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// Please see the FAQ link at right for answers to most questions you might have, and contact Dr. Marion with any additional questions. //
 * WELCOME, SIXTH GRADERS (AND GUESTS )! ** -


 * // STUDENTS! Please visit the bulletin board outside room 218 for information about upcoming Writing and Arts programs, contests and other opportunities! //**


 * Cool Language Arts Fact of the Month (and Challenge #9 ****) **

Write the shortest sentence you can that uses all 26 letters of the alphabet, and makes sense (even if it's silly).

1. Study the puzzle above. 2. Write your answer down on clean, unripped looseleaf paper with your name and your class period in the upper righthand corner. 5. Title your page L.A. Challenge #9. 5. Bring your work to class anytime until **May 31 **, and submit it to the CHALLENGE box in the classroom (make sure you followed the directions!). You could win a prize!
 * CHALLENGE DIRECTIONS: **

- //** Homework **////** ASSIGNED May 20 - May 24, 2013 **// **ASSIGNED:** 5/22 (blue) and 5/23 (green) **DUE FOR ALL STUDENTS: Friday, May 24 at midnight by email.** **DESCRIPTION:**Students finish typing their second draft of their stories (the first draft was the handwritten one), format it as specified below, save it in MicroSoft Word (.doc or .docx) or Rich Text Format (.rtf) , and email it as an attachment to Dr. Marion at Susan_Marion@dpsk12.org. [|The Browning poem] is available online for free; students should recognize at least ten vocabulary words from the poem. FORMATTING: 14 point, sans serif font (like Arial, Calibri, Helvetica), 1.5 spaced, with paragraphs, self-edited (look it over and revise).

Students received a checklist of all the work to be finished up in Language Arts. Next week students will have time to complete any unfinished Reading work in class; all writing work must be down outside of class. If students are caught up and have sent their work to Dr. Marion by May 24, they will only have revisions to do at home to complete the final draft, due May 31.

//** Homework **////** ASSIGNED May 13 - May 17, 2013 **// **ASSIGNED:** 5/16 (blue) and 5/17 (green) **DUE:** 5/22 (blue) and 5/23 (green)

**DESCRIPTION:** Students should draft the final ending of their Piper story, after experiencing becoming the Hamelin children and entering the mountain. They should also continue typing and using new vocabulary in their stories.



**ASSIGNED:** 5/14 (blue) and 5/15 (green) **DUE:** 5/16 (blue) and 5/17 (green)

**DESCRIPTION:** Students should catch up on any parts of the story they have missed and have not drafted in writing, trying out new vocabulary from the Browning poem where it seems to fit in their own stories. Students should also begin typing their stories at home or in the lab, saving to Google Docs or sending it to themselves using their own email, so they can return to the work while at school.

//** Homework **////** ASSIGNED May 6 - May 10, 2013 **//

**ASSIGNED:** 5/9 (blue) and 5/8 (green) **DUE:** 5/14 (blue) and 5/10 (green)

**DESCRIPTION:** Students experienced the return of the Piper for payment, and tried to renegotiate the contract, because they didn't have the means to pay him. Their assignment was to this experience into their own Hamelin tales. Students also received feedback on their draft story from peers and were assigned to make revisions to clear up questions and keep the strengths. STUDENTS SHOULD BRING ALL PARTS OF THEIR STORIES TO CLASS. //**It is recommended that students make a copy of all their draft sections (they can use the computer lab copier) in case they lose them!**//



//** Homework **////** ASSIGNED May 6 - May 10, 2013 **// **ASSIGNED:** 5/7 (blue) and 5/6 (green) **DUE:** 5/9 (blue) and 5/8 (green)

**DESCRIPTION:** Students studied techniques for creating "mood" in creative writing, and applied them to their Hamelin stories, describing how the Piper piped the rats away. Students are encouraged to begin typing their stories and saving them electronically in an email or google docs accounts to do revisions at school if necessary. They should also print out their latest versions to share with classmates for feedback in the classroom.



//** Homework **////** ASSIGNED April 29 - May 3, 2013 **// **ASSIGNED:** 5/2 (blue) and 5/3 (green) **DUE:** 5/6 for all students.

**DESCRIPTION:** Students experienced a response to their advertisements for an outside contractor to help with the rat problem in Hamelin. In class, students drew up a contract with this person to resolve the rat issue. Their assignment (begun in class) was to write about the visit of the problem-solver and the negotiations with him into their own version of the Hamelin tale.



//** Homework **////** ASSIGNED April 22 - April 26, 2013 **//

**ASSIGNED:** 4/23 (blue) and 4/24 (green) **DUE:** 4/25 (blue) and 4/26 (green)

**DESCRIPTION:** Students worked in groups to present the rate problem to the Town Council of Hamelin. Students were assigned to write about the problem and its effects in their own version of the Hamelin tale (part 2B), but this assignment was completed in class, so unless a student was absent, there was no homework.

//** Homework **////** ASSIGNED April 15 - April 19, 2013 **// **ASSIGNED:** 4/18 (blue) and 4/19 (green) **DUE:** 4/23 (blue) and 4/24 (green)

**DESCRIPTION:** Students worked in groups to discuss the rat problem in the town of Hamelin. Students were assigned to write about the problem and its effects in their own version of the Hamelin tale (part 2A).



//** Homework **////** ASSIGNED April 8 - April 12, 2013 **// **ASSIGNED:** 4/11 (blue) and 4/10 (green) **DUE:** 4/15 for all students.

**DESCRIPTION:** Students were given some background information about life in a medieval village and added this information to their notes and character profiles. Using the information on the character profile sheet (with the exception of question #3 and #6, and the Ministry position information, students were assigned to write a draft of Part 1 (of 5) of their own story, choosing a voice to try. The handouts are below. 

//** Homework **////** ASSIGNED April 1 - April 5, 2013 **//

**ASSIGNED:** 4/4 (blue) and 4/5 (green) **DUE:** 4/15 for all students.

**DESCRIPTION:** Students were issued a W-2 for their income from two Language Arts paychecks this school year. They also received blank 1040 tax return form. They were instructed to follow the directions on the form and return it, completed and signed, by April15. Copies can be requested in room 218 at Office Hours.

**ASSIGNED:** 4/2 (blue) and 4/3 (green) **DUE:** 4/4 (blue) or 4/5 (green)

**DESCRIPTION:** Students formed teams of three to make full size posters from mock-ups of their poster designs. Each team discussed and decided what was needed to complete the posters, content-wise and design -wise. Student were assigned to bring the missing pieces to class to add to the poster on the due date above.

//** Homework **////** ASSIGNED March 18 - March 22, 2013 **//

**ASSIGNED:** 3/19 (blue) and 3/20 (green)

**DUE:** 3/21 (blue) or 3/22 (green)

**DESCRIPTION:** Students made design sketches in class for posters that will present their ideas for a new Krakatoan society. After making key design decisions, students were assigned to make a full-color (but smaller scale) mock-up of their poster designs for consideration by their peers.

//** Homework **////** ASSIGNED March 11 - March 15, 2013 **//

No homework--TCAP Testing Week.

//** Homework **////** ASSIGNED March 4 - March 8, 2013 **//

**ASSIGNED:** 3/5 (blue) and 3/6 (green)

**DUE:** 3/7 (blue) or 3/8 (green)

**DESCRIPTION:** Fill in your claim and evidence three-subject idea sheet (the one with the blue, green and pink spaces) in Geography, Science and Cultures classes.

//** Homework **////** ASSIGNED February 25- March 1, 2013 **//

**ASSIGNED:** 2/28(blue) and 3/1 (green)

**DUE:** 3/5 (blue) or 3/6 (green)

**DESCRIPTION:** Finish filling out the structure chart for __The Twenty-One Balloons__ that we started in class. You are encouraged to work with other students! This will be a very useful reference for our new four-subject project, so you are encouraged to make a photocopy of it just in case you lose it. You can keep your copy in your workfile in the classroom, or in another safe place at school, so you can get it if you need it.

**ASSIGNED:** 2/26(blue) and 2/27 (green) **DUE:** 2/28 (blue) or 3/1 (green)

**DESCRIPTION:** For LANS (Blue 05) and BN (Green 06): Fill in the structure chart for the chapter you were assigned. We did the row for Chapter 10 together, so you should have a model to help you. Remember, only write down the key events in the chapter so you can find the chapter of those events later. For TGWA (Blue 07) and NERM (Green 04): Write three sentences (at least) about your favorite chapter in the book. *EXTRA CREDIT: Write a short essay (at least three paragraphs) about your favorite chapter.

//** Homework **////** ASSIGNED February 20- February 22, 2013 **// **ASSIGNED:** 2/21(blue) and 2/22 (green) **DUE:** 2/25 (Monday)

**DESCRIPTION:** Read the rest of Chapter 10. On looseleaf, explain how the author decided to end the book.

**ASSIGNED:** 2/20(blue) and 2/20 (green) **DUE:** 2/21 (blue) or 2/22 (green)

**DESCRIPTION:** Have your text evidence organizer completed with two pieces of text evidence (for an A) for each cultural universal, with page numbers and connecting sentences if needed to understand how your evidence is connected to the universals you chose.

//** Homework **////** ASSIGNED February 11- February 15, 2013 **// **ASSIGNED:** 2/14(blue) or 2/15 (green) **DUE:** 2/21 (blue) or 2/22 (green)

**DESCRIPTION:** Read Chapters 8 & 9 of __The Twenty-One Balloons.__ Be ready to talk about these chapters in class.

**ASSIGNED:** 2/12(blue) or 2/13 (green) **DUE:** 2/14 (blue) or 2/15 (green)

**DESCRIPTION:** Read Chapter 7 of __The Twenty-One Balloons.__ Make a diagram of either an invention that's described in the book or an invention you think the Krakatoans need. Make sure you name the invention, label its parts and put your name on the diagram.

//** Homework **////** ASSIGNED February 4- February 8, 2013 **//

**ASSIGNED:** 2/7(blue) or 2/8 (green) **DUE:** 2/12 (blue) or 2/13 (green)

**DESCRIPTION:** Review Chapter 6 of __The Twenty-One Balloons__ and any notes you took.

Using the Cultural Universals as a guide to what defines a culture, write the following on unripped, looseleaf paper: 1) What is the best TEXT EVIDENCE you can find to support the claim that Krakatoa IS a true culture? and 2) What is the best TEXT EVIDENCE you can find to support the claim that Krakatoa is NOT a true culture?

**ASSIGNED:** 2/5(blue) or 2/6 (green) **DUE:** 2/7 (blue) or 2/8 (green)

**DESCRIPTION:** Read Chapter 6 of __The Twenty-One Balloons__ CLOSELY and CAREFULLY. with the Cultural Universals in mind (you might want to take some notes). Think about this: Is Krakatoa (in the book) a culture?

//** Homework **////** ASSIGNED January 28- February 1, 2013 **// **ASSIGNED:** 1/31(blue) or 2/1 (green) **DUE:** 2/5 (blue) or 2/6 (green)

**DESCRIPTION:** Read Chapter 5 of __The Twenty-One Balloons__ and write down the twenty best adjectives you can find. Our test sentence(s) for adjectives is: "This is a _ cat." OR "It is __." OR "I have__ ___ popcorn." *Extra credit: 30 adjectives. Think about this: On p.74, Mr. F. says, "Your only fear will be talking in your sleep." Why does he say this?__

__ **ASSIGNED:** 1/29 (blue) or 1/30 (green) __ __ **DUE:** 1/31 (blue) or 2/1 (green) __

__ **DESCRIPTION:** Read Chapter 4 of __The Twenty-One Balloons __and write down the ten highest-action verbs you can find. Our test sentence for verbs is: "They will/can__ ___."__

__//** Homework **////** ASSIGNED January 21- January 25, 2013 **//__ __ **ASSIGNED:** 1/24 (blue) or 1/25 (green) __ __ **DUE:** 1/29 (blue) or 1/30 (green) __

__ DESCRIPTION: Redo spelling homework (just part 1) being extremely CAREFUL to avoid any mistakes and do every required part. (if you got an A already, this will be extra credit). This assignment's score, when __submitted with the stamped, approved lis__t we did in class will take the place of your previous score.__

__//** Homework **////** ASSIGNED January 14- January 18, 2013 **//__

__ **ASSIGNED:** 1/17 (blue) or 1/18 (green) __ __ **DUE:** 1/24 (blue) or 1/25 (green) __

__ DESCRIPTION: Read Chapters 2 & 3 of __The Twenty-One Balloons__. Continue to down any words that are unfamiliar to you.__

__ **ASSIGNED:** 1/15 (blue) or 1/16 (green) __ __ **DUE:** 1/17 (blue) or 1/18 (green) __

__ DESCRIPTION: Read Chapter 1 of __The Twenty-One Balloons__. Write down any word that is unfamiliar to you.__

__//** Homework **////** ASSIGNED January 7- January 11, 2013 **//__

__ **ASSIGNED:** 1/10 (blue) or 1/11 (green) __ __ **DUE:** 1/15 (blue) or 1/16 (green) __

__ DESCRIPTION: After analyzing your recent final job application for vocabulary risks and spelling errors, do the spelling improvement homework (below). Staple your practice work to the homework sheet. Use the resource of the Advanced Vocabulary list (below) to select new "risky" words to expand your vocabulary and stretch your spelling skills. __

- __//** Homework **////** ASSIGNED December 17- December 20 **//__

__ **ASSIGNED:** 12/17 (blue) or 12/18 (green) __ __ **DUE:** 12/19 (blue) or 12/20 (green) __

__ DESCRIPTION: Complete the first draft of your second job application. Apply all your skills so that you can use the first draft to complete the final draft in class during the next class period. __



__//** Homework **////** ASSIGNED December 10- December 14 **//__

__// No homework assigned due to the writing midterm interim test. //__

__EXHIBITION!__

__//** Homework **////** ASSIGNED December 3- December 7 **//__

__ **ASSIGNED:** 12/4 (blue) or 12/5 (green) __ __ **DUE:** 12/6 (blue) or 12/7 (green) __

__ DESCRIPTION: Complete the first draft of your "memory dialogue", get peer feedback on the form (below) and staple it behind your draft. __

__//** Homework **////** ASSIGNED November 26-November 30 **//__

__ **ASSIGNED: 11/26** __ __ **DUE:** 11/27 (blue) or 11/28 (green) __

__ DESCRIPTION: Your Final "My Name" piece is due, typed, by the end of the day. __

__//** Homework **////** ASSIGNED November 19-November 20 **//__ __ **ASSIGNED:** 11/19 (blue day classes) or 11/20 (green day classes). __ __ **DUE: 11/26** __

__ DESCRIPTION: FInish a complete draft of your "My Name" imaginarrative, based on the rubric you received and feedback from classmates. We will be typing the piece in class--if you type slowly, you can begin over the Thanksgiving Break, but remember to save it to your email or Google Docs so you can work on it in class. Choose a clear font in a size that's readable to a viewer when posted on the wall, but still fits on one page (or mostly on one page). __



__//** Homework **////** ASSIGNED November 13-November 16 **//__

__ **ASSIGNED:** 11/15 (blue day classes) or 11/16 (green day classes). __ __ **DUE:** 11/20 (blue) or 11/19 (green) __

__ DESCRIPTION: You will create a circular web that follows Sandra Cisneros' structure in her piece, "My Name" from //The House on Mango Street// (1984), in order to develop associations with your name that you can write into prose. You will try to then draft your associations into an imaginative narrative that includes strong sensory images. __

__ **ASSIGNED:** 11/13 (blue day classes) or 11/14 (green day classes). __ __ **DUE:** 11/15 (blue) or 11/16 (green) __ __ DESCRIPTION: You will use peer feedback and the blues rubric (below) to make revisions to your three-stanza blues song, and transfer them to music paper (with 12-bar blues notes included) for your final draft of your song, which will be collected. You will also ask your families about how you got your names, and write down some notes about whatever information you can gather. __

__//** Homework **////** ASSIGNED November 5-November 9 **//__ __ **ASSIGNED:** 11/6 (blue day classes) or 11/7(green day classes). __ __ **DUE:** 11/8 (blue) or 11/9 (green) __ __ DESCRIPTION: List at least ten troubles (big or small) in your life, past or present. Remember, in a blues song, people sometimes exaggerate a situation for dramatic effect. They also include humorous troubles sometimes, as well as sad and difficult events. Also list ten events or situations you wish or hope for--many blues songs have wishes, hopes, dreams, expectations in them, too. This will give you some choices to work with as we try to compose a blues song in class this week, and learn to write the music. __

__//** Homework **////** ASSIGNED October 29-November 2 **//__ __ **ASSIGNED:** 11/1 (blue day classes) or 11/2 (green day classes). __ __ **DUE:** 11/6 (blue) or 11/7 (green) __ __ DESCRIPTION: Using the rubric you received in class (and posted here), make a final set of revisions to your "Where I'm From" poem. If you didn't get feedback from a peer of teacher in class, show the poem and the rubric to someone you trust to give you an honest response before making your final revisions. If you feel comfortable with beginning a final draft in the basic calligraphy we learned in class, begin one. If not, bring your words to class on Monday, and we will do this final draft then. This final draft will be due on the dates above. The model for basic calligraphy moves that all students received in hard copy is also attached below. __

__ **ASSIGNED:** 10/30 (blue day classes) __ __ **DUE:** 11/1 (blue) Practice the calligraphy moves, making two lines of each move until the movement feels smooth and comfortable, yet easily controlled. *Try putting the moves together to make a few words, or your name. __

__//** Homework **////** ASSIGNED October 22-24 **//__

__ **Have a stupendous, splendid, incomparable Fall Break!** __

__//** Homework **////** ASSIGNED October 15-19 **//__

__ **ASSIGNED:** 10/18 (blue day classes) or 10/19 (green day classes). __

__ **DUE:** 10/23 (blue) or 10/24 (green) __

__** DESCRIPTION: Continue reading **__**Bud, Not Buddy __to the end. I will begin to collect the books in class.__**

__ **ASSIGNED:** 10/16 (blue day classes) or 10/17 (green day classes). __ __ **DUE:** 10/18 (blue) or 10/19 (green) __ __** DESCRIPTION: Continue reading **__**Bud, Not Buddy __to page 204. Think about what you would say Bud's //worst// trouble is. (We will have a discussion and claim-writing task on this topic).__**

__//** Homework **////** ASSIGNED October 8-12 **//__ __ **ASSIGNED:** 10/11 (blue day classes) or 10/12 (green day classes). __ __ **DUE:** 10/16 (blue) or 10/17 (green) __ __** DESCRIPTION: Add to the chapter-by-chapter bulleted list we began in class about Bud's troubles. Start by filling in the list up to Chapter 9, to refresh your memory. Then read Chapters 9-13, and stop after each chapter to add to the list as you go. When you get to the end of page 160, stop reading! //*For extra credit, if you notice any interesting slang or vocabulary, jot it down. When it comes time to sound like Bud, knowing his speech patterns will be helpful!// **__

__ **ASSIGNED:** 10/9 (blue day classes) or 10/10 (green day classes). __ __ **DUE:** 10/11 (blue) or 10/12 (green) __ __** DESCRIPTION: Use your notes from class to write a full draft of your "Where I'm From" poem (revised or new). You should have between four and six stanzas. Make some changes to include a "mini-story" or two, and a final stanza that sums up what you wrote about in a way that makes sense to you (for Lyons, everything was in a box of photographs under the bed), and tells us something about what it all means to you (Lyons called her memories "leaf-fall from the family tree"). Also, try to organize the nouns in the poem in a way that takes readers to what you want to show them, in an order that you have selected (we call that the "progression"). If you have chosen a certain progression (each stanza moves from one important place to another, or moves to a different moment in time, or moves to a different mood, or focuses only on one type of noun, etc.) it will help you decide which nouns to include in any certain stanza. //*For extra credit, try some similes, metaphors or personification,if you know how to use them.// **__ __ **REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK?** Yes. __

__//** Homework **////** ASSIGNED **////** October 1-5 **//__ __ **ASSIGNED:** 10/4 (blue day classes) or 10/5 (green day classes). __ __ **DUE:** 10/10 (blue) or 10/11 (green) __ __** DESCRIPTION: Fill up your "mental attic"with the nouns from your noun chart (see previous assignment) and other nouns you think of while you're drawing (or writing--putting words in the attic is fine, too). This will give you lots of choices to use in your own poem. Then try to imitate George Ella Lyons' style in the first two stanzas of your own poem*, using your notes from class about what she was doing in these stanzas. Bring these first draft stanzas (just the first two are required, although you can do more if you like) to class on the due date. **__ __//*If you have written a "Where I'm From" poem in a previous grade and you can find it, re-read it and see if you would change it now. Poets often revisit the same ideas and rewrite new versions of their poems.//__ __ **REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK?** Yes. __

__ **ASSIGNED:** 10/2 (blue day classes) or 10/3 (green day classes). __ __ **DUE:** 10/4 (blue) or 10/5 (green) __ __** DESCRIPTION: Color code the nouns in the poem we are studying with highlighters or crayons or colored pencils. Make a noun chart like the one we created for "Where I'm From", and put at least five nouns in each category (people, places things and ideas) that mean something in your own life. **__ __ **REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK?** Yes. __

__//** Homework **////** ASSIGNED **////** September 24-28 **//__

__ **ASSIGNED:** 9/27 (blue day classes) or 9/28 (green day classes). __ __ **DUE:** 10/2 (blue) or 10/3 (green) __ __** DESCRIPTION: Read up to page 88 in **__**Bud, Not Buddy__.__** __ Add to your vocabulary and slang lists described below. __

__ **ASSIGNED:** 9/25 (blue day classes) or 9/26 (green day classes). __ __ **DUE:** 9/27 (blue) or 9/28 (green) __ __** DESCRIPTION: Read up to page 36 in **__**Bud, Not Buddy__.** As you know, we are studying how this author creates a person we feel we really know. Note the interesting vocabulary Bud uses that a 10-year-old boy today might not use, and list it in your notes that we began in class. Also note the slang that was popular in Bud's time. Try to figure out what these words mean by clues in the surrounding sentences, as we did in class. On the back of your notes, answer the question, "What is Bud like?" List a few good adjectives to describe who Bud is--you'll need these notes in class. *For more challenge, answer this question from the clues the author gives you: "How did he get to be the way he is?"


 * REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK? ** Yes, if the above description is confusing to you.

//** Homework **////** ASSIGNED **////** September 17-20 **//

**ASSIGNED:** 9/20 (blue day classes) or 9/19 (green day classes). **DUE:** 9/24 (blue) or 9/24 (green)
 * DESCRIPTION: Finish the list of noun examples until you have at least eight in each category (64 total). *EXTENSION: Fill out a few more examples of each type of noun, to fill the empty spaces. Make these examples unique and interesting. **


 * No new homework until THURSDAY, 9/20 for Blue Classes, MONDAY, 9/24 for Green Classes . **
 * WHY? The Job Application is a //very//, //very// important assignment. It should be done slowly, thoroughly, and carefully. Take your time--do your very best! It must be ON TIME. **

//** Homework **////** ASSIGNED **////** September 10-14 **// **ASSIGNED:** 9/13 (blue day classes) or 9/14 (green day classes). **DUE:** 9/20 (blue) or 9/24 (green)
 * DESCRIPTION: ** After checking the draft job application against the guide (attached below), doing self-revision and self-editing (in blue pencil), and getting suggestions for improvement (including vocabulary) through peer editing (in green pencil), write a final job application on the form you were given in class. You can download and print another one here, if you need it, or see Dr. Marion. You have one week to complete this work. No applications will be accepted early, so keep them flat and protected in your binders!

**ASSIGNED:** 9/11 (blue day classes) or 9/12 (green day classes). **DUE:** 9/13 (blue) or 9/14 (green)

**DESCRIPTION:** Select a job from the many jobs available on the listings (given to your in class on purple paper). Read the job description to be familiar with what the job is and the skills it demands. Use the Job Application Guide we wrote together to help you write a strong draft of the job application (blank draft applications given in class--colors correspond to the colors assigned to each class). Refer to the FAQ handout for any questions about how the job system works.

**REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK?** Yes.

//** Homework **////** ASSIGNED **////** September 4-7 **//

No homework (interim writing test this week in all Language Arts classes).

//** Homework ASSIGNED August 27-31 **//

**ASSIGNED:** 8/30 (blue day classes) or 8/31 (green day classes) **DUE:** 9/4 (blue) or 9/5 (green) **DESCRIPTION:** Pick a morning, afternoon, or evening (about 4-5 hours) and write down everything you read on looseleaf paper in a bullet-point list. Name what it is that you read, not its content (examples: alarm clock, book, bus number, stop sign, cereal box, etc.). If you read something more than once, you can put a number next to it (example: book--3x, watch--5x). If you don't have paper at the time, notice and remember as much as you can to write down when you do have paper (no need to be perfect). Bring to use in class. **REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK?** No.

**ASSIGNED:** 8/28 (blue day classes) or 8/29 (green day classes) **DUE**: 8/30 or 8/31 **DESCRIPTION:** Write a letter to Dr. Marion on clean, uncreased or ripped-out looseleaf paper that includes 1) what you are like as a reader; 2) what you are like as a writer; and 3) what is on your mind right now (or lately). Bring to turn in.
 * REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK? ** No.

**ASSIGNED:** 8/27 **DUE:** 8/28 (blue day classes) or 8/29 (green day classes) **DESCRIPTION:** Bring your Language Arts materials: 3-ring binder, college-ruled looseleaf paper, sharpened No. 2 wooden pencil (not mechanical), student planner and a book of your choice to read (can borrow from classroom library if needed). Bring to every Language Arts class the whole year (along with any other homework assigned; NOTE: book of choice may be changed to assigned book at a later date). **REQUIRES TIME WITH DR. MARION TO DISCUSS MISSED WORK?** No.