Mr. Dovoric
English Language Arts Instructor
Public School No. 2
West New York, NJ
Phone: 201-553-4040  Ext: 28224
[email protected]

Fill your paper with the breathings of your heart.  ~William Wordsworth

Don't tell me the moon is shining; show me the glint of light on broken glass.  ~Anton Chekhov

The difference between the right word and the almost right word is the difference between lightning and a lightning bug.  ~Mark Twain

I try to leave out the parts that people skip.  ~Elmore Leonard

(Find these and other great quotes about writing at: http://www.quotegarden.com/writing.html)

 

   

 

You don’t just use your mind to read and write; you read and write in order to use your mind.

                                                                                                                                                                           

~K. C. Dovoric

 

 

 

 

 

Welcome to 2024-25! This year's theme: "Back in the Game"  

 

 

Dear Students and Parents,

 

 

A writer of forty-plus years and an ELA classroom instructor of over twenty, I have often caught myself paying lip service to the concept of communication: it's important for creative expression, etc. However, it was only until I entered the arena of parenthood when I came to fully appreciate, and more carefully implement, this absolutely essential and drastically undervalued component of classroom instruction. Indeed, I owe my continued growth as an effective communicator to the parent-child discourse which goes on in my own home, in everything from verbally walking through their homework assignments to resolving sibling conflicts to allowing them to air their school-day grievances. In fact, I have come to look on communication as a panacea of sorts, in that many of our greatest ills -- war, famine, inequality -- could be mitigated, if not outright eradicated, if the tools for effective communication were set in place.  

 

Practically speaking, effective communication occurs within my classroom through four steps: 1) stating one's goals and expectations with clarity, simplicity, and expediency; 2) listening to students' needs with careful and observant attentiveness; 3) urging students to ask relevant questions; and 4) encouraging them to "pay it forward"; that is, go home and explain things to their parents, thus building an ongoing "chain." In my experience, it is only when the chain is linked and the channels open that communication -- and education, ultimately -- becomes a viable outcome. 

 

This year, I will continue to model best-practices in speaking and listening, but what can parents do? Ask questions! "What did you cover in Mr. D's class today? Did you find it easy or difficult? Which parts were hardest? Can we review those parts?" I am a heavy proponent of the Socratic method: the asking of questions is the truest pathway to knowledge. Keep that "communication chain" going on at home, and what we did in class that day will be buttressed, scaffolded, reinforced -- simply put, learned. 

 

One more note to you, the parents: reach out. Don't hesitate to bring your questions or concerns to the teachers. Initially reluctant to "bombard" my own children's teachers, I now see that my questions are not an onus but an avenue to improvement for parent, child, and teacher alike. Bear in mind that ours is a team, and, like every team, we uphold a mutual interest -- in this case, your children's academic excellence. Let us work together to keep that chain going strong throughout the 2024-25 calendar year.

 

 

Best regards,

 

Mr. Dovoric

WNY, 2024 

 

  

 

 

2024-25: Class Rules

 

 

1. Behavior

Students are to display appropriate behavior at all times. This includes, but is not limited to, raising your hand before speaking; asking permission to leave your seat, for any reason; not abusing bathroom privileges; and – above all else – showing absolute respect for every living being in this building. Failure to oblige any of these will not be tolerated, and recurring defiance will be forwarded to building administration.

 

2. Homework Policy and Absences

All homework assignments are to be completed accordingly and handed in on time. Partially completed or late assignments will not be accepted, and will result in a zero. Updated Policy for Missing Work: Students will have a one-assignment grace period, meaning that the first “zero” will not count, but the second will; the third will not, but the fourth will; and so on. As a result, every two zeroes shall result in a full grade-drop.

 

Should you be absent, you will have a reasonable amount of time to hand in the assignment (usually, one day per days absent). As always, absence is not an excuse for missing work: it is your responsibility – not mine, nor your neighbor’s – to find out what was missed and to hand it in as soon as possible. **NOTE: Daily homework will be viewable on the day’s “Agenda” as well as on the “Calendar” link on Mr. D’s webpage. Google Classroom is not an engine for homework submission.

 

3. Chromebooks and Google Classroom

Our reliance on Chromebooks and Google Classroom was necessary during remote learning; however, we are now fully back in the swing of in-person learning. Therefore, while we will continue to integrate these technologies on occasion, Google Classroom and the Chromebooks will play a notably smaller role in completing/handing in assignments. Simply put, unless I advise otherwise, you will submit hard-copy work the old-fashioned, paper-and-pencil way for the foreseeable duration.

 

4. Daily Procedures and Class Time

For the most part, class procedures will not vary. When you arrive, put down your book bag, take out the day’s materials, and have your homework ready to be collected or passed forward. If it is needed for the day, be sure that your Chromebook is fully-charged (classroom charging stations no longer available!). You should then check the board for the day’s “Agenda” and any prompts or warm-up assignments, automatically and without cues from me. It is a best-practice to copy the night’s homework into your planner at the beginning of class, in avoidance of forgetting later.

 

Also, expect to be busy at all times; there is little if any “down time” or “free time” in this class. The state requires us to devote 200 minutes of class time to reading and writing per week.

 

5. Housekeeping

Be sure that the classroom is kept neat and free of clutter at all times; books belong in the cubbies, not on top of them, for example. Book bags are to go under or behind the chairs – never block the aisles. When throwing away litter, please use the can that is nearest you. Use of any technology, including Chromebooks, without my prior consent is forbidden. When sharpening pencils, please aim all pencil shavings over the trash cans; when wheeling book bags, please take care not to scuff the floors. Gum chewing is not permitted as per BOE policy. Eating in the classroom is not permitted under CDC Guidelines. While water bottles are permitted, please be sure that they are high-grade plastic bottles (like Poland Springs) or steel thermoses. Glass bottles are not permitted. Addendum: As per WNY BOE policy, sweatshirts, hoodies, or other garments that obscure the school-issued uniforms shall not be permitted in any district classroom. I will enforce this without fail.

 

6. Bathroom Policy

As I alluded earlier, bathroom use will not be abused. I reserve the right to determine what a real emergency is (as opposed to a pretext to arrange a break to see your friends). You may go before class or after, but breaks during my class must be kept to a minimum in order to maximize our precious learning time (see Class Time). Trailing this, a bathroom log will be kept and regularly turned in to the office.

 

7. Cell Phones and Recording Devices

As per WNY BOE policy, cell phones and other smart devices must be turned off and placed away from your seating area. Also, in accordance with FERPA, no one is permitted to record any person or event in this room at any time. All policy breaches will be met with immediate confiscation of the devices in question, with additional intervention from outside agencies pending.

 

 

 

 

 

Student Supplies

 

All students participating in Mr. Dovoric’s ELA/Grade 6 class will be required to attain the following materials:

-       one three-subject spiral notebook. A five-subject will suffice, but it should contain no class’s content other than that of ELA.

-       one composition book (the marble-covered kind)

-       one dual-pocket folder (for student’s Writing Portfolios)

-       two No. 2 pencils (I discourage lead pencils)

-       two blue- or black-ink pens

-       three or more multi-colored highlighters

-       one or more packs of Post-its (may be provided by the teacher)

 

 

 

 

Course Syllabus

 

 

Novels, Text and Supplemental Reading

 

Reading novels is an indispensable way of learning ELA. This year, I aim to up the ante and accomplish the reading of four novels. Reading will be done in class, with all students taking turns reading aloud. Follow-ups will include class discussions and written responses to questions. Cumulative activities will conclude the novel studies.

 

Novels, supplied: Tuck Everlasting by Natalie Babbitt; Number the Stars by Lois Lowry; A Long Walk to Water by Linda Sue Park; Chasing Lincoln’s Killer by James L. Swanson

 

Class Text: Wonders 

 

Additional reading materials: StoryWorks and Scholastic News magazines

 

(supplied by teacher)

 

 

Writing Tasks

 

Unsurprisingly as this is an ELA class, writing will play a large part in our instruction and grading. Specific topics and tasks will vary, but you can expect one or more in each of these general writing-content areas:

 

-       Narrative Writing Task (NWT)

-       Personal Essay

-       Persuasive-and-Argumentative Essay (PAW)

-       Research Paper

 

Completed and scored writing tasks will carry a weight of 55-60%. All tasks are scored in accordance with NJ DOE Rubrics.

 

 

Weekly Summaries

 

Summarizing is a highly effective means by which I can test a student’s comprehension. Each week or thereabouts, you will read an informational/nonfiction passage and write a timed summary, according to the “8 Steps Method” (these notes to come later).

 

Summaries will carry a weight of 25% (under ‘Reading’).

 

 

Weekly Vocabulary Lists

 

I am an ardent proponent of vocabulary! Each week, a new list of challenging, test-preparatory vocabulary words will be posted on the board, as well as on my teacher webpage. You are responsible for the following on a weekly basis:

 

-       Study guide or “flash-sheet”

-       Written definitions and sentences

-       Weekly vocabulary test

 

Vocabulary assignments and assessments will carry a combined weight of 20-25% (under ‘Writing’).

 

 

StoryWorks Assessments

 

Every two weeks or so, upon completing a passage in StoryWorks, there will be an assessment featuring Multiple-Choice (M-C) and Extended Constructed-Response items (EC-R) items to test your comprehension of the passage as well as other essential reading skill-sets.

 

Breakdown:

 

# of items                      item type                      time (strongly suggested)

 

8                                     M-C                                      12 min

2                                     ECR                                      18+/- min

 

StoryWorks Assessments will carry a weight of 25% or greater (under ‘Writing’).

 

 

Homework

 

Homework will be assigned Monday through Thursday; see above for the Homework Policy. The Scoring Key for Homework is as follows:

 

\/+ (Check-plus) =     92-100

\/ (Check) =     80-91

\/- (Check-minus) =     68-79

INC       =     50-67

 

Homework will carry a weight of 10%.

 

 

Participation

 

Participation counts. I need to hear from everyone in order to assess where we are in our reading comprehension: All students can expect to read aloud at my request, and failure to comply may result in negative grading consequences. On the other hand, those who volunteer regularly can look forward to favorable results in their marking-period averages!

 

Participation will carry a weight of 5%.

 

 

Communication

 

Without doubt, communication is an essential ELA component. This year, you can expect to accomplish the following:

 

-          produce work of academic excellence

-          build a strong and highly effective vocabulary “bank”

-          improve studying skills and prepare consistent testing strategies

-          continue to strive toward mastery of the three ELA components: reading, writing and speaking

-          learn how to communicate interpersonally and efficiently

 

 

 

 

 

Narrative Writing Task #1: Storm Story

 

The sky darkened as threatening, pitch-black clouds elbowed their way in from the horizon. Great palms of wind smacked the trees upside their boughs, which themselves waved madly like children in a panic. Everywhere on the ground wildlife scurried, mammal and reptile alike, each seeking shelter beneath rocks, down burrow-holes, inside caves. Soon, the din of whooshing and rushing moved in, a massive dark gyro of force taking center-stage in the drama. For a moment, time seemed to slow as the deafening wind claimed all corners of the existing world.

 

           The storm had arrived….

 

Write your own storm story!

 

Genre: Action/adventure

Length: Three-paragraph minimum

Deadline: TBA

 

 

Creating Memorable Characters!

 

A story is only as good or as memorable as its characters -- and there’s more to it than just naming them. When creating a character, keep the AAPH model in mind:

 

A - Appearance: what your character looks like. This is the first thing you show the reader. Is someone wearing sneakers? What kind? What color hair have they?

The new kid walked in, enormous holes in both jean-legs at the knees.

 

A - Actions: what your character does in the story. This is what drives the plot. 

Sammy opened the freezer to cool herself.

 

P - Personality: the real traits that define your character. Are they social? Shy?

Amelda hid her blushing face behind the math book, wishing it was all a bad dream.

 

H - Hobbies and interests: these can play an important role in the outcome of the story.

Thanks to Peter’s amazing karate skills, he was able to chop his way out of the room.

 

 © 2020 by K. Dovoric

 

 

 

 

 

Independent Reading System (IRS) © 2015, 2017 by K.C. Dovoric

 

Focus: Informational/Nonfiction Texts

 

 

First Read –for Basics

 

Think of your first read as “decoding” new information. Locate and highlight/annotate any unfamiliar or difficult words. Look them up, not as a separate assignment but as a primary part of the reading. Don’t proceed with reading until you know the meanings of these words. (Caution: fewer than three difficult words on a page may indicate that the passage is below-reading level.)

 

In addition, are there any figurative expressions (such as idioms or metaphors)? Annotate these, as well.

 

 

Second Read – for Reference

 

Using a column-style chart, pause from reading after every paragraph or so to fill in the essential, “right-there” info – who, what, and so on. This process is known as checking-in.  

 

Note: In non-fiction texts, most of this will come from the first half of the article, as the first half primarily deals with explanation while the latter-half focuses on interpretation.

 

Additionally, look at sub-headings and sidebars; these can be great clue-providers.

 

 

Third Read – for Analysis

 

This will be done upon having to answer cross-text questions involving two or more passages. These questions are inferential in nature and may include the following:

 

-      How are the authors' attitudes similar or different in these passages?

 

-      How does each author’s purpose contribute to your understanding of the passages?

 

-      Can you find similarities in the characters or themes in these passages?

 

-      Out of the passages you have read, which is the most successful in persuading the reader?

 

 

© 2015, 2017 by K.C. Dovoric

 

 

 

  

Gearing up for the 'SLA: ELA & Testing Mastery for 2024-25

 

 

Hello again, parents and students, and welcome to the 2024-25 school year! It brings me significant pleasure to be returning this year, rested from a richly rewarding summer, and ready to make headway into the next nine-plus months. As always, it is a pleasure to engage in the partnership of family, school and community. We here at PS #2 expect nothing less than an exciting level of success and satisfaction for our students – and your children, for parents are undoubtedly the true teachers.

 

As is often the case, the upcoming year mixes fresh obstacles with familiar procedures. Several years ago, with the advent of the PARCC, we faced the dual hurdle of higher-stakes standardized testing coupled with new technology. Anticipation was great; anxieties, for some, were high. Yet, as the numbers have proven, our district has come out smelling like roses, charting highest amongst all other Hudson County public districts.

 

Lo and behold, our test has undergone further changes: Now it goes under the moniker, "New Jersey Student Learning Assessment (NJSLA)." Yet, a test by any other name, to borrow from Shakespeare, is virtually the same. By all intelligence, this year's testing, while nominally changed, should bring with it the same conflation of academic difficulty and technological progressiveness; and, if precedent remains on our side, I have no doubt that we will continue to come out at the top of the curve.

 

Still, to coin a phrase from the ancient Greeks, one must never rest on one's laurels. We must continue, both within the classroom and without, to be vigilant readers and careful writers. As I have often remarked, our first line of defense is readiness in reading. I unreservedly recommend science- and social studies-based texts; consult newspapers whenever possible – the travel and health sections of the weekend Bergen Record and Star Ledger are first-rate. In sports, there is an axiom: play to your strengths. Non-fiction passages are highly approachable, and mastery of them quite certainly attainable, if you focus on the right things: main idea, essential details, author’s purpose, text structure, conventions of print (e.g., italicized words), additional features (e.g., sidebars), and underlying theme. Remember what you’ve heard and seen in the classroom, and be confident.

 

Insofar as writing is concerned, again I point to newspaper-models. A typical article works toward both brevity and scope, skewing Main Idea and Essential Supporting Details (ESDs) from the chaff. Similarly, you must work toward these ideals in your own writing. Get to the point, convey it with clarity, and make the audience understand it. At the same time, the NJSLA places a greater emphasis on inventiveness of voice, tone, and point of view than ever before. So, while it may not be altogether necessary to totally abolish that old summary-writing format, we certainly need, as the well-worn idiom goes, to think outside that box! 

 

Our students have had to display a higher level of computer proficiency than previously seen, denoting, for example, regular trips to the computer lab for consistent tutelage in skills such as keyboarding and web navigating. That many, many members of our PS #2 staff are highly computer-literate, coupled with the benefits reaped from open access to ChromeBooks and PrometheanBoard, has been a great boon to our students' growing mastery of technology. 

 

All of this may sound like a cumbersome chore, and it is. It's no secret that students, parents, and educators alike have all felt the pinch of standardized testing's barbs. Yet, I instinctively believe that we can offset these hurdles with our continued and collegial efforts. PS #2 scores at or near the top of the ladder each year in Grade-6 language arts, so precedent is on our side!

 

Once again, I continue to encourage creativity and critical thinking, for these are the absolute pillars upon which good writing rests. West New York has always enjoyed a reputation for uniqueness and diversity, and I am thrilled to help contribute in small part to this legacy. More importantly, as they travel the path toward finding their individual writing “voices,” it is crucial that we continually and consistently stress to students the importance of a solid reading regimen, for strong writing cannot exist without this as a precursor.  As I am fond of saying, great writers begin as good readers, so let us work together in helping our children to flourish in this complex, ever-advancing global community.

 

  

 

Look under "Main Menu" for new web links on the NJSLA. While there, check out some excellent reading lists containing nonfiction (and NJSLA-readying) selections!

 

 

                                                                                                    

 

– Mr. K. Dovoric

© 2014, 2015, 2016, 2017, 2018 by K. C. Dovoric (All rights reserved)

 

 

 

“Game Day: A Super Bowl Prompt"

 

The din of the crowd had withered into a hush: 90,000-strong, yet the quiet was deafening. On the field, the players, such hulking behemoths throughout the regular season, looked more like huddled, timid adolescents; such was their awareness of what would likely be the final play of the postseason. Behind stony stares, curt directions were barked in militant, one-syllable bursts. Just then, the smoldering silence of the stadium was pierced open by the hawk-screech of a referee’s whistle. No more time-outs, no more delaying the inevitable. Gallantly, the bruised warriors dragged back to the line of scrimmage. Here, everything would be decided….  

 

          Write what happens next!

 

© 2016,2017 by K. Dovoric

 

 

 

Basic MLA Guidelines

 

 

 

Basic Book Format

 

Last Name, First Name. Title of Book. Publisher, Publication Date.

 

       [Example]

 

Lowry, Lois. Number the Stars. Houghton Mifflin Harcourt, 1989.

 

 

Book with More Than One Author

 

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Allyn and Bacon, 2000.

 

 

Anthology or Collection

 

Hill, Charles A., and Marguerite Helmers, editors. Defining Visual Rhetorics. Lawrence Erlbaum Associates, 2004.

 

 

Peterson, Nancy J., editor. Toni Morrison: Critical and Theoretical Approaches. Johns Hopkins UP, 1997.

 

 

A Work in an Anthology, Reference, or Collection

 

Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.

 

[Example]

 

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.

 

 

Article in a Magazine

 

Author(s). "Title of Article." Title of Periodical, Day Month Year, pages.

 

[Example]

 

Buchman, Dana. "A Special Education." Good Housekeeping, Mar. 2006, pp. 143-48.

 

 

Article in a Newspaper

 

Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post, 24 May 2007, p. LZ01.

 

 

Citing an Entire Web Site

 

Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003, www.cla.purdue.edu/english/theory/. Accessed 10 May 2006.

 

 

A Page on a Web Site

 

Lundman, Susan. "How to Make Vegetarian Chili." eHow, www.ehow.com/how_10727_make-vegetarian-chili.html. Accessed 6 July 2015.

 

 

An Article in a Web Magazine

 

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites, 16 Aug. 2002, alistapart.com/article/writeliving. Accessed 4 May 2009.

 

 

A YouTube Video

 

“8 Hot Dog Gadgets put to the Test.” YouTube, uploaded by Crazy Russian Hacker, 6 June 2016, www.youtube.com/watch?v=WBlpjSEtEL

 

 

[Thanks in part to Purdue University's Online Writing Lab] 

 

 

 

 

 

Story-Writing, 101: Things to Remember

 

 

 

-          When it comes to verb tense, use past-tense only.

 

Wrong: Johnny walks into the courtroom.  Maria comes from Ohio.

 

Correct: Johnny walked into the courtroom.  Maria came from Ohio.

 

 

 

-          Unless instructed, tell the story from third-person point of view. This means using pronouns like he, she, it, they, and characters’ names.  (First-person uses I, me, myself, and so on.)

 

 

 

-          Stay away from too much dialogue; it’s confusing. Remember, great writing doesn’t tell… it shows!

 

 

 

-          Budget your time. If given a thirty-minute time period, allot five or six minute for planning, a few minutes for post-writing (proofreading), and the rest for the actual writing.

 

 

 

-          Speaking of pre-writing, it is not necessary to cram every single thing you want to say into your planning page or graphic organizer. You just want to get the juices flowing.

 

 

 

Saying this, it is important to organize your thoughts in a coherent way. Nothing is worse than writing that doesn’t have any logical flow or sequence. Therefore, use outlines, webs, T-charts, Venn diagrams, timelines, or whatever else applies to the task at hand.  

 

 

 

-          You will revise!! Writing is an ongoing, cyclical process – it doesn’t have a clear beginning or finite ending. Go back, re-read, cross out stuff, draw arrows, make notes; show the work, essentially. (Hint: Post-it notes are a God-send for this.)

 

 

 

-          Start with anything: an image, a title, a description of setting, a character’s name – whatever works. There is no one way, no absolutely correct method.

 

 

 

-          Change of setting = change of paragraph.

 

 

 

-         Do not repeat yourself. Do not repeat yourself. Do not repeat yourself. Find new ways to say familiar things.                                     Write on, children!

 

 

 

© 2015 by K. C. Dovoric (All rights reserved) 

 

 

 

 

 

 

 

Make that Setting SING!!

 

Re-state each as a more interesting description of setting, using different words if possible.

 

1.   Before:  The students came in.

      After:    The Monday morning masses rolled in with zombie-expressions of woe.

 

2.   Before:  The sky was cloudy.

      After:  The sky winced through clouds of rusty armor-grey and pearl-white.

 

3.   Before:  There were many trees in the forest.

      After:  The manifold trees seemed to be perpetually multiplying, as if prompted by some invisble, insidious mirror.

 

4.   Before:  It wasn't 3:00 yet.

      After:  The hands of the clock moved toward the "3" with all the speed of a snail frozen in pancake syrup.

 

5.   Before:  The crowd sounded loud.

      After:  The crowd was a perfect 727 -- sonic booms and screeching runways included.

 

© 2013 by K. C. Dovoric (All rights reserved)

 

 

 

 

 

Format for an ExplanatoryPrompt                        

Grade Level:      6—8

Paragraph #1 – (Every/nearly all/most) quotations can be interpreted in a (number/variety) of ways. However, the quote, “________________________” has one (particular/special) meaning for me. It means …. (Define the quotation.) For example, …. (Give one or more every-day, concrete examples to illustrate this quote.)

 

Paragraph #2 – (Quotations/famous sayings) (can/usually/often) (relate to/hold meaning for) our own lives. This quotation related to my life in (the following/several/numerous) ways. (In 5—6 sentences, describe one or more personal connections showing how the quote related to your own life’s experience.)

 

Paragraph #3 – (In conclusion/to sum up/therefore/as you can see), “________________________” can have meaning for (us all/everyone). (Write several general sentences explaining how this quotation relates to us all. Try to answer the following questions: What advice does this quote give, and what can/does it teach your community? Your country? Your world? Hint: Think of “big” issues – e.g. environment, the economy, etc.) As an alternative to this, try relating an external observation – of a book, a current news story on TV, or something learned in school.

 

 

(Sample)

 

                Nearly all quotations can be interpreted in a number of ways. However, the saying, “All that glitters is not gold” has one particular meaning for me. It means that, although something may appear to be expensive or attractive, that doesn’t mean that it holds true value. For example, a luxurious mansion may certainly have a high price tag, but the cost of owning one without loved ones to share it with will render it just another empty house.

                Famous sayings often relate to our own lives. This particular quote related to my life in a meaningful way. When I was a youngster, my father decided to try his hand at his own business, thinking it would be a huge success that would make our lives easier and more pleasurable. He spent many exhausting days and lonesome nights away from my mother, my sister, and me. At last, he discovered that the time away from his family and the long hours of work were not worth the sacrifice; in other words, all that seemed to glitter once turned out not to be so golden, after all!

                To my view, the quote, “All that glitters…” relates to the poem “Ozymandias.” Its subject, a tyrannical king who in life seemed to be greedy and self-interested, winds up having, in death, nothing to show for it except a barren desert of sand. Relating this back to my original thesis, clearly he placed his values in the wrong places. Who could put a dollar amount on that kind of lesson?

 

© 2011, 2016 by K. Dovoric (All rights reserved)

 

 

 

Format for a Persuasive (3/5-) Essay

Grade Level:      6

 

Paragraph 1

Sentence 1:        Begin with a general introductory statement or “universal truth.” (This should state the goal or issue.)

Sentence 2:        A topic sentence, stating your opinion about the proposed solution or method

Sentence 3:        List three reasons, in favor of or opposed to, the proposed solution.

Sentence 4:        Re-state the topic as a rhetorical question.

 

Paragraph 2

Sentence 1:        Begin with a transition (First, To start off, To begin,…), followed by Reason #1.

Sentences 2—? Include three or more examples, with details, supporting the reason.

(End with a resolving sentence.)

 

Paragraph 3

Sentence 1:        Begin with a transition (Also, Next, In addition,…), followed by Reason #2.

(see Paragraph 2)

 

Paragraph 4

Sentence 1:        Begin with a transition (Last, Finally,…), followed by Reason #3.

(see Paragraph 2)

 

Paragraph 5

Sentence 1:        Re-state the topic (Ex: “As you can see, building a new library is the smart thing to do”).

Sentence 2:        Re-state your reasons.

               

Sentences 3—?                Personal Connection. In at least three sentences, describe an experience or observation

which relates to, and supports, the topic. (You might want to begin in this way: “This situation reminds me of an experience that occurred…”)

Closing Sentence: Strong closing or “clincher”. This should, in a creative way, leave the reader with a

                                feeling of wanting to take action.

 

 

(Sample – opening paragraph)

Dear Mayor Greene,*

                Everyone knows that there is a growing illiteracy problem, among young and old alike, in today’s society. That is why I am staunchly in favor of rebuilding, or at least renovating, our town’s public library. A library’s information sources are abundant yet precious, young people will have something to do other than dawdle aimlessly on street corners, and the taxpaying citizens of this great community will have something to show for all of their tax dollars. Mayor Greene, can you honestly justify not building an institution for the improvement of higher learning?

 

* Many essay topics will be presented in the guise of “letters” (e.g., to your principal, to the mayor).

 

© 2011 by K. Dovoric (All rights reserved)

 

 

 

 

Strong Words and Phrases to Use in a Persuasive (3/5-) Essay

 

certainly                                              

absolutely          

definitely

positively

undoubtedly

absolute fact

staunchly

strongly

firmly

opposed to

in favor of

a terrible idea

a wise solution

a brilliant plan

a sound decision

the right thing to do/the right course of action

research has shown (that)

studies have indicated (that)

Is this really fair?

Would you want that to happen?

 

 

 

Commonly-Used Transitions

 

 

(for introducing an idea or first paragraph)                                                (for concluding or summarizing)

first                                                                                                                        in conclusion

to start off                                                                                                            to wrap things up/to sum things up

to begin (with)                                                                                                   as you can see  

                                                                                                                                all in all

(for adding an idea or a new paragraph)             

next                                                                                                                       (for showing disagreement)

also                                                                                                                        however

then                                                                                                                      yet

in addition                                                                                                          

not only that, but                                                                                             (for showing time)

furthermore                                                                                                       later

to continue                                                                                                          after that

                                                                                                                                afterward

(for giving an example)                                                                                     soon

for example                                                                                                         in the future

for instance                                                                                                         about that time/around that time

                                                                                                                               

(for adding a final idea or reason)

last                                                                                                                        

finally

* Note: Always follow a transition with a comma.

 

 

Format for a Speculative Writing Task                                                                                  

 

Paragraph #1

Begin with a compositional risk, such as dialogue.

                Be sure to punctuate correctly:                                 “Now that’s what I call inventive!” Sheila declared.

Introduce your main characters (these should be limited to 1 or 2).

Try combining details about character:   Mark, an explosive-tempered sixth-grader, wasn’t in the   mood for celebrating that day.

Describe the setting.

Remember … show, do not tell:                The brisk November wind struck his face like a leather glove.

If not done already, the problem or conflict should be directly stated.

 

Paragraph #2

Begin the 2^nd paragraph with another compositional risk, such as dialogue.

Give plenty of background to the problem: What happened before? What happened next? Then what happened?

Details, details, details are the key here.

 

Paragraph #3

Begin the 3^rd (and usually final) paragraph with more dialogue.

                This should contain a hint about the solution.

Solve the story’s problem in an interesting, yet logical, way: What would you have done?

Is there a lesson to be learned? Do any of your characters undergo a change?

Note:  Try not to break the “wall” of the story. It is your character who is learning the lesson, not you!

 

(Sample opening)

 

      “What on earth was that?!” exclaimed Edgar Allan, practically teetering from his chair. Things had been tense all day at P. S. Number 7: Mrs. Tolkien, the homeroom teacher, had taken ill and been replaced with a monstrous sub; the fire alarm was broken and basically running on a loop; and Big Jim, the class tormentor, was making life miserable for the students of Grade-5, as per usual. To add grist to the mill, a sleep-deprived Edgar Allan had forgotten about his role in the social studies play. There is no way I am going to reenact John Hancock at the Second Continental Congress with all of this going on, he intoned with blank expression. Just then, a loud bang, not unlike the clattering of storm clouds, interrupted Edgar’s private summit conference. Hesitantly, he permitted his eyes to notice a mammoth fist banging his desk, which morphed, all movie-esque, into the Torquemada-like stare of Big Jim ….     

© 2011 by K. Dovoric (All rights reserved)

 

 

 

 

 

Mr. D’s “Forbidden” Words: I STRONGLY RECOMMEND THE DISUSE OF THESE!

yes

no

because

I (as the first word of a any composition)
he, she it, or they
(if in the first sentence of a paragraph)

get / got


Weak or overused words and phrases:

really
very
nice
big
pretty
good
walk
run
"Once upon a time"
"I like," "I think," "I want," or "I agree"
"My story/essay is about..."
"My favorite...is..."

Also, no contractions, please:

I'm, can't, won't, don't,
wouldn't, couldn't, shouldn't,
didn't, aren't, I'll, you'll, he'll,
she'll, they'll, we'll, I'd, you'd,
he'll, she'll, they'll, we'll, we've,
I've, you've, there's, who's...

Aside from possessive nouns (Sean's uniform, America's heartland), there should be no need for the use of the apostrophe, anywhere or anytime.

 

 

 

 

Review the Four Types of Sentences

 

1. Declarative: a statement; ends with a period

EX: The state of Arizona is famously known for the Grand Canyon.

1. Interrogative: a question; ends with a question mark

EX: Which exit should we use in case of a fire drill?

1. Imperative: a command or request; ends with a period

EX: Do not linger in the store unless you plan to buy something.

1. Exclamatory: shows strong feeling; ends with a question mark

EX: When I opened the door, my room was literally crawling with insects!

(Suggestion for Journal or "Do Now")

Write a paragraph describing how you prepare for school in the morning. Include at least one of each sentence-type.

 

Give yourself the Fantastic Five! Quiz: Is it simile, metaphor, personification, hyperbole, or onomatopoeia?

A.      Wherever Brontosaurus walked, the earth would tremble timidly beneath it. _______________

 

B.      I didn’t have to wait for Mr. Simon’s news; I was a rocket in the hallway down to the gym. _______________

 

C.      The floorboards of the old Grayson House HISSED and CROAKED under our movements. _______________

 

D.      I expected John to be angry, but I didn’t think that the flesh on his forehead would be boiling. _______________

 

E.       The words flowed from Marcela’s pen, sounding as smooth as a chocolate ice cream cone dipped in velvet. 

_______________


 © 2012 by K. C. Dovoric (All rights reserved)

 

 

 

 

Tips for Public Speaking

 

Oral presentations are always nerve-wracking, even for those with a lot of experience doing them. Here are some tips for making the dreaded oral presentation easier on your life:

1. Start by taking a deep breath.
2. Speak slowly and clearly. It is not necessary to shout.
3. If you are reading from paper, do not rush, but pause once in awhile after an important word, sentence, or thought.
4. If you are looking at the audience, focus on one person or even one spot in the room. Imagine you are speaking to them solely.
5. Use note cards if possible. These can be hidden easily, and they will reduce your fear of forgetting your words.
6. Props are our friends. Hold up posters, pass things around – anything to remove the attention from you.
7. What’s the worst that can happen? You mess up, laugh about it, and then move on with your life. You must remember: no one else knows your presentation, so if you make a mistake, it will very likely go unnoticed.

 

Speak up, have fun, and good luck!

 

© 2012 by K. C. Dovoric (All rights reserved)