Landmark Middle School
Language Arts Department Information Letter and Contract
2012 – 2013 School Year
Landmark Vision Statement:
The vision of Landmark Middle School is to become a top performing middle school by providing a secure and positive atmosphere that encourages
academic success, enhances self-esteem, and promotes respect for others within a culturally diverse society.
LMMS Language Arts department teaches by Clusters as mandated by the MVUSD, which has units aligned with the California State Standards. Each
textbook contains a listing of the California State Standards on the first few pages. We will be improving upon and mastering these standards throughout
the school year.
The Language Arts department at LMMS is a unified group of teachers with similar expectations and the same course of learning as determined by the
MVUSD and the State of California through the mastering of state standards for curriculum. As your teacher I expect all students to be prepared to follow
the curriculum plan and to conduct yourselves appropriately both in academics and behavior. This will promote learning in the classroom and contribute
to a healthy learning environment for all students.
Teachers will expect students to create quality work by:
1. Following directions carefully
2. Writing only on one side of the paper
3. Writing all class assignments in cursive
4. Writing all class assignments in blue or black ballpoint pen
5. Following the Writing Standards as per California State Content Standards
6. Submitting all assignments on time
7. Coming to class prepared to work and learn, this includes bringing supplies daily.
Being in school every day is important to learning and good grades. Please work towards the goal of being in class on time every day!
Good attendance = Good Grades = Success
General Materials Needed: (For ALL classes)
There are supplies that are needed daily and then there are those that will be needed on some days, but not others. Please be sure that your
child has the following supplies EVERYDAY and attached is the list of items needed to help your student be a successful learner.
Lots and lots of Paper (college or wide ruled, but not in a spiral notebook)
1 Pockets Portfolio with 3-Prong Fasteners
3 or 4 blue or black ink pens
3 or 4 pencils
Highlighters (at least 2 colors)
1 subject spiral notebook
3 ring binder to hold all of the above (at least 2”)
Planner inside of binder
* Be in your seat and ready to work when the bell rings
* No gum, food, or drink in the classroom (Water bottles are OK)
* Restroom passes are only available for emergencies
* Late work is only accepted for excused absences. There are severe penalties for students who do not submit work on time.
Assignments may have an extreme reduction in points or not be accepted at all. This will affect the student’s grade.
Writing Strategies: includes grammar, spelling, punctuation, and the writing process
Reading: fiction, non-fiction, poetry, science fiction, poetry, biography, etc.
Interactive Reader: Each student will receive one of these, please take care of them, they must last all year!
Informal and Formal Oral Presentations: this is a state standard and will be incorporated in other learning
Small Group Work
Please keep this entire packet, but return the last sheet to your Language Arts teacher promptly.
Landmark Middle School
15261 Legendary Drive ~ Moreno Valley, CA 92555
(951)571-4220 Office ~ (951) 571-4225 Fax
Teacher Syllabus and Documents
7 th Grade Language Arts Classroom: D102
Instructor: Ms. C. Thomas Email: firstname.lastname@example.org or email@example.com
School Web Site: www.landmarkknights.org
C. Thomas Web Link:http://landmarkknights.org/apps/pages/index.jsp?uREC_ID=69137&type=u&rn=795561
The vision of Landmark Middle School is to become a top performing idle school by providing a safe and secure atmosphere that encourages academic
success, enhances self esteem and promotes respect for others in a culturally diverse society.
Provided Literature Text Book(s)
Landmark Student Handbook/ Landmark Planner Blue/Black Ink Pen
2-Pockets Portfolio with 3-Prong Fasteners Highlighters
3-Ring Binder Pocket Folder
Spiral Notebook (Hard cover) Donated Box of 24 pencils
Dividers with Tabs Donated Pack of Lined Paper
#2 Pencils with sharpener
Classroom Policy All cell phones or unauthorized electronic devices are to be
***Be Quiet, Sit Down and DO YOUR WORK!*** turned off and put away. These devices will be confiscated if
1. The student is responsible for individual property, behavior and apparent and will not be held responsible by school.
learning. There are a limited number of Bathroom Breaks (except for
Do not leave personal items in classroom Medically Documented Emergencies) No Exceptions
Maintain suitable Dress Code requirements Completed assignments must include proper Heading (name,
Complete daily assigned class work/ homework by the following date, etc.) and be written neatly in Cursive.
day Late assignments will only receive partial credit and must be
Maintain a record of class assignments and events in Planner submitted prior to posting of grades.
2. Exhibit proper respect for others and their property. (Keep your hands Extra-Credit is only offered when minimum course
to yourself) requirements have been met.
3. Enter the classroom in a quiet and orderly manner.
Maintain good behavior skills through out class session Consequences
4. Come to class prepared and ready to work.
5. Attend class regularly and ON-TIME. 1. Verbal Warning
No Unexcused absences or tardy. 2. Written Consequences or Standards signed by guardian
Excessive absences and tardy will earn student MANDATED 3. Time Out or Temporary Relocation with written consequences
Tutoring And/ Or Mandated Tutoring with Parent Contact
6. No eating, drinking or chewing gum in class 4. In-Class/ After-School Detention and/or Behavior Meeting with Parent
7. Do Not leave seat without Teacher’s permission 5. Referral with further school consequences.
Classroom Policy and Consequences are in association with M.V.U.S.D. policy and are subject to teacher discretion based on individual behavior.
Grading Procedures Minimum Day ‐ Students Only
Avg. Trimester Points: 2000 November 9 Parent Conference Day
November 12 Veterans Day (Legal Holiday)
Projects: est. 200-500 pts November 19-20 Thanksgiving Recess
Book Reports/ Essays: 100 pts each November 21 Admission's Day (in lieu of Legal Holiday)
Benchmark Test: 100 pts each November 22‐23 Thanksgiving Holidays (Legal/Local)
Weekly Homework Packets: 50 pts each December 21 Minimum Day ‐ Students Only
December 24 Winter Recess Begins/Christmas Eve (Local Holiday)
Vocabulary Test: 30-40 pts each December 25 Christmas Day (Legal Holiday)
Misc. Assignments: 10 pts each. December 31 New Year's Eve (Local Holiday)
January 1 New Year's Day (Legal Holiday)
ALL Make-Up Work/ Extra Reports or Extra Credit Assignments due 2 weeks January 14 STUDENTS RETURN
prior to Any Report Card.3RD Trimester tasks are submitted earlier January 21 Martin Luther King Day (Legal Holiday)
Make-Up Due Date: 10/19/12 February 15 Lincoln's Day (Local Holiday)
1st Trimester Report Card: 10/31/12 February 18 Presidents' Day (Legal Holiday)
Make-Up Due Date: 02/15/13 March 1 END OF SECOND TRIMESTER
2nd Trimester Report Card: 03/01/13 Minimum Day ‐ Students Only
Make-Up Due Date: 05/17/13 March 25 Spring Recess Begins
3rd Trimester Report Card: 06/07/13 April 8 STUDENTS RETURN
Important Dates May 27 Memorial Day (Legal Holiday)
August 14 Teacher Prep Day May 31 Minimum Day ‐ Students Only
August 15 STUDENTS RETURN June 7 LAST DAY OF INSTRUCTION
September 3 Labor Day (Legal Holiday) Minimum Day ‐ Students/ Minimum Workday
October 6 Budget Cut Day
October 31 END OF FIRST TRIMESTER
Please Visit the School Website Regularly. In the Sub-Section of Teachers / Staff open the Web Link of Ms. Crystal Thomas.
Here I post weekly vocabulary, major assignments, study guides, test information, class photos and any additional classroom
information or documents.
Check the student’s grade in Infinite Campus (https://icampus.mvusd.k12.ca.us/campus/morenovalley.jsp) using the District
Provided username and password OR student’s ID and password (see the office for that info.)
Students need to complete assignments regularly, especially those that are worth the most point, because it’s easier to drop grades then to move
up a grade. Every time an assignment is given, that is one more set of points you have to get. You can NOT do one assignment, no matter how
many points its worth, and expect to make up for all the points previously missed.
Parent/Team Conferences (Conference Card) will be held on November 9th.Unless otherwise mentioned, I will conduct my conferences as
an “Open Conference” open to ALL parent/ guardians on a first come first serve bases. Location/ Time: TBA. Expect a detailed notice to be
sent with student 1-2 weeks prior to event
In-Class Detention or MANDATED Tutoring will be held as an intervention for students needing EXTRA assistance during Breaks and Lunch
(With /Without Parent Notification). Students will be allowed to eat and use the facilities BUT will return to the classroom to serve their session.
Class discussion will be integrated in daily assigned readings and activities. Handouts will be distributed in this class throughout the trimester
and will likely be associated with homework. Students are expected to keep up with reading and homework assignments since they will be used
in correlation with the classroom curriculum and benchmarks. Daily Assignments will be posted on the front white board of the class.
Assignments missed during absences are the responsibility of the student to obtain. These items are available from teacher by request. In some
cases alternative assignments may be given in the place of the missed task.
Landmark Student Planner’s must be maintained and kept by student at all times and may earn class credit. Planners/Agendas are
stamped/signed daily for having the assignment written down, NOT for assignment completion or grade. Refer to Grade Reports for that
information. Grades are posted in the classroom weekly for student/ parent information.
An informal “Progress Report” may also be issued or requested periodically through out the school year. These reports list assignments, points
possible, grade received, class grade and missing tasks. This report allows for student to make improvements prior to the end of the trimester by
determining make-up or extra credit needs
Students have as many days as were absent to make-up assignments for Full Credit.
The teacher Does Not retain the majority of the students work unless otherwise indicated. Once it is graded, the assignments. Are placed in a
“Graded File” for student retrieval. It is recommended that the student keep record of their graded assignments as a reference for at least one
trimester. The File will be cleaned out periodically and its documents thrown away.
Homework is assigned as a Weekly Vocabulary Packet; due Friday, with the exception on State Testing Periods. In addition any unfinished
classroom assignments may be completed at home and turned in the following school day for Full Credit.
Weekly Vocabulary Test is conducted every Friday. Students will be expected to know the proper spelling and definitions of 20-23 Vocabulary
Terms. Vocabulary Terms Located on C. Thomas School Web Site at the beginning of Each week. Vocabulary Terms will remain on website
until the end of trimester. Missed Test can be made-up on Monday of the Next Week After School ONLY!
Required, Book Reports are Bi-Monthly. Requirements will be attached.
ALL reports and Essays will be at least 5-8 paragraph minimum with a minimum sentence requirement of 5-8 sentences requirement per
paragraph. Students are allowed to extend the paragraphs if needed.
Regular Assessments are recorded frequently with major Test or Benchmarks recorded at the end of the unit. Students will be warned and
allowed time to prepare, well in advance,
The teacher Does Not provide basic school materials. The student must come equipped with items like pencils and paper or they can not do their
Personal items are the sole responsibility of student; do not leave them unattended as the District assumes no liability for loss or damaged items.
It is also recommended that items of value not be brought to school as they can be damaged, stolen or confiscated with no liability by the school.
There are a limited number of Bathroom Breaks (except for Medically Documented Emergencies) No Exceptions.
Student assignments must have proper heading and be in cursive.
Late assignments MUST be turned in prior to the End of the school week for Partial Grade
NO Available Extra-Credit!
Make-up Work Will NOT be offered under Normal Circumstances, But may be allowed on a case by case bases
Missed Reading Assignments can be Completed by the following: For Each Story in this Unit, apply the following.
- Complete the “Connect to Your Life” at the beginning of each story
- Review the “Build Background” at the beginning of each story
- Review: the “Words to Know- Vocabulary Review” at the beginning of each story.
- Write the word and its definition with its part of speech, then write the word 10 times each, and use it 2 different sentences
- At the End of Each Story: Complete the Questions
- Connect to the Literature; Think Critically, Extended Interpretations, Literary Analysis
- At the End of Each Story: Complete “Choices and Challenges” Writing Tasks
- WRITING and Writing Handbook Activity
- Vocabulary Exercises and Vocabulary Handbook Activities, Grammar in Context with Grammar Handbook Exercises Review with a short student
written Summary about the author and/or his/her story
Ms. C. Thomas Classroom Wish List
Line paper • PAPER! Blank Copy Paper (any color) • Construction paper •Pencils • Pens (Blue/ Black) • Dry Erase Markers • Pencil Erasers •
Electronic Pencil Sharpener • Small manual pencil sharpeners • Tape • Stapler and staples • Crayons/ markers/ color pencils • Bandages • Tissues • Spiral
Notebooks • 3 Ring Binders • Index cards • Paper/ binder clips • Safety scissor • Highlighters • Used Books or magazines !
Course Schedule: (Subject to Change)
We will be using the McDougall Littell text series for 7th grade including the literature anthology, the grammar,
writing, and communication text, and the Reading Toolbox to increase reading comprehension. In addition, we will
be using Step Up to Writing to increase skill levels in writing of essays, letters, and research papers.
Intro to Step Up to Writing
Personal Narrative Essay
Cluster Test (district mandated)
Short stories with emphasis on Character Development
Response to Literature Essay
Persuasive Essay and prep for state Writing Exam
Reading Technical and Career oriented Documents
Reading Comprehension skill enhancement
In addition we will include grammar, spelling, vocabulary, and punctuation as a regular part of the classroom
All students are required to read for at least 20 minutes daily so to encourage this, a book project will be due each
month on the 15th. The book project will not be primarily written, but will have some written parts. This will be
graded according to the standards of excellence I expect in my class. I have included a separate page that further
explains the book project requirements.
All students are required to have their planner with them daily and are responsible for writing down all
assignments. Occasionally I will check these planners to be sure students are following the rules for writing in their
planner. Parents should check the planner daily to ensure that students are completing all required work.
Monthly/Trimester Book Projects
Ms. Thomas ~English 7
2012 – 2013 School Year
Families and Students:
The State of California expects that each seventh grade student will be well on their way to reading 1,000,000 pages of literature and expository
material each year. To help meet this state standard I have implemented outside reading projects. These projects are due monthly and the students are
expected to read the novel or non-fiction book required each month and complete the project on time. 1 project is REQUIRED per Trimester, while the
others will be assigned as extra-credit tasks.
These projects (listed below) will be found on my homework site for the school. I have decided to give a genre for each month’s reading and the same
project for all students. These are written projects, and are designed so that the student may be involved with the reading to develop a project that shows
understanding of the work read.
I do not accept late projects and I expect a high quality of work, since the students have ample time to prepare. We will mark the due dates in your
student’s agenda/planner, and I have attached the dates to this letter to help your schedules at home.
For all projects the expectations are:
1. ALL reports and Essays will be at least 5-8 paragraph minimum with a minimum sentence requirement of 5-8 sentences requirement per
paragraph. Students are allowed to extend the paragraphs if needed.
2. No pencil on final submission
3. Neatness counts
4. No tape showing
5. No dirt, smudges, or obvious erasures
6. Name, date, and period on the back, bottom, or attached to each project
7. Directions for each project will be followed precisely.
These projects are a way for your child to experiment with different art forms, and composition ideas. This can also be a great way to discuss the novel
or book with your student.
When helping your student please keep in mind that this reading is to broaden the knowledge of the students and so the following requirements
need to be observed:
1. NO books that have been movies. If you are not sure if a novel has been made into a movie check the Netflix, Amazon.com, or
Blockbuster websites. They all have a great list of movies and you should be able to determine whether it has been a movie.
2. Books must be at least 175 pages and age appropriate. You should plan to send the book in by the 20 th of the previous month for me to
Reading Genres and Due dates of projects:
***September 16, 2011 Where the Red Fern Grows (Required)
October 11, 2012 Mystery or Suspense (Extra-Credit)
November 16, 2012 Assigned novel, Dragonwings (Extra-Credit)
***December 14, 2011 Titanic Project (Required)
January 18, 2013 Any novel of your choice (Extra-Credit)
February 22, 2013 Historically relevant Biography/Autobiography (Extra-Credit)
March 22, 2013 Assigned novel The Cay (Extra-Credit)
April 19, 2013 Historical Fiction (Extra-Credit)
***May 17, 2013 Pringle Person & Bio-in-a-Bag Presentation Report on a Author
(Final project for the year) (Required)
This year we will all be reading the same book three different times as noted above. These books will be available to be checked out in the school library,
but I would encourage you to buy your own copy if possible. Where the Red Fern Grows was assigned as summer reading so many students will not have
to read it now or will be able to read it a second time this month. We will not be reading in class, but there will be weekly checks during these three times
to monitor the reading being done at home. This may seem harsh, but reading well and having varied reading experiences is the key to success in school.
Books for the other months will be the reader’s choice and may be found in the school library, the local public library, or purchased at the local book
stores or online through various sites being sure that the assigned genre is followed. For these novels I will be checking titles to be sure they are
appropriate and of a proper reading level for the particular student.
If you are not sure about what a genre includes or need some ideas there is a good website: nancykeane.com and then look for the ATN Book Lists.
Do not hesitate to contact me if you are not sure what to do or how to complete a project.
Lang Arts 7
BOOK REPORT TEMPLATE
Use this handout as a guide for creating the actual report
ALL reports and Essays will be at least 5-8 paragraph minimum with a minimum sentence requirement of 5-8 sentences requirement
per paragraph. Students are allowed to extend the paragraphs if needed.
Paragraph 1: Introductions of the book (Introduce the book in 5-8 sentences and in 1 paragraph)
Setting is very important in creating the mood of the story; describe the setting of this book in detail: paint a
picture with words. How did the setting contribute to the atmosphere of the book?
Paragraphs 2-3: Introduction of the characters (introduce the characters in 5-8 sentences and in 5-8 sentences per
Describe the main characters and explain their importance to the story. What part did they play in the story?
Did any of these characters change, or surprise you?
Describe the minor characters and explain their importance to the story. What part did they play in the
story? Did any of these characters change, or surprise you?
Paragraphs 3-6: Summary of the story (Explain the plot or events that occur in the story in 5-8 sentences per
Write s summary of the story, explaining the important events, clues and actions in the book.
Paragraphs 5-8: Conclusion (Explain how the story ended and what you thought of the book in 5-8 sentence
How did the story conclude? Were you surprised by the ending? What is your opinion of this story? Would
you recommend it to others? Why or Why Not?
Writing Standards for Middle School Students
As per the
California State Content Standards
A student paper will:
1. Be **legibly written on Both sides of a lined 8 ½ x 11” paper in blue or black ink. (Unless
Typed, then only one sided)
2. Maintain accurate spelling, correct usage of writing conventions,
Punctuation, and capitalization.
3. Have a proper heading on the upper left-side of the page:
First name/Last name
This heading is the same that is used at the high school level and is in agreement with the MLA standards for writing, and AVID
4. Include proper sentence construction.
** Handwriting is an important standard that cannot be measured by testing. We will be working
hard to improve our handwriting by writing the majority of our assignments in cursive. All final
essays MUST be in ink and follow these rules, failure to do so will result in a zero for the essay
Optional Reading Assignments in Language of Literature 7th Grade
After Twenty Years The World Is Not a Pleasant Place to Be
Bums in the Attic from the House on Mango Street A Christmas Carol
A Crown of the Wild Olive A Defenseless Creature
A Crush Ant and Grasshopper
Dark They Were and Golden Eyed The Ant and the Grasshopper
Days Wait The Old Grandfather and His Little Grandson
The Golden Kite, the Silver Wind The Richer, the Poorer
Last Cover Arap Sang and the Cranes
One Ordinary Day, With Peanuts Asputtle
A Retrieved Reformation Brother Coyote and Brother Cricket
The Scholarship Jacket The Foolish Men of Agre
The Serial Garden The Force of Luck
Waiting How Odin Lost His Eye
The White Umbrella Kelfala’s Secret Something
Zebra Lazy Peter and His Three-Cornered Hat
From Anthony Burns: The Defeat and Triumph of a The People Could Fly
Fugitive Slave Pumpkin Seed and the Snake
From The Autobiography of Eleanor Roosevelt Sundiata, Lion King of Mali
From The Autobiography of Malcolm X Waters of Gold
From Barrio Boy Young Arthur
From Boy: Tales of Childhood Required Reading Assignments in Language of
Dirk the Protector from My Life in Dog Years Literature 7th Grade
Eleanor Roosevelt Seventh Grade
Face To Face With Twins Thank You Ma’am
From Short Story to the Big Screen Amigo Brothers
From Growing Up The Bat/ The Moose’s
Homeless What Do Fish Have To Do With Anything?
From Immigrant Kids An Hour with Abuelo
An Interview with Ray Bradbury The Monsters Are Due On Maple Street
From Knots in My Yo-Yo String War of the Wall
The Lives of La Belle Rikki-Tikki-Tavi
Looking For America Casey at the Bat
Name/ Numbers Exploring the Titanic
The Night the Bed Fell American Childhood
The Noble Experiment from I Never Had It Made They’re Well Suited for Studying Moose
From No Ordinary Time The Highway Man
Offerings at the Wall Out of the Ballpark
Passing on the Flame Primal Compassion
Aardvark From Long Walk to Freedom
Good Hot Dogs/ Buenos Hot Dogs The Eternal Frontier
Graduation Morning Ode to an Artichoke
If I Can’t Stop One Heart from Breaking The Difference a City Year Makes
The New Colossus The History of Chocolate
The Pasture Four Decades in Space
The Rider The Elephant
Scaffolding The Turtle
From Song to Myself Reading beyond the Classroom
A Time to Talk Jabberwocky
To You Sara Cynthia Sylvia Stout
Weekly Homework Assignments
Due in Packet Form at the end of each week
Daily Assignments that go unfinished can be completed at home and turned in the following school
day for credit.
The Weekly Homework is in addition to regularly scheduled assignments and Monthly Book Report
Vocabulary Terms Located on C. Thomas School Web Site at the beginning of Each week. Vocabulary Terms
will remain on website until the end of trimester. Missed Test can be made-up on Monday of the Next Week
After School ONLY!
Weekly Reading assignment: “____________________________________________________”
pg. ______Language of Literature
Weekly Vocabulary Assignment
Monday: Master List of 15 - 20 Vocabulary Terms
Determine: roots or prefixes with-in terms and their meaning
Write 5x each in cursive
Tuesday: Define each of the vocabulary terms
Wednesday: Use each term in a sentence with a context clue (Refer to page 67, The Language of Literature)
Thursday: Vocabulary Poster (Directions Attached)
Study for Test
Friday: Vocabulary Test (Spell the words correctly and match the definitions)
Language Support Weekly Vocabulary Assignments
Due in Packet Form at the end of each week
Daily Assignments that go unfinished can be completed at home and turned in the following school day for credit.
The Weekly Vocabulary Assignments is in addition to regularly scheduled assignments.
Weekly Vocabulary Assignment
Monday: Master List of 15-20 Vocabulary Terms; Study
Determine: roots or prefixes with-in terms and their meaning
Tuesday: List 3 synonyms and 3 antonyms for each word
ABC Order – Write you’re spelling words in reverse ABC order.
Wednesday: Silly sentences – Write 10 silly sentences using 2 spelling words in each sentence.
Thursday: Picture Words – Choose 10 words and create a picture with them. Be sure to label the pictures that match your spelling words.
Friday: Pyramid Writing
Write the first letter of your word, and then on the next line, write the first two Letters of your word. Continue doing this until you have the word
Lang. Arts 7
Vocabulary Poster Instructions
You need to create a vocabulary poster for your assigned word that graphically
displays the meaning of your word with images, pictures, cartoons, drawings and/or symbols.
Refer to the Vocabulary List and Definitions sheet for more information about your word.
1. Size must be 8 1/2 x 11 on unlined paper or cardstock
(colored or white).
2. Your poster must be organized, neat and colorful.
Images can be a combination of drawings, cartoons,
pictures or symbols.
3 .Divide your poster into 3 sections as seen
on the right.
4. Measure down 2 inches from the top of the paper
and draw a straight line across your paper. This
section is for your WORD.
5. Measure up 2 inches from the bottom and
draw a straight line across your paper. This
section is for the COMPLETE DEFINITION.
6. The middle section is for your IMAGES.
Your poster will be completed Thursday of every week and presented
the following day.
To get started:
a) Choose or determine your vocabulary word then you need to think and plan how to arrange the poster.
b) Determine what kinds of artwork you want on your poster.
c) Decide if you want to use a computer, draw by hand, and/or use magazines
d) Consider creating a rough draft of your poster on a piece of notebook paper before
Period / Subject
Connections Column Important Information
Sample Question and Notes
What Should I write down / when? Write down only important information. Look For:
I take notes? * Bold, underlined or italicized words
* Information in boxes or with icon/ symbol
* Headers / sub headers on the page
* Information that is repeated or emphasized
* Words ideas or events that might be on a test
* Dates, quotes, examples or details you might use later in a test/paper or presentation
Note: Leave space in the Connections Column
So you can add notes and test questions later
on when studying.
How can I take notes faster? * Abbreviate familiar words/ use symbols (+,, #)
* Take notes on bullets and indents; not formal outlines
* Cut unnecessary words
* Use telegraphic sentences (America Enters war 12/44)
Down here write one of the following: summary of what you read/ heard/ saw; the five most important points of
the article/ chapter/ lecture; questions you still need to answer.
Steps for Formatting an MLA Report Without a Title Page
MLA reports are one of the most commonly formatted reports in colleges and universities in the USA.
1. Set your Font Style to Times New Roman, Arial, Century, Courier, or some other basic style.
2. Adjust your Font Size to 12 or 10 (unless indicated by your instructor)
3. Set your Margins to 1” on all sides; Top, Bottom, Left & Right (LEAVE THE
4. Set your Line Spacing to Double
5. Insert your Page Numbers
6. Heading in the Top Left Corner of the page (Not in the Header)
A. Your Name,
B. Teachers Name (Ms. Thomas for this class)
C. Course (The name of this course is Language Arts)
D. Date (Day-Month- Year)
A. Center Align the title of the report
A. Indent one time for each new paragraph
To format the Works Cited Page try using www.easybib.com
9. Works Cited Page – gives credit and location for your work
A. Center Align, Type your title Works Cited, Organizing your References into Alphabetical
B. Use copyright image page
Author’s last name, First. Title of the Book.
City. Publisher. Year.
Author’s last name, First. “Title of online Article.” Title of Publication version and year
published. # Of pages. Date Accessed. Web site (http://www.blahblahblah.com)
2. Themes are presented in thoughts and conversations. Authors put words in their
character’s mouths only for good reasons. One of these is to develop a story’s
Themes: The things a person says are much on their mind. Look for thoughts that are
repeated throughout the story.
3. Themes are suggested through the characters. The main character usually illustrates
Foreshadowing: The use of hints or clues to suggest what will happen later in the the most important theme of the story. A good way to get at this theme is to ask
story. yourself the question, what does the main character learn in the course of the story?
4. The actions or events in the story are used to suggest theme. People naturally
express ideas and feelings through their actions. One thing authors think about is
CHARACTERIZATION ~MAJOR CHARACTERS: Almost always round or what an action will "say". In other words, how will the action express an idea or
three-dimensional characters. They have good and bad qualities. Their goals, theme?
ambitions and values change. A round character changes as a result of what
happens to him or her. A character that changes inside as a result of what happens IMAGERY: Language that appeals to the senses. Descriptions of people or objects
to him is referred to in literature as a DYNAMIC character. A dynamic character stated in terms of our senses.
grows or progresses to a higher level of understanding
Protagonist: The main character in the story
Antagonist: The character or force that opposes the protagonist. FIGURATIVE LANGUAGE ~ Simile
Foil: A character that provides a contrast to the protagonist. In the course of the A figure of speech which involves a direct comparison between two unlike things,
story. usually with the words like or as. Example: The muscles on his brawny arms are
strong as iron bands.
MINOR CHARACTERS: Almost always flat or two-dimensional characters. They
have only one or two striking qualities. Their predominant quality is not balanced Metaphor: A figure of speech which involves an implied comparison between two
by an opposite quality. They are usually all good or all bad. Such characters can be relatively unlike things using a form of be. The comparison is not announced by
interesting or amusing in their own right, but they lack depth. Flat characters are like or as. Example: The road was a ribbon of moonlight.
sometimes referred to as STATIC characters because they do not change in the
course of the story. Personification: A figure of speech which gives the qualities of a person to an animal,
an object, or an idea. It is a comparison which the author uses to show something in
POINT OF VIEW ~ First Person an entirely new light, to communicate a certain feeling or attitude towards it and to
The narrator is a character in the story who can reveal only personal thoughts and control the way a reader perceives it. Example: a brave handsome brute fell with a
feelings and what he or she sees and is told by other characters. He can’t tell us creaking rending cry--the author is giving a tree human qualities.
thoughts of other characters.
Onomatopoeia: The use of words that mimic sounds. They appeal to our sense of
Third-Person Objective: The narrator is an outsider who can report only what he or hearing and they help bring a description to life. A string of syllables the author has
she sees and hears. This narrator can tell us what is happening, but he can’t tell us made up to represent the way a sound really sounds. Example: Caarackle!
the thoughts of the characters.
Hyperbole: An exaggerated statement used to heighten effect. It is not used to mislead
the reader, but to emphasize a point. Example: She’s said so on several million
Third-Person Limited: The narrator is an outsider who sees into the mind of one of
the characters. occasions
Omniscient: The narrator is an all-knowing outsider who can enter the minds of more ELEMENTS OF PLOT: All fiction is based on conflict and this conflict is presented
in a structured format called PLOT.
FORESHADOWING: An author’s use of hints or clues to suggest events that will
occur later in the story. Not all foreshadowing is obvious. Frequently, future events Exposition: The introductory material which gives the setting, creates the tone,
are merely hinted at through dialogue, description, or the attitudes and reactions of presents the characters, and presents other facts necessary to understanding the
the characters. story.
Conflict: The essence of fiction. It creates plot. The conflicts we encounter can
IRONY: Irony is the contrast between what is expected or what appears to be and
usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or
what actually is.
Tone: The author’s attitude, stated or implied, toward a subject. Some possible
attitudes are pessimism, optimism, earnestness, seriousness, bitterness, humorous, Rising Action: A series of events that builds from the conflict. It begins with the
and joyful. An author’s tone can be revealed through choice of words and details. inciting force and ends with the climax.
Mood: The climate of feeling in a literary work. The choice of setting, objects, details, Climax: The climax is the result of the crisis. It is the high point of the story for the
images, and words all contribute towards creating a specific mood. For example, an reader. Frequently, it is the moment of the highest interest and greatest emotion.
author may create a mood of mystery around a character or setting but may treat The point at which the outcome of the conflict can be predicted.
that character or setting in an ironic, serious, or humorous tone
Falling Action: The events after the climax which close the story.
THEME: The main idea or underlying meaning of a literary work. A theme may be
stated or implied. Theme differs from the subject or topic of a literary work in that
it involves a statement or opinion about the topic. Not every literary work has a
theme. Themes may be major or minor. A major theme is an idea the author returns
to time and again. It becomes one of the most important ideas in the story. Minor
themes are ideas that may appear from time to time.
Resolution (Denouement): Rounds out and concludes the action.
It is important to recognize the difference between the theme of a literary work and the
subject of a literary work. The subject is the topic on which an author has chosen to
write. The theme, however, makes some statement about or expresses some opinion
on that topic. For example, the subject of a story might be war while the theme
might be the idea that war is useless.
Four ways in which an author can express themes are as follows:
1. Themes are expressed and emphasized by the way the author makes us feel... By
sharing feelings of the main character you also share the ideas that go through his
Landmark Middle School
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Ms. C. Thomas
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Subjects *Omitted *Suppress *Schizophrenic Devise
Predicates ******** *Controversial *Crescendos *sumptuous
Phrases Conduct ******** *Unceremoniously *vigilante
Clauses Barren Consolation ******** *In memoriam
Fragments Frail Cower Essay ********
Simple Sentence Mistrust Cunningly Biography Redundant
Compound Sentence Presentable Revive Foreshadows Revert
Complex Sentence Suede Scuttle Advances Righteous
Verb Opposing Bungalow Summary Spherical
Noun Obstacle Mongoose Hyperbole Translucent
Pronoun Pocketbook Personification Verb Hesitated
Adjective Permit Plot Preposition Concentration
Adverb Kitchenette Cantonment Flash Enthusiastic
Preposition Ice box Veranda Amputated Crenellated
Conjunction Subheading Cultivated Pondered Embarked
Interjection Captions Brahm Chaotic Incredibly
Cliché Predict Providence Dignity Improvising
Idioms Visualize Sequence Docile Exhilarated
Analogies Connect Skimming Aviary Dismayed
Metaphors Question Combatant Regrettably Staggering
*absence Clarify Antagonism Refund Pursuer
*absorption Evaluate Agitate Punctuated Captor
*abundant *Predominant Elusive Analyze Obscure
******** *Vengeance *Mischievous Synopsis \ Perfunctorily
Similes *Strenuous *Influence *Ascertained Formality
Prose ******** *Preliminary *Scrutinized *Dismembered
Poetry Disciplinarian ******** *Diminutive *Piecemeal
Short story Encrusted Ammunition ******** *Flabbergasted
Novel Exuberantly Embroidered Antagonism ********
Novella Gaunt Orderly Contorted Galleon
Essay Intricate Parchment Idiosyncrasy Moor
Fiction Jauntily Suite Incriminate Claret
Non Fiction Menacing Abuelo Defiant Rapier
Foreshadow Poised Convalescing Flustered Cobble
Dependent clauses Tensing Contorted Intense Plaiting
Independent clauses Wince Incalculable Legitimate Wicket
Derivatives Dapper Falsify Optimistic Ostler
Anecdotes Chaffed Melancholy Persistent Casement
Autobiography Quavery Insatiable Teleplay Symbol
Exposition Matisse Rehabilitate Spectacles Redcoats
Rising action Urgency Sentimental Atmospheres Sacrifices
Climax Overgeneralization Stanza Murmuring Perspective
Falling action Fallacy Stereotype Interjecting Images
Resolution Bias Foreshadowing Reluctantly Stanzas
*achievement Propaganda Allusion Circumstances Torrent
*distinguished Dialogue Anecdote Anxious Breeches
*hindrance *Incidentally Couplet Monster Tawny
******** *Proposition Humorist Fallout Denotation
Hyperbole *Questionnaire *Maturity *Superintendent Narrative Nonfiction
Hydrophobia ******** *Magnificence *Psychology *Correspondence
Exhibited Main Characters ******** *Approximately *Nuisance
Equated Minor Characters Idiom ******** *Handkerchief
Definite article Dynamic Stifling Advances ********
Semicolon Static Short story Clarify Accommodations
two-year old (person) Trait Character (personality) Literal Dazzled
(properly written) Characterization Theme Symbolize Eerie
Comedies Motives Point of View Portrays Feverishly
Appearing Barrage Third-person narration Illustrates Indefinitely
Forewarned Bedlam First-person narration Response List
Bluff Dispel metaphor Influence Novelty
Conviction Evading Illustrates Grammatical Prophecy
Elective Feint Influences Precise Toll
Ferocity Game Impressive Punctuated Tribute
Linger Improvise Complete predicate Uncompromised Titanic
Portly Pensively Noun Sauntered Maiden Voyage
Quiver Perpetual Adverb Spectacle Stateroom
Scowl Unbridled Adjective Passage Squash court
Sheepishly Suspense Observe Conveyed Turkish bath
Trudge Prediction Anecdote Episode Valets
*Catechism Welterweight Cheerful Parallelism Steward
*Analysis *Unanimous Fishing Analogy Stokers
Confession Witnessed Accompanied Omniscient Nuisance
Absolution Ponder Delegation Third person narration Perpetual
*Pharmaceutical Aquarium Botanist Astonished Ravenous
*Abysmal Enthusiastically Manufacturers Enthralled Odious
*Bureaucratic Faux Sequential Persistence *Incognito
******** Momentum Chemist Accustomed *Lackadaisically
Collective Noun Hysterical Concentrated Vanished *Obnoxious
Proper Noun Incredible Condensed Convinced ********
Common Noun Photographing Confectionary Fascinated absence
Abstract Noun Enraged reminiscent Desperation stretch
Concrete Noun Hesitation malnourished Dimensions tyranny
Verb Deliberateness Consume *Mechanism syllable
adjectives Concentrate Associated *Supernatural eliminate
adverbs Guttural *Soubrette *Stereoscopic etiquette
Ostler Alpha *Soul-searching ******** hygiene
stanza Authorities *Lexicography Perceived innocence
suspense Extraordinary ******** Optic fallacy
revulsion Skepticism Volume Christened optimism
onomatopoeia Reexamines Faint Flogged disciple
exaggerated Hesitate Dash Domestic criticize
concentration *Arbitrary Free Stanza hypocrisy
translucent *Incessant Baffled Metaphor amateur
spherical *Obscure Accuracy Resemblance actually
righteous ******** Jubilant Sustained merit
redundant Refuting Mimic Recalling abundant
reverts Support Flustered Advertisement cocoon
*Fundamentally Pro Improvising Manufacturer eighth
*Indispensable Con Industrious Mechanism dividend
*Remembrance Introductory Torrent Guarantee *.unanimous
******** Engage Synonyms Specimen *correspondence
abundance Audience Antonyms Flourishing *handkerchief
anonymous Transition Denotation Naturalist
charitable Facts, Connotation Trespassing
currency Statistics Ravenous Commandeering
destitute Examples Melancholy Steadfastness
emerge Quotation inevitably *Tuberculosis
endeavor Conclusion ironically *Pneumonia
finale Opposition *Renaissance *Consciousness
mortal Explanations *Catastrophe ********
odious Significance *Supercalifragilisticexpia Eagerness
pledge Relevance lidocious: According to Constancy
provision Interpretation the 1964 Walt Disney Drought
solitude Similarity film, it is defined as Species
summon Fictional "something to say when Harshness
surplus * Stigmatize you have nothing to say". Churning
transform *Millennium ******** Treacherous
welfare *Supersede Abbreviate Isolated
onlookers ******** Consequence Malnourished
memorable Narrative Assumption Idiom
disrespect Assigned Synthesize Objective
*incoherent Topic Variation Indifferent
*macabre Section Subsequent habitation
*reassurance Diagram Significance shipwrecked
******** Moral Introduction thunderstruck
Generalizations Theme Plagiarism extraordinary
Publicity Conflict Influence apparition
Billboard Climax Formulate inhabited
Media Experience Critique overpowering
Extraordinary Recommendations Cumulative constrictor
Argument Suggestions Deduce *Cumbersome
Overgeneralization Curtailed Depict *Exhausted
Conclusion Incomprehensible Chronology *Acquaintance
Prior Indivisible Compile ********
Inferences Resiliency Complement Schematic
Summing Transitory Approximate Topography
Restate Apartheid Authentic Virtuosity
Valid Profound *Malthusian Stupefying
Accomplishment Virtuous *Tongue Unobtrusively
Surpassed *Accidentally *Touché Whim
Announcing *Minuscule ******** Humiliation
Charitable *Irresistible Bidding Intrigued
Defenseless ******** Horrified Endured
Profoundly Impassible Chariot Edible
Sportsmanship Chronology Constellations Fortress
*Czechoslovakia Civilization Charred Phobia
*Acknowledgment Flourished Ascend Sidetrack
*Grotesque Dissolved Spectacle Tantalizing
******** Beneficial Thematic Zeal
Equivalents Inexperience Ridiculed