October 18


Reflect on the theme: Within Reach and get creative!

Within Reach

Follow program rules provided by your state PTA and consider the following criteria. For inspiration, visit our national award-winning Art Gallery.

Review Criteria

  • Interpretation: How closely the piece relates to the theme, based on the artwork itself and the artist statement.
  • Creativity: How creative and original the piece is in its conception of the theme and its presentation.
  • Technique: The level of skill demonstrated in the basic principles/techniques of the arts area.

Choose an Arts Category

This is your chance to express who you are as an individual through one or more of the following:

Dance Choreography Dance Choreography
Film Production Film Production
Literature Literature
Music Composition Music Composition
Photography Photography
Visual Arts Visual Arts


October 4

Oct. 4th – Oct 20th

For the next three (3) weeks we will be discussing mythology.  We will be reading several short stories in Springboard.  The students will analyze plot elementscharacter traits, symbolism – color, animals, Greek/Roman Gods & Goddesses.

The following links will assist in Activity 1.13


Fairy Tales




Embedded Assessment 2: Creating an Illustrated Myth

Your assignment is to work with a partner to create an original myth that explains a belief, custom, or natural phenomenon through the actions of gods or heroes. Be sure that your myth teaches a lesson or a moral and includes illustrations that complement the myth as it unfolds.

Scoring Criteria






The myth

  • describes a natural phenomenon and includes the idea of choice while cleverly teaching a lesson

  • skillfully uses story elements to engage the reader and lead to a satisfying resolution

  • includes vivid visuals that use effective symbolism for the ideas in the myth.

The myth

  • explains a natural phenomenon and teaches a lesson

  • uses story elements to hook the reader and create a satisfying resolution

  • includes visuals that connect the ideas in the myth.

The myth

  • does not explain a natural phenomenon or teach a lesson

  • is hard to follow and does not include sufficient narrative elements to aid the reader

  • includes few if any visuals to demonstrate the ideas in the myth.

The myth

  • does not tell about a natural phenomenon or teach a lesson

  • does not use narrative elements

  • has no visuals to support the myth or demonstrate ideas.


The myth

  • is well organized and clearly follows the plot structure of a story

  • uses transitions to skillfully guide the reader.

The myth

  • uses essential story elements and follows a plot structure

  • uses some transitions to move between ideas.

The myth

  • is not well organized and includes only some elements of plot structure

  • includes few, if any, transitions.

The myth

  • is disorganized and difficult to follow

  • does not follow plot structure

  • includes no transitions.

Use of Language

The myth

  • effectively uses figurative language and sensory details to vividly “show” the incident

  • has few or no errors in grammar, spelling, punctuation, or capitalization.

The myth

  • includes details to enhance the descriptions of characters and setting

  • contains few errors in grammar, spelling, punctuation, or capitalization, and they do not detract from meaning.

The myth

  • includes details that do not fit the story or descriptions that are not complete

  • contains mistakes in grammar, spelling, punctuation, and capitalization that detract from meaning.

The myth

  • describes details in confusing language

  • contains errors in grammar, spelling, punctuation, and capitalization that interfere with meaning.

September 5

9/5 – 9/22 (Narrative Writing – Summative Assessment)

Students will be introduced to their first summative assessment: Narrative Writing

Students will be going through the Writing Process to draft, edit and revise their narratives.  A typed final draft will be submitted.

This is the rubric that will be used to grade their final draft.

Scoring Criteria






The narrative

  • skillfully describes an incident and a choice made, and thoroughly reflects on the lesson learned

  • shows clear evidence of skillful revision to improve meaning, clarity, and adherence to narrative style

  • includes thoughtful reflection with explanations for changes.

The narrative

  • describes a choice, explains the consequences of the decision made, and reflects on the lesson learned

  • outlines and implements an appropriate revision plan that brings clarity to the narrative

  • includes reasons for the changes made.

The narrative

  • is missing one or more elements of an effective personal narrative (the incident, the choice, the consequences, and/or the reflection)

  • includes no clear outline or implementation of a plan for revision

  • is minimal and/or unclear.

The narrative

  • does not describe or develop a personal incident

  • shows little or no evidence of revision to improve writing, communication of ideas, or transitions to aid the reader.


The narrative

  • has an engaging beginning that hooks the reader and reveals all aspects of the incident

  • has a middle that vividly describes the series of events leading to the incident as well as the narrator’s feelings, thoughts, and actions

  • has a reflective ending that examines the consequences of the choice.

The narrative

  • includes a beginning that introduces the incident

  • includes a middle that adequately describes the narrator’s feelings, thoughts, and actions

  • provides an ending that examines the consequences of the choice.

The narrative

  • reflects very little revision to the first draft’s organizational structure

  • may not include a beginning, a middle, or a reflective conclusion

  • may include an unfocused lead, a middle that merely retells a series of events, and/or an ending with minimal reflection and closure.

The narrative

  • begins unevenly with no clear introduction or lead

  • may be missing one or more paragraphs describing the incident and the narrator’s feelings about it

  • has an inconclusive ending that does not follow from the incident or the narrator’s choices.

Use of Language

The narrative

  • effectively uses sensory details and figurative language to vividly “show” the incident

  • contains few or no errors in spelling, punctuation, or capitalization.

The narrative

  • uses sensory images and details to make the incident clear

  • contains spelling, punctuation, and capitalization mistakes that do not detract.

The narrative

  • does not use sensory images and details to make the incident clear

  • contains mistakes that detract from meaning and/or readability.

The narrative

  • does not clearly describe the incident or provide details

  • contains mistakes that detract from meaning and/or readability.


Think about all of the choices you can make in a school day. Brainstorm some of the choices you make at school and the consequences you face as a result.  Using your brainstorm, think of a specific time you had to make a choice at school. Write a short personal narrative with an incidentresponse, and reflection. Be sure to:

  • Use transitions to organize the incident, response, and reflection.

  • Use sensory details and/or figurative language.

  • Incorporate parallel sentence structure.

  • Check to make sure you have correctly spelled and punctuated possessive nouns and pronouns.

August 29

8/28 – 9/1

QUIZ ON FRIDAY – September 1st

  • Characterization
    • Direct
    • Indirect
  • Narrative
  • Possessive Nouns
  • Plot
  • Sensory Details

Use notes to study from.  For added assistance come for tutoring Mon-Fri @ 8:15


August 17

UNIT 1 – The Choices We Make

In this unit, the students will read a variety of genres, including poetry, autobiographies, memoirs, myths and fables.  They will also learn more about personal narratives and write and revises one of their own.  By the end of the unit, after studying myths and fables, they will also write and illustrate a myth.

ACADEMIC VOCABULARY: effect, effective, coherence, internal  and external coherence

LITERARY TERMS: genre, stanza, denotation, connotation, figurative language, narrative, sensory details, characterization, myths, symbol, symbolism


  • To analyze genres and their organizational structures.
  • To examine the functions of narrative elements.
  • To apply techniques to create coherence and sentence variety in writing.
  • To apply revision techniques in preparing drafts for publication.
August 16




I am Ms. Watkins and I will be your students AC and English Language Arts teacher for the 2017-2018 school year.  As always I look forward to another year full of enthusiastic learning and writing.  In order to keep you, as the parent, abreast on what your child is learning, I update my blog on a daily basis.  These updates include what is going on and what is soon to be happening, as well as, attachments that may be needed for you or your child.

Any information that you will need to assist your child can be found on my blog.   Blogging allows me to include all the necessary attachments for your child to complete work when they are absent from class.

Should you need to contact me throughout the year please do not hesitate to shoot me an email.  I make it a habit to respond in a timely manner.  If email presents a problem, send a note with your child and I will phone you at my earliest convenience.

Once again, I look forward to having a great year!

Ms. Watkins