project # 1 artifactsphotos.imageevent.com/mrharris/20052006/language... · use the maps and graphs...
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This packet is due Thursday, September 22nd.. You will receive a new Project Packet each week on Thursday.
Artifacts
Maps and Graphs are graphic organizers used to display data in a clear and easy toread format. It takes practice learning how to see all the data within maps and graphs.Use the maps and graphs below to answer questions for Project #2 (on the next page).
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Mr. HarrisLanguage Arts
Room300Email: coffeeandtea@gmail.com
(Put your name in the subject)Class#: 841.4895
Project # 1
Artifact A
Artifact B
Artifact C
Name:Date:Period:Project Packet #5
ARTIFACT ANALYSIS
Use details from the artifact to support your answers. Write in completesentences.
Using Artifact A., what is the highest percentage rate for the 3month Treasury bill?What is the lowest percentage point for both T. bills after 9/1?
Using Artifact B., what is the percentage of Asian students enrolled in AISD 20042005?What is the total percentage of Hispanic students who took the SAT test?
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Project #2
3month
6month
Using Artifact C., find the symbol in the key for cold front, now list the two regions (youmust include the name of at least one state in each region) that will experience a coldfront.
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AUTO SELF
autobiography the story of a person’s life written by that person
autograph a person’s signature or handwriting
automatic having a selfacting or selfregulating mechanism; done without thought or conscious effort
automobile a passenger vehicle with its own engine
autonomous selfgoverning
A. Name the part of speech (noun, adjective, verb, adverb) for each of thefollowing words
Example: autobiography noun autobiographical adjective1. automobile2. automotive3. automatic4. automatically5. autonomous6. autonomy
B. From the word list, select the word that best completes each sentence. Writethe word in the blank.
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Project # 3
1. The writer finished the _________________ about her life.
2. Sally got an ________________ camera for her birthday.
3. Jose was excited when he got the celebrity’s ______________.
4. The people who lived on the island did not wish to be governed by another
country any long. They wanted to be ____________
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C. Do the following activities on this page.1. Write an autobiographical paragraph about an event in your life.2. Draw an automobile of the future that is fueled by something other thangasoline
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THE CRITICAL EYE
Now that you have studied and practiced various sentence structures and purposes, it is time for you to useyour CRITICAL EYE to analyze your origin myth.
First, consider the Sentence Structure Variation graphic organizer for “Waldo’s” five hundred word origin myth.This graphic organizer is called a Clustered Column Chart and it compares values (number of sentences)across categories (sentence structure type).
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Project # 4
Sentence Structure Variation
05
101520253035404550
1 2 3 4Sentence Structure Type
Num
ber o
f Se
nten
ces
Legend for Sentence Structure Types 1 = Simple, 2 = Compound, 3 = Complex, 4 = CompoundComplex
Questions 1. How many simple sentences are in Waldo’s essay? 2. How many compound sentences? 3. How many complex sentences? 4. How many compoundcomplex sentences?
5. What can you infer about Waldo’s essay from the data provided in this graph?
6. What would you suggest Waldo do to improve his essay?
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THE CRITICAL EYE
Make your own clustered column chart for your origin myth.
Step one: Count the number of sentences for each sentence structure type.Number of simple sentences _______Number of compound sentences ______Number of complex sentences ______Number compoundcomplex sentences ______
Step two: Shade in each of the four columns to show the number of sentences you have for each sentence structure type. You may also perform this task by creating a graph in Microsoft Excel (see your teacher if you need assistance).
Sentence Structure Variation
0
5
1015
20
25
30
35
4045
5055
1 2 3 4Sentence Structure Type
Num
ber o
f Se
nten
ces
Legend for Sentence Structure Types 1 = Simple, 2 = Compound, 3 = Complex, 4 = CompoundComplex
Finally, what are you going to do to improve your writing based on this data?
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Challenge Assignment
For this week, you will continue to develop your Websites through www.freewebs.com.
At this time, you should have a short autobiographical paragraph, a listing of yourclasses, and your picture.
For this week, you are to do the following:
1. Origin Myth Page• Add another page to your Website, and title it Origin Myth• Cut and paste your origin myth to the page, or upload it as a Word document.• Add music to your Origin Myth page, and choose a music selection that relates
to your origin myth. On your Origin Myth page, write a few sentences explaininghow the music you selected relates to your origin myth.
• Find a picture on the Internet that relates to your origin myth. Add that picture toyour Origin Myth page, and be sure to, directly under the picture, reference theexact website from where you retrieved the picture. Do not list www.google.comas the source for your picture. This is not acceptable.
2 Links Page
• Add another page to your Website, and title it Links. Include the following onthat Links Page:
A. A link to the www.iliketolearn.com websiteB. A link to at least two other Websites created by Fulmore 6th gradersC. At least three links to favorite websites you visit from time to timesuch as www.mtv.com or www.freearcade.com.
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Project # 5
If Mr. Harris selected you to complete the Challenge Assignment,you are required to complete this assignment. If Mr. Harris didnot select you, you may still complete this assignment.
3. You need to email your website address to me before Thursday, September 22.Be sure to include your name in the subject heading of the email, and email meyour exact web address. I am going to post your website addresses so that
other students may visit your site.
Presenting your Origin Myth
Now that you have written your myth, I want you to read it aloud and share it with the class andshare it with a worldwide audience via the www.iliketolearn.com website. To accomplish this, youwill be given the opportunity to read your myth during class time and after school. Your reading willbe recorded and made available for others to enjoy.
When making an oral presentation, there are many things to practice. Here are a few of the majorquestions we usually consider when evaluating oral presentations:
• Are you enunciating each word?
• If different characters are involved, what are you doing with yourvoice to distinguish those characters for your listeners?
• Is your speech free of verbal fillers such as ah and um?
• Did you use vocal variety where necessary? Vocal variety means youchange the rate, volume, and pitch of your voice during yourpresentation to match the action taking place in your story. This also includespausing when appropriate. Do not be a monotone speaker. Use vocal variety.
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Taking a Stand in History: People, Ideas, Events
GET READY FOR RESEARCH
We are approaching the end of the first 6 Week grading period.During the next 6 Weeks, students will complete a research projectdealing with some issue, aspect, event, or person of the Middle East.Remember, on Saturday, September 24 from 10:00am to 3:00 weexpect to see you at school for our Research Kickoff.
To help you start thinking about the research project, I would like foryou to brainstorm possible ideas. The ideas you list below are just astarting point. You do not have to settle on one of them if you do notwant to.
You might want to talk with your friends, parents, and teachers tohelp you get some ideas for your paper. Chose topics that areinteresting to you.
Keep in mind that the National History Day competition theme is:
Taking a Stand in History: People, Ideas, Events
In the space below, please write down five possible topics for yourresearch paper.
1.
2.
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Project 6
3.
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5.
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Grade 6 Language Arts TEKS
OverviewIn Grade 6, language arts students read a variety of texts that includes fiction, nonfiction, andother informational sources. They understand rich vocabulary and the role of literary devices suchas simile, metaphor, theme, and foreshadowing in the books they read. They use multiple sourcesto prepare research reports. Sixth grade students use strategies to learn and recall importantinformation. Using the writing process, students write regularly and apply grammar, mechanics,and usage skills to produce errorfree compositions for a variety of purposes and audiences. Theylisten to gain information, take notes, and summarize. Sixth grade students learn how language isused to create meaning in media presentations, and evaluate their purposes and effects onaudiences.
Listening and Speaking: Students will
OriginMyth
Presentations
;ClassDiscussions
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
Project1
and2.
ClassReading
Read fluently, regularly and independently a variety of texts and purposes with clearunderstanding.
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
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OriginMyth,
Project4
Follow the writing process both independently and with others to revise and refineselected drafts.
Publish for general and specific audiences for a variety of purposes, includingpersuasion, information, and entertainment.
Apply the rules of capitalization, punctuation, grammar, and correct spelling to createerrorfree compositions.
Evaluate his or her own writing and the writing of others using criteria that isappropriate for each purpose.
Viewing and Representing: Students will
ProjectPacketCartoons
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.
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 of Time
Thursday
Friday
Saturday15
Sunday
Monday
Tuesday
Wednesday
16
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