.

 

Using Google Docs and sharing with Mrs H

Using Googledocs can be confusing. The easiest way to access GoogleApps is through our school website. On the left hand side of the top of the homepage is a link to GoogleApps.  Students can log in from there using their username and passwords from school. You can also log in from the Google website. 

Depending on where you log in, you need to look at the screen carefully. You may need to type in your whole email address- which is the your first name and last initial @hh-cs.org. Or, if you see hh-cs.org under the box, you will only enter your first name and last initial then your password.

To share a document, go to File and click Share. A screen will pop up and near the botttom you can enter my email address a.hendriks@hh-cs.org, or another student's email address under Add People. Click the Share button under the box and you are good to go.

Sometimes GoogleDocs is not the easiest to work with. I suggest that students use a regular word processor- like MS Word or Word Perfect to complete their assignment, then copy and paste it into a google doc.

Book Reports

Two of our essential questions this year are: Should we only read Christian authors? and How do we know if an author is Christian? I don't have an answer for students, but we will explore these questions together.

I am not saying Christians should only read Christian literature or books written by Christians. However, I do think it is important for Christians to consider the books they read and the authors they choose and want help teach my students discernment.  Which is why we are using Psalm 19:14 as our English class theme this year:

Let the words of my mouth, and the meditation of my heart, be acceptable in thy sight, O Lord

Students are encouraged to research authors they read. For bonus marks on a book report, students could include research of or correspondence with the author.

I aim to encourage students to not just consider a book at face value, but to find out how an author is inspired, what influences their writing and to consider an author's faith or philosophy. Below is a sample letter students may use to create their own with some sample questions. This is not mandatory, just a way to get students to think more about what they read.

If an author is no longer living, students can provide a brief biography. If the author is still alive, students are encouraged to contact them via email. Most authors will have a website with contact information. In cases where it is not possible to contact the author, a student may provide a brief biography.

Here is sample letter and a few questions a student could ask. I encourage students to use this letter as a guideline and to put it in their own words and only choose one or two questions. I also strongly recommend they provide no personal information.


Hello Mr /Ms________

In our English class this year we are encouraged to research our favourite author. I am hoping you would be willing to answer a couple of questions for me.

What influences your writing?
Could you share with me your personal religious or philosophical views and  whether or not you feel your writing is impacted by those beliefs?
How do you get your ideas? What do you do when you need inspiration?
What was your favourite book as a teen?

Your time and consideration would be much appreciated,

Sincerely,

Student's name

First Week of School

Let the words of my mouth and the meditation of my heart Be acceptable in Your sight, O LORD.
Psalm 19:14

This is the theme of our school year in English. As a class we will be examining the following essential questions over the course of the school year:

How can you tell if a writer is Christian?

How can we demonstrate Christ’s love in our writing?

Should we only read Christian books?

Does all our writing reflect Christ?

We are starting with a fun small writing assignment called Little Girl Will Do Anything for a Stuffed Animal.  We will watch a short video in class and write the ending to the video.  Students are to write an alternative ending from the first person perspective of a person  or item in the video.


Students should keep in mind the English Writing Assignment Criteria. We will be working with this assignment to review some basic grammar concepts that will help us throughout the year.

Assignment:

Little Girl Will Do Anything for a Stuffed Animal

Using Google Docs  write the ending of the story in a first person perspective with your partner. Start from when the girl is actually in the vending machine. Your ending can be funny or serious, but must be from the first person  perspective.                                                                                                                                                             

CHECKLIST:

m        Is the story told from a first person perspective?            

m        Is the story at least 200 words?                                         

m         Does it meet the English Assignment Criteria?              

FIRST DRAFT: Must be double spaced to allow for comments from editors.  DUE: ______________________________________

 http://www.youtube.com/watch?v=spF7jgCmYyc