Level J Writing Book

Level J Writing
Book
A book of writing assignments that will stretch

your imagination and teach you many wonderful
writing skills
Non-fiction Report--due on Day 19
Your first project is to write a report. This will need to be about a non-fiction topic of
your choice. You will decide on several subtopics and write at least a paragraph about
each sub-topic. You will edit and type it before turning it in.
Day 1
Brainstorm ideas for a topic and choose one. When choosing a topic, you’ll want to
consider a few things.
 You’ll need to be able to find enough information
 It should be something about which you would like to know more
 Think about what some subtopics could be (see tomorrow’s assignment)
Some suggestions (just in case you need them) to get you started:
 Choose an animal
 Historical subject
 Famous person
 State or Country
 Invention
 Sport
 Plants
 Occupations
 Write other ideas on this page
Now that you’ve chosen a topic, you’ll need to think of subtopics. Subtopics are the
questions you will be asking about the topic. These questions will be the things you try
to answer in your report. They will decide what direction you take with your report. If
you think of too many, you’ll have to narrow it down to the most important ones.
For example, if you were writing about George Washington, you might want to know
several things.
1. When was he born?
2. Who was his family?
3. When did he become president?
4. What did he do while president?
5. Who were his friends?
6. Who were his enemies?
7. What foods did he like?
8. Did he do his chores as a kid?
As you can see, some of these questions would be more important than others in your
report. Choose the ones that you want to write about. Some of them can be combined
into one question and answered under one subtopic. Questions 1, 2, 7, and 8 could be
combined with the question “What was his family life like?”
Write some ideas for subtopics below and then choose the most important ones. Narrow
them down if necessary.
1 PÎÑæìÏÑæëÈ 5:5-7 £æàæäÏÑæñŸà¬íÏÑÈ òÆéÁîÈ òÆéÁîøçªÜÓÑæëÈ ÛèÏÑÍéÁèºãÏÑÈ, õíæîºÅÿåæàæìÈ
òÆéÁîæë¬íÏÑºãøïÌÑ¬íÈ ÛìÍé˜ òÆéÁîæëÈ ÎÑºãªÉÏÑæë¬íÈ. ±ÓÑ¬íÈ, ÄºãºãÈ éÂÖÈ òÆéÁîÈ ÚÅÌÑÈ
õíæîºÅÿåæà¬í¬íæàøïÌÑÈ ÛìÍé˜ éÁçÏÑÈ ÄøçÍéœìæáÏÑæëÈ, ÄøçªÉÈ ÚÅÌÑÈ ÇºãÍéœìæáÏÑªÉÈ ñŸàæìæáÈ
Ûáæîøåæàºãæàæìæò¸, ÚÖÍéËëÈ “Gé‰ÉÈ öëÏÑ¬íæà¬íæì¬íÈ ÛìæáÏÑÈ ÛèæëÍéÁîªÉÈ, ÚÅÿîæìÈ Ü„àøïÌÑ¬íÈ
Ü„ëªÄÍÇÏÑÈ ÛìÍé˜ ÛìæáÏÑÈ ÛáæîøåºÅÕãÏÑÈ.” TÛáÏÑæëÏÑºÖÍéËëÏÑÈ ÛáæîøåºÅÕãÏÑÈ òÆéÁîæë¬íÏÑºãøïÌÑ¬íÈ
îøçªÉÏÑæëÈ ÛìæáÏÑÈ ÙåæàªÜ„áæìæò¸ ÛáªÄøçªÉÈ éÂÖÈ Gé‰ÉÈ, ÛìæáªÄæìÈ HÎÑÈ ÙåªÄæò¸ ÎÑøóªÄºãæìÈ
òÆéÁîÈ ÛàøçÈ ÉæîÏÑÈ ÛìæàøåÏÑÈ, ÇªÄ¬íæìæàøçªÜ¸ ÄºãºãÈ òÆéÁîæëÈ ÇªÄæëÏÑÈ îæèÍéÁçÈ HÛàøåÈ,
ÚÖÍéËëÈ HÎÑÈ ÇªÄæëÏÑ¬íÈ ÚÖÍéËëÈ òÆéÁîÈ.
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Day 2
It is time to begin researching your topic.
Sources of information:
 Library--non-fiction books and reference books
 Museums
 Businesses
 People that you interview
 Encyclopedias
 Books
 Magazines
 Newspapers
 Television
 Computer
Begin looking for information on your topic. Tomorrow you’ll have tips on how to take
notes. If, as you are researching your topic, you find that you need to add, change, or
remove a subtopic, just remember it’s not too late. If you find two sources of information
that disagree, you’ll need to do further research and see which opinion is the most
accepted. If this doesn’t help, explain the situation in your report.
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Day 3
When you find information, you’ll need to take notes. Notes help you remember
information that you’ve found. You’ll need to keep track of your sources, too. You’ll
learn how to do that tomorrow.
Some tips:
 Don’t try to include everything
 Don’t try to use complete sentences
 Look for answers to your subtopic questions--one at a time
 Keep your notes on a sheet of paper or index cards
 Never copy sentences exactly. This is called plagiarism and is illegal.
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Day 4
A bibliography is a list of sources that you used to gather information for your report.
They need to be listed with a particular format. You’ll want to be sure to get all this
information from each source that you use so that you can write your bibliography at the
end of your report.
Magazine
Author’s last name, first name, “Title of Article”. Magazine, Month, year, Pages of
article.
Book
Author’s last name, first name, Title of Book. Publisher, Copyright date, Pages.
Encyclopedia
“Subject,” Name of Encyclopedia. Date of publication, Volume, Pages.
It will need to be written as noted above--with punctuation and underlining as shown.

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Day 5:
Write about something you learned this week.

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Days 6-7
Take notes. Use the next two days to take notes and do more research.
If you finish early, start working on the next step because some of the other parts of this
project may need more time.
1 PÎÑæìÏÑæëÈ 5:8-10 BÎÑÈ õíÍéÂÅÌÑæëÈ, ÚÅÌÑÈ ïŸàªÜ„àºãªÄøçæìÈ; ÚÅÌÑÍÇªÄæî¬íÏÑÈ òÆéÁîæëÈ

ÄªÉøïÌÑæë¬íªÄæëæò¸ ÛìæáÏÑÈ ÉÏÑøïŸàºãÈ ñÃÄºãæä¬íÈ ÄºÅÃéÁîæìÈ ÚãæàæäÏÑÈ ÄÈ öëÍé‰ÄæëæàøçªÜ¸ ÚãæàÍéÁçÈ,
õíÏÑÏÑæäæàøçªÜ¸ ñŒáÍéÁåÈ ÛáÏÑÈ ÙåªÄæò¸ ÉÏÑøïÃéÁîæëÈ. ´ÏÑ¬íæà¬íæìÈ ÛáæàøåÈ, õíæìÏÑªÄªÉºÖªÄ¬íæìÈ
ÛàøçÈ ÛìæáÏÑÈ ÚÖªÄæàæìæáÈ, ÛäøçÍéÁñŸàøçªÜ¸ ÛìæáªÄæìÈ ÛìæáÏÑÈ õíªÄøåÏÑÈ õíæîºÖºÖÏÑæëæàøçªÜÒíÈ ÄæëÏÑÈ
ÎÑøóæèÏÑæëæàÏÑøçÍÇÏÑªÉÈ ÚÅÿò¸ òÆéÁîæëÈ ÚÅŸëÍéœìæáÏÑæëæáÍé‰é‰ÉÈ ÛàøçÈ ÛìæáÏÑÈ ñÃéËëºãªÉÈ. BîæìÈ
ÙåªÄæò¸ ÛìæáÏÑÈ Gé‰ÉÈ éÂÖÈ ÄºãºãÈ Ü„ëªÄÍÇÏÑÈ, ñŒáÍé˜ ÇªÄºãºãÏÑªÉÈ î¬íÈ ÛìÍé˜ HÛà¬íÈ
ÎÑæìÏÑæëøçªÄºãÈ Ü‚ãÍéËëæò¸ ÚÅÿò¸ ùæáæëæà¬íæìÈ üÓÑ¬íæî¬íÈ, ÄºÖæìÏÑæëÈ òÆéÁîÈ ÛáªÄøïÌÑÈ
õíæîºÖºÖÏÑæëÏÑªÉÈ ÄÈ ñŒáæàºãÏÑÈ, ÛèÏÑæëºÖÏÑÍÇæìÈ, ÎÑ¬íæìªÄºÅÕãæà¬íæáÈ, õíæìæëÏÑøçªÜ„ìæáÏÑøçÈ, ÄøçªÉÈ
õíÏÑæìæìºãÏÑÈ òÆéÁîÈ.
Days 8-9
You will now take your notes and organize them into an outline. This will help you put
them all together to write your rough draft. You probably didn’t realize it, but you
already started your outline when you chose your subtopics. There are two types of
outlines, a sentence outline and a topic outline. The difference is that in a sentence
outline you use full sentences and in a topic outline you use phrases or groups of words.
You may choose for this project which one you want to use.
You’ll use Roman Numerals for your main ideas and then letters and numbers for
supporting detail. Your subtopics that you chose should be your main ideas. Here’s the
format of an outline.
I. First Main Idea

A. Idea or fact that goes with the first main idea
B. Another idea or fact that goes with the first main idea
C. Yet another idea or fact that goes with the first main idea
II. Second Main Idea
A. Idea or fact that goes with the second main idea
B. Another idea or fact that goes with the second main idea
C. Yet another idea or fact that goes with the second main idea
III. Third Main Idea
A. Idea or fact that goes with the third main idea
B. Another idea or fact that goes with the third main idea
C. Yet another idea or fact that goes with the third main idea
1. Idea or fact that goes with C.
2. Another idea or fact that goes with C.
Any of the lettered ideas or facts can have supporting detail as in C above.
You have two days to complete your outline. Pace yourself by dividing up your
subtopics so that you get half done each day.
(Day 9 work on your outline some more)
Day 10:

Days 11-14
You now have 4 days to write your rough draft. This can be done on paper or on the
computer. If you write it on the computer, it may take you too long to type and frustrate
you. However, it will be easier to edit later. If you write it on paper you’ll still have to
type it later, but you can work on the rough draft at the pace you write. You’ll also be
able to work on it anywhere. The choice is yours.
PõíªÄºãøåÈ 1:1-3 BÚãÏÑ¬í¬íÏÑªÉÈ Ûà¬íÈ ÛìæáÏÑÈ ÙåªÄøçÈ ñŒáÍé˜ ñÃÄºãæä¬íÈ ÙçÍéœìÈ ÛàøçÈ
ÛìæáÏÑÈ ÇÍéÁîøç¬íÏÑºãÈ éÂÖÈ ÛìæáÏÑÈ îøçªÜÆé‰Éºãæò¸, ÙçÍéËëÈ õíæìªÄøçªÉ¬íÈ ÛàøçÈ ÛìæáÏÑÈ ÛèªÄæìæáÈ
éÂÖÈ õíæàøçøçÏÑæë¬íÈ, ÙçÍéËëÈ õíæàæì¬íÈ ÛàøçÈ ÛìæáÏÑÈ õíÏÑªÄæìÈ éÂÖÈ ÛìæáÏÑÈ õíÍÇÍéËëøçºÖæîºãÈ;
ÚÅÿîæìÈ Ûáæà¬íÈ ÉÏÑºãæàªÜ„áæìÈ Ûà¬íÈ ÛàøçÈ ÛìæáÏÑÈ ÚãªÄæñ˜ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄøçªÉÈ
ÛàøçÈ HÛà¬íÈ ÚãªÄæñ˜ ÛáÏÑÈ ÙåÏÑªÉæàæìªÄæìÏÑ¬íÈ ÉªÄæò¸ ÄøçªÉÈ ÙçæàªÜ„áæìÈ. HÎÑÈ õíæáªÄºãºãÈ
ÚÅÌÑÈ ÚãæàæäÏÑÈ ÄÈ ÛìæëÏÑÏÑÈ ÛèºãªÄøçæìÏÑªÉÈ ÚÅÿò¸ ÛìÏÑÈ öëæàøïÌÑæë¬íÈ éÂÖÈ ñÃÄæìÏÑæëÈ, ÛìæáªÄæìÈ
ÚÅŸëæàøçªÜÒíÈ ÚÖÍéËëæìæáÈ Ûàæì¬íÈ ÚÖæëæîæàæìÈ ÛàøçÈ Ûàæì¬íÈ õíÏÑªÄ¬íÍéÁçÈ, ñŒáÍéÔíÏÑÈ ÚãÏÑªÄºÖÈ
Äºã¬íÍé˜ õíæáªÄºãºãÈ ÙçÍéœìÈ ñŸàæìæáÏÑæëÈ; ÄøçªÉÈ ñŒáªÄæìÏÑøïÌÑæëÈ ÛáÏÑÈ ÉÍéƒÑ¬íÈ õíæáªÄºãºãÈ
ÛèæëÍéÔíæèÏÑæëÈ.
Day 15

Day 16
Type your Bibliography. Hopefully you’ve written down the information as you went
along and now you can just formally write the Bibliography using the information for the
resources you used when writing your report. See Day 4 of this book for the format. The
Bibliography will be the last page of your report.
PõíªÄºãøåÈ 1:4-6 TÛáÏÑÈ îøçªÜÆé‰Éºãæò¸ ÄæëÏÑÈ ÙçÍéœìÈ õíÍé˜, ÚÅÿîæìÈ ÄæëÏÑÈ ÚãæàæäÏÑÈ
ÛìæáÏÑÈ ÇæáªÄºÖºÖÈ ñŒáæàÍÇæáÈ ÛìæáÏÑÈ ñŸàøçªÉÈ ÉæëæàøïÌÑ¬íÈ ÄæñÃÄæò¸. TÛáÏÑæëÏÑºÖÍéËëÏÑÈ ÛìæáÏÑÈ
îøçªÜÆé‰Éºãæò¸ õíæáªÄºãºãÈ ÙçÍéœìÈ õíæìªÄøçªÉÈ ÛàøçÈ ÛìæáÏÑÈ Ûâ„îªÉªÜ‡åÏÑøçæìÈ, ÙçÍéËëÈ
õíæàøçøçÏÑæë¬íÈ ÛàøçÈ ÛìæáÏÑÈ ÇÍéÁçªÜ„ëÏÑªÜ¤ÄæìæàÍéÁçÈ éÂÖÈ ÛìæáÏÑÈ öëæàªÜ„áæìÏÑÍéÁî¬íÈ. FéËëÈ
ÛìæáÏÑÈ £ÈO´ÈD ÛäøçÍéÁñÔíÈ ÛìæáÏÑÈ ñÃÄæò¸ éÂÖÈ ÛìæáÏÑÈ öëæàªÜ„áæìÏÑÍéÁî¬íÈ, ÚÅÿîæìÈ ÛìæáÏÑÈ
ñÃÄæò¸ éÂÖÈ ÛìæáÏÑÈ îøçªÜÆé‰Éºãæò¸ õíæáªÄºãºãÈ ÛèÏÑæëæà¬íæáÈ.
Day 17
Edit your report. First check spelling, capitalization, and punctuation. If you’re not sure
about spelling, first look it up in the dictionary.
Also check for these things:

 Is each sentence a complete sentence?
 Is the meaning of each sentence clear?
 Can I improve any of the sentences?
 Do all the sentences in a paragraph go well together?
 Is there a transition from one paragraph to another?
 Do too many sentences start out the same way?
After you’ve checked carefully through your rough draft, double check. Then you may
ask Mom or Dad to help you check again for errors or problems.
Days 18-19
Type your final copy. Have this printed and turned in to Mom by the end of the day on
Day 19. If you have extra time and want to add pictures or charts or something, feel free
to add them. Be sure you include your bibliography and that it is updated to include
everything you used in your notes.
Day 20:

Day 21:
What kind of animal would you like to be and why?

PõíªÄºãøåÈ 9:1-5 I ñŸàºãºãÈ ÛèæëªÄæà¬íÏÑÈ ±ÆéÁîÈ, O £ÈO´ÈD, ñŸàæìæáÈ
Ùåæò¸ ñŒáÍéÂãÏÑÈ ÛáÏÑªÄæëæìÈ; I ñŸàºãºãÈ ÛìÏÑºãºãÈ éÂÖÈ ÄºãºãÈ ±ÆéÁîæëÈ ÙåªÄæëøïÌÑºãÍéÁî¬íÈ
ñÃéËëæä¬íÈ. I ñŸàºãºãÈ ÚÅÌÑÈ Ü‚ãªÄªÉÈ ÄøçªÉÈ öëÏÑæâÆéËàÍÇÏÑÈ ÛàøçÈ ±ÆéÁîÈ; I ñŸàºãºãÈ
õíæàøçªÜ¸ ÛèæëªÄæà¬íÏÑÈ ÛìÍé˜ ±ÆéÁîæëÈ ÙçªÄøåÏÑÈ, O §ÍéÔíæìÈ HÛàªÜ„áÈ.
WÛáÏÑøçÈ Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ ÛìæîæëøçÈ ÚÅÃÄÍÇæäÈ, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÚÖªÄºãºãÈ ÄøçªÉÈ

ÛèÏÑæëæà¬íæáÈ ÄæìÈ ±ÆéÁîæëÈ ÛèæëÏÑ¬íÏÑøçÍÇÏÑÈ. FéËëÈ ±ÆéÁîÈ ÛáªÄøïÌÑÈ ÙåªÄæàøçæìªÄæàøçÏÑªÉÈ
Ùåæò¸ öëæàªÜ„áæìÈ ÄøçªÉÈ Ùåæò¸ ÇªÄæî¬íÏÑÈ; ±ÆéÁîÈ õíªÄæìÈ éÁçÈ ÛìæáÏÑÈ ÛìæáæëÍéÁçÏÑÈ
Ûâ„îªÉªÜ„àøçªÜ¸ ÛàøçÈ öëæàªÜ„áæìÏÑÍéÁî¬íøçÏÑ¬í¬íÈ. ±ÆéÁîÈ ÛáªÄøïÌÑÈ öëÏÑºÅÿîæäÏÑªÉÈ ÛìæáÏÑÈ
ÙçªÄæìæàÍéÁç¬íÈ, ±ÆéÁîÈ ÛáªÄøïÌÑÈ ÉÏÑ¬íæìæëÍéÁòÓÑªÉÈ ÛìæáÏÑÈ ñŸàÍÇæäÏÑªÉÈ; ±ÆéÁîÈ ÛáªÄøïÌÑÈ
ÚÅÕãÍéœìæìÏÑªÉÈ éÁîæìÈ ÛìæáÏÑæàæëÈ ÙçªÄøåÏÑÈ ÚÖÍéËëÏÑøïÌÑæëÈ ÄøçªÉÈ ÎÑøïÌÑæëÈ.
Day 22:
How do you feel when you do something wrong?


Day 23:
I wish I had a million _________ then I would __________.


Day 24:
Edit and re-copy one of your last three compositions.


Day 25:

Day 26:
Original Story--due Day 39
You’ll spend several weeks learning the parts of a story and setting up your own.
Plot--the plan of a story or the problem.

First you need an idea for your story. Then the plot asks What if? And then
what? To come up with these answers you’ll want to brainstorm ideas. To be
creative, you’ll want to answer them in an unexpected way. You don’t need all
the details yet, but come up with a framework to get you started.
So what will the plot of your story be? Write it here.

PõíªÄºãøåÈ 13: HéÁñ˜ ÚãÍéÁçªÜ¸, O £ÈO´ÈD? WÛàºãºãÈ ±ÆéÁîÈ
ÚÖÍéËëªÜÓÑæìÈ ÙåÏÑÈ ÚÖÍéËëÏÑøïÌÑæëÈ? HéÁñ˜ ÚãÍéÁçªÜ¸ ñŸàºãºãÈ ±ÆéÁîÈ ÛáæàªÉÏÑÈ ±ÆéÁîæëÈ
ÚÖªÄÍÇÏÑÈ ÚÖæëÍéÁåÈ ÙåÏÑÈ? HéÁñ˜ ÚãÍéÁçªÜ¸ õíæáªÄºãºãÈ I ÛìªÄæäÏÑÈ ÇÍéÁîøç¬íÏÑºãÈ ÛàøçÈ
Ùåæò¸ õíÍéÁîºãÈ, ÛáªÄøïŸàøçªÜ¸ õíÍéËëæëÍéÁñ˜ ÛàøçÈ Ùåæò¸ ÛáÏÑªÄæëæìÈ ÉªÄæàºãæò¸? HéÁñ˜
ÚãÍéÁçªÜ¸ ñŸàºãºãÈ Ùåæò¸ ÎÑøçÏÑøåæò¸ ÚÅÌÑÈ ÎÑøóªÄºãæìÏÑªÉÈ éÁïÌÑæëÈ ÙåÏÑÈ? ùÍéÁç¬íæàªÉÏÑæëÈ
ÄøçªÉÈ ÛáÏÑªÄæëÈ ÙåÏÑÈ, O £ÈO´ÈD Ùåæò¸ Gé‰ÉÈ; ÎÑøçºãæàªÜ„áæìÏÑøçÈ Ùåæò¸ ÎÑæòÓÑ¬íÈ,
ÚãÏÑ¬íæìÈ I õíºãÏÑÏÑæèÈ ÛìæáÏÑÈ õíºãÏÑÏÑæèÈ éÂÖÈ ÉÏÑªÄæìæáÈ; ÚãÏÑ¬íæìÈ Ùåæò¸ ÎÑøçÏÑøåæò¸ õíªÄæò¸,
“I ÛáªÄøïÌÑÈ ÛèæëÏÑøïÃÄæàºãÏÑªÉÈ ÄªÜ¤Äæàøç¬íæìÈ ÛáæàøåÈ”; ÚãÏÑ¬íæìÈ ÛìæáÍéÔíÏÑÈ ñŒáÍé˜
ÛìæëÍéÁîºÅÕãÏÑÈ ÙåÏÑÈ öëÏÑæâÆéËàÍÇÏÑÈ ñŒáÏÑøçÈ I ÄøåÈ ÙåÍéÁïÌÑªÉÈ. BîæìÈ I ÛáªÄøïÌÑÈ
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Days 27 and 28:
Original Story:
Characters--the people in your story
You’ll want to develop your characters so they are interesting. After developing your
characters, create a character chart so you can get to know them as you write about them.
Your chart should include the following information:
Name:
Physical Description:
Age
Height & Weight
Hair and Eyes
Special characteristics or abilities
Environment and Activities:
Where they live and work
With whom they live
Family
Friends
Hobbies
Job
Pets
Personal thoughts and feelings
Disposition (happy, nervous, curious, etc.)
How character feels about self
How character feels about others
Feelings about job or school
Personality Traits*
Character Growth--Does character change ideas, beliefs, or attitudes as a result of
experiences in the course of the story?
*(Some personality traits: ambitious, boastful, brave, careless, cheerful, conceited, cruel,
curious, dishonest, generous, gloomy, greedy, honest, kind, lazy, loving, loyal,
persevering, proud, secretive, selfish, shy, suspicious, wasteful, etc)
You will know your characters very well by now. Don’t forget that the reader does not.
You’ll need to introduce them in your story. But don’t feel that everything you know
about your character has to be included in the story.
Another decision you can make is which character will tell the story?
Day 29:
Original Story:
Conflict/Resolution--
Conflict is a complication the main character has in trying to reach a goal.
Resolution is how he/she solves that problem.
Let’s look at The Three Little Pigs as an example. The plot is that these three pigs are
trying to make it in the real world on their own. The characters are the mother, the first
pig and the second pig--all minor characters. The main characters are the third pig--the
hero, and the wolf--the villain. The conflict between the third pig and the wolf is that the
wolf keeps trying to eat the pig. This complicates the pig’s goal of trying to make it in
the real world on his own. He resolves it by cooking the wolf.
The main character usually has a conflict in at least one of three ways:
1. The individual against nature, the supernatural, or things beyond human control.
(Man against Nature)
2. The individual against another individual or society. (Man against Man)
3. The individual against himself or herself. (Man against Self)
Some tips for the resolution:

• Don’t depend on coincidence to solve the problem. (The wolf didn’t just
fall into a pot. The pig had to think ahead and open the lid.)
• Don’t bring in some last-minute person or power to save the day. (A
superhero didn’t show up and shoot the wolf.)
• Don’t just have the main character wake up and announce it was all a
dream. Dreams can be used well in stories as in Alice In Wonderland, but
the story was complete within her dream. Waking up as a solution would
be a let down for the reader.
• Do be sure the main character is the one to solve the conflict.
• Do create suspense by keeping the main character from reaching the goal
too quickly or too easily
• Do remember that for every action there is a reaction. Had the pig tried to
punch out the wolf, the wolf would have hit back. This would have
caused a secondary conflict which could possibly make the story more
interesting--as long as the pig could have worked his way to a resolution
somehow.
What would be an interesting conflict and resolution for your story?
Day 30:

Day 31:
Original Story: Climax--the darkest moment

As your main character is working through conflicts, suspense builds. Each attempt to
find a solution leads to more difficulties. A point comes when it begins to seem hopeless
(the wolf is coming down the chimney. The pig seems trapped in his formerly safe
house.) The character makes one last brave effort, whether it’s physical or a sudden
realization. Or the character may suddenly see things a new way and thinks of a solution
that saves the day. That dark moment when things seem hopeless is the Climax of the
story.
Be sure your story has a climax.

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Day 32:
Original Story:
Setting--the time and place of the story
Don’t just tell the reader the setting. Use descriptive words to paint a picture of the time
and place. Give details that involve the senses--what you see, hear, smell, etc.
What is your setting? List some words to describe it.

Day 33:
Original Story: Theme--the subject about which a person speaks, or writes or

thinks
The moral of a fable is the theme of that story. In the story of The Three Little Pigs, the
theme could be one of several:
From the pig’s point of view--Brain beats brawn or One bad turn deserves another.
From the wolf’s point of view--He who wants more often loses all.
What is the theme of your story?

Day 34:
Original Story:
There are two other things to consider about your story:
Point of View--Who will tell the story and how?

There are 4 ways a story can be told:
1. First person (the main character tells his/her story using “I” or “me.” Such as the
pig saying, “I built myself a house of bricks.”)
2. Second person (Someone is telling “you” what happened to “you.” Such as the
pig‘s friend saying, “Remember when you cooked that wolf?” and then telling the
story.)
3. Third person - main character’s point of view (the main character’s story is told
using “he” or “she” and is told about what the main characters sees, thinks and
feels. Such as the pig heard the wolf on the roof. He walked over to the fireplace
and . . .)
4. Third person--omniscient narrator - Omniscient means “all knowing” so this
means a narrator tells the story and can tell what all the characters see, hear and
feel. (The wolf could hear the pig in his house so he knew he was home. When
the pig wouldn’t answer the door, the wolf climbed onto the roof. The pig heard
the wolf on the roof and walked over to the fireplace. . .)
Who will tell your story and how?
Also your story will need a Title and a Conclusion or ending. Think about these and jot
down some ideas.
Day 35:

Days 36-37:
Original Story: work on the rough draft of your story.
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Day 38:
Original Story: Edit your story. First, check spelling, capitalization, and punctuation.
If you’re not sure about spelling, first look it up in the dictionary.

 Is each sentence a complete sentence?
 Is the meaning of each sentence clear?
 Can I improve any of the sentences?
 Do all the sentences in a paragraph go well together?
 Is there a transition from one paragraph to another?
 Do too many sentences start out the same way?
After you’ve checked carefully through your rough draft, double-check. Then you may
Day 39:
Original Story: Type your story and turn it in.
Day 40

Day 41:
Poetry unit begins today!
Write a Synonym poem
Two lines of poetry that rhyme are called a couplet. A synonym poem is made up of one
couplet. Synonyms are two words that mean the same or nearly the same thing. Here’s a
checklist of things to keep in mind when writing a synonym poem.
 Each poem is made up of two lines of poetry that rhyme.
 The title is the subject of the poem.
 The first line contains three or four synonyms for the subject.
 The second line can do one of two things: it can describe the subject a little more
(as in “Weird” below) or it can tell how the poet feels about the subject (as in
“School Lunch” below).
 Each line generally has seven or eight syllables arranged in a way that gives the
poem rhythm. If you’re not sure what the rhythm of these poems is, read the
examples out loud without the titles. You will hear the rhythm.
 A synonym poem can be funny.
You may want to use a Thesaurus when you write yours.
Here are some examples.

School Lunch
Burgers, prunes, and warm spaghetti
To eat this stuff I’m not ready
Thin
Scrawny, slender, skinny, slight
Your plump friends tell you you’re too light
Weird
Bizarre, strange, and spooky things
Books and stories by Stephen King
Outlaw
Pirate, bandit, thief, or crook
At them the judge should throw the book
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Day 42:
Poetry: Write an Opposite Poem
Another name for this is an Antonym poem. An antonym is a word that means the
opposite or nearly the opposite of another word--such as good/evil or happy/sad. In an
opposite poem you describe something by what it is not. Here is a checklist of the
properties of an Opposite poem.
 It is about opposites
 It is written in couplets, but can be any number of couplets
 It will often, but not always, begin with the question: What is the opposite of
______? If you decide to start your poem with a question, the rest of the poem
will answer that question. However, you could also begin your poem with
something like: The opposite of _____ is _____.
 Like any well-written piece of writing, it will contain specific details, not simply
generalities.
 The rhythm of an opposite is not as predictable as the rhythm of a synonym poem,
but you must make sure that your poem does have its own music.
Examples:
What is the opposite of kind?
A goat that butts you from behind.
The opposite of chair

Is sitting down with nothing there.
What is the opposite of new?

It might be stale gum that’s hard to chew,
A hotdog roll as hard as a rock,
Or a soiled and smelly forgotten sock.
What is the opposite of school?

It would be something very cool.
What is the opposite of tall?

I’d say it’s something small.
Notice how the last two seem like they need more lines? Don’t try to write a two-line
opposite if it needs more. See how long your poem can get.
Day 43:
Poetry: Write an Acrostic Poem
An acrostic poem is one that uses the letters of a word or name to make the first letter of
each line. Characteristics of an acrostic poem include:
 It can be a list, with a different item on each line.
 It can be written as a sentence or two that continues through the poem.
 It can combine the above two possibilities.
 It uses items that capture the essence of the subject.
 The first letter of each line must come from the title or subject of the poem.
The subject can be anything, but is frequently a name as in the following examples.
JOSH LAUREN KURT

Jokes Loves her mom Kind most of the time.
Oranges Also likes to cook Usually
Spaghetti Unlikes to clean her room Rely on my shooting video games
Holy cow! Ruins some things To take out my anger
Eats a lot
Nonlikes spaghetti
Start by writing your subject down and then writing characteristics of that subject. Then
you can try to work those into the letter format. Don’t start by staring at the letters and
trying to come up with things that fit those letters.
Day 44:
Poetry: Edit and type the poems you wrote this week.
Day 45:

Day 46:
Poetry: Limerick--a five-lined nonsense verse
The first line of a limerick often begins with “There was a” or “There once was a . . .” If
you listen to the words at the end of each line, you’ll see that the rhymes fall in a pattern.
The pattern is called “A A B B A” because the letters show the pattern of the rhyme.
Here is an example by Edward Lear
There was an old person of Ware (A)
Who rode on the back of a bear: (A)
When they asked does it trot (B)
He said, “Certainly not! (B)
He’s a Moppsikon Floppsikon bear!” (A)
See if you can put this mixed up limerick by Theodore Roethke back in the right order
Who took only toads on his Back (A)
And go humping off, yickety-yak (A)
If you asked for a Ride (B)
He would act very Snide (B)
There was a most odious Yak (A)
Limericks are typically humorous or impudent. They have a particular rhythm to them
that you should notice after reading these examples from Mother Goose.
Dickory, dickory, dare, There came an old woman from France
The pig flew up in the air; Who taught grown-up children to dance;
The man in brown But they were so stiff,
Soon brought him down, She sent them home in a sniff,
Dickory, dickory, dare. This sprightly old woman from France.
There was an old woman of Gloucester, There was an old woman of Harrow,
Whose parrot two guineas it cost her, Who visited in a wheelbarrow;
But its tongue never ceasing, And her servant before,
Was vastly displeasing Knocked loud at each door,
To the talkative woman of Gloucester. To announce the old woman of Harrow.
There was an old woman in Surrey, Hickory, dickory, dock!

Who was morn, noon, and night in a hurry; The mouse ran up the clock;
Called her husband a fool, The clock struck one,
Drove the children to school, And down he run,
The worrying old woman of Surrey. Hickory, dickory, dock!
There was an old man of Tobago There dwelt an old woman at Exeter;
Who lived on rice, gruel, and sago; When visitors came it sore vexed her,
Till much to his bliss, So for fear they should eat,
His physician said this; She locked up all her meat,
“To a leg, sir, of mutton, you may go.” This stingy old woman of Exeter.
Now spend some time writing your own limericks.
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Day 47
Poetry unit
Write another limerick today.
Day 48
Poetry unit
Write another limerick.
Day 49
Edit and type your best limerick(s) from the week.

Day 50

Days 51-54:
Poetry: Sonnet--a fourteen-line poem written in iambic pentameter that follows a
particular rhyme scheme.
There are several types of sonnet. We will focus on the Shakespearean sonnet. It has 3
four-line sections and a final couplet and the rhyme scheme is abab cdcd efef gg. The
basic pattern of iambic pentameter is ta tum ta tum ta tum ta tum ta tum. Here are some
examples of a Shakespearean sonnet.
Here are several sonnets by Shakespeare. He wrote 154 sonnets with this pattern.
29
When in disgrace with fortune and men’s eyes
I all alone beweep my outcast state,
And trouble deaf heaven with my booless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man’s art, and that man’s scope,
With what I most enjoy, contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee--and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven’s gate;
For thy sweet love remembered, such wealth brings
That then I scorn to change my state with kings.
Sonnet 18
Quatrain 1 (four-line stanza)
A Shall I compare thee to a summer's DAY?.....................If I compared you to a summer day
B Thou art more lovely and more temperATE:..................I'd have to say you are more beautiful and serene:
A Rough winds do shake the darling buds of MAY,............By comparison, summer is rough on budding life,
B And summer's lease hath all too short a DATE:..............And doesn't last long either:
Comment: In Shakespeare's time, May (Line 3) was a summer month.
C Sometime too hot the eye of heaven SHINES,................At times the summer sun [heaven's eye] is too hot,
D And often is his gold complexion DIMM'D;.....................And at other times clouds dim its brilliance;
C And every fair from fair sometime deCLINES,..................Everything fair in nature becomes less fair from
time to time,
D By chance or nature's changing course unTRIMM'D;.......No one can change [trim] nature or chance;
Comment: "Every fair" may also refer to every fair woman. who "declines" because of aging or bodily changes
E But thy eternal summer shall not FADE.........................However, you yourself will not fade
F Nor lose possession of that fair thou OWEST;................Nor lose ownership of your fairness;
E Nor shall Death brag thou wander'st in his SHADE,..........Not even death will claim you,
F When in eternal lines to time thou GROWEST:...............Because these lines I write will immortalize you:
Couplet (two rhyming lines)
G So long as men can breathe or eyes can SEE,............. Your beauty will last as long as men breathe and see,
G So long lives this and this gives life to THEE.................. As Long as this sonnet lives and gives you life.
Comment: "Shakespeare introduces the main point of the poem in the first two lines of Stanza 1: that the young man's
radiance is greater than the sun's. He then devotes the second two lines of Stanza 1 and all of Stanza 2 to the inferior
qualities of the sun. In Stanza 3, he says the young man's brilliance will never fade because Sonnet XVIII will keep it
alive, then sums up his thoughts in the ending couplet.
Now here’s one that I wrote when I was learning about sonnets. It’s not Shakespeare, but
I thought you might like to see that a sonnet doesn’t have to be about how beautiful a
woman is or how much you love her. You can write about politics, your love of a sport, a
hobby, or whatever you want to write about.
A Sonnet to Julie, My Sister

I met you when I was but three years old.
We shared many things, like clothes and a room.
Now we share stories that each one has told.
Words that we spoke sometimes made us feel gloom.
To me you’re important, to you the same,
Although we may disappoint each other.
Together we’ve learned that Life’s not a game,
But we’ll get through it with our dear brothers.
A family’s important I’ve come to learn
After a long separation from you.
I’ve told you I love you, now it’s your turn.
Surely you know that I need your love, too.
You know how I feel, what more can I say?
Except I miss you, I’ll see you someday.
Your turn. Choose a subject and work on writing a sonnet. You can think of each
quatrain as a verse and then the couplet at the end is the ending. Get your sonnet written
by Day 53. Edit, type it and turn it in on Day 54
PõíªÄºãøåÈ 19:1-4 TÛáÏÑÈ ÛáÏÑªÄøïÌÑøç¬íÈ ÉÏÑÍÇºãªÄæëÏÑÈ ÛìæáÏÑÈ Ü‚ãÍéËëæò¸ éÂÖÈ Gé
‰ÉÈ; ÄøçªÉÈ ÛìæáÏÑÈ ÚÖæàæëøåªÄøåÏÑøçæìÈ õíæáÍéÁñÔíÈ HÛà¬íÈ ÛáªÄøçªÉæàæñÃéËëæäÈ. DÄæò¸
îøçæìÍé˜ ÉªÄæò¸ îæìæìÏÑæë¬íÈ õíæèÏÑÏÑÍÇæáÈ, ÄøçªÉÈ ÙçæàªÜ„áæìÈ îøçæìÍé˜ ÙçæàªÜ„áæìÈ öëÏÑøïÌÑªÄºã¬íÈ
ÛäøçÍéÁñÕãÏÑªÉªÜÓÑÈ. TÛáÏÑæëÏÑÈ Ûà¬íÈ ÙçÍé˜ õíæèÏÑÏÑÍÇæáÈ ÙçÍéËëÈ ÚãªÄøçªÜ„îªÄªÜÓÑÈ ñŒáÏÑæëÏÑÈ
ÛìæáÏÑæàæëÈ ïÃéËàÍÇÏÑÈ Ûà¬íÈ ÙçÍéœìÈ ÛáÏÑªÄæëªÉÈ. TÛáÏÑæàæëÈ ÚãæàøçÏÑÈ ÛáªÄ¬íÈ ÜÆéÁçÏÑÈ éÁîæìÈ
ÛìæáæëÍéÁîªÜ„áÈ ÄºãºãÈ ÛìæáÏÑÈ ÎÑªÄæëæìæáÈ, ÄøçªÉÈ ÛìæáÏÑæàæëÈ ñÃéËëªÉ¬íÈ ÛìÍé˜ ÛìæáÏÑÈ ÎÑøçªÉÈ
éÂÖÈ ÛìæáÏÑÈ ñÃéËëºãªÉÈ.
Day 55:

Days 56-59:
Poetry:
Narrative Poem--a poem that tells a story. This can use almost any rhyme scheme.
There are many examples in the book The Best Loved Poems of the American People.
There is a section called “Poems that tell a story” which starts on page 149. Spend
Monday reading poems and trying to think of a subject for a poem of your own.
Some especially well-known narrative poems in the book are “Paul Revere’s Ride” on p.
194, “The Raven” on p. 209, and “Casey At The Bat” p. 282. Notice that there are two
poems that follow “Casey At The Bat” that are written by different authors and respond to
the original poem. When you write a poem, it can be about a happy or sad memory, a
historical event, a story, or a reply to another story. Another good example of a narrative
poem is “The Night Before Christmas.”
Try to write a narrative poem. It doesn’t have to be as long as the ones you just
read, but it should tell a story and rhyme.
Days 57 and 58 you should work on getting your poem written.

Day 59 edit and type.
PõíªÄºãøåÈ 19:7-10 TÛáÏÑÈ ÚãªÄæñ˜ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD Ûà¬íÈ ÛèÏÑæëºÖÏÑÍÇæìÈ,
ÇÍéÁçøïÌÑæëæìæàøçªÜ¸ ÛìæáÏÑÈ õíÍéÁîºãÈ; ÛìæáÏÑÈ ÛìÏÑ¬íæìæàøåÍéÁçæò¸ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD Ûà¬íÈ
õíæîæëÏÑÈ, ÙåªÄæäæàøçªÜ¸ ñŸà¬íÏÑÈ ÛìæáÏÑÈ õíæàøåæèºãÏÑÈ; ÛìæáÏÑÈ õíæìªÄæìæîæìÏÑ¬íÈ éÂÖÈ ÛìæáÏÑÈ
£ÈO´ÈD ÄæëÏÑÈ öëæàªÜ„áæìÈ, öëÏÑæâÆéËàÍÇæàøçªÜ¸ ÛìæáÏÑÈ ÛáÏÑªÄæëæìÈ; ÛìæáÏÑÈ
ÇÍéÁåøåªÄøçªÉøåÏÑøçæìÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD Ûà¬íÈ ÛèæîæëÏÑÈ, ÎÑøçºãæàªÜ„áæìÏÑøçæàøçªÜ¸
ÛìæáÏÑÈ ÎÑæòÓÑ¬íÈ; ÛìæáÏÑÈ ÚÖÏÑªÄæëÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈDÛà¬íÈ ÇºãÏÑªÄøçÈ, ÎÑøçªÉæîæëæàøçªÜ¸
ÚÖÍéËëÏÑøïÌÑæëÈ; ÛìæáÏÑÈ Ûâ„îªÉªÜ‡åÏÑøçæì¬íÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD ÄæëÏÑÈ ÛìæëæîÏÑÈ ÄøçªÉÈ
öëæàªÜ„áæìÏÑÍéÁî¬íÈ ÄºãæìÍé‰ÜÓÑæìæáÏÑæëÈ. §ÍéËëÏÑÈ ÛìÍé˜ ÚÅÌÑÈ ÉÏÑ¬íæàæëÏÑªÉÈ ÄæëÏÑÈ ÛìæáÏÑæò¸
ÛìæáªÄøçÈ ÜÆéÂãªÉÈ, òÓÑªÄÈ ÛìæáªÄøçÈ ÙåæîÍÇæáÈ ÚÖæàøçÏÑÈ ÜÆéÂãªÉÈ; õíæñÌÑÏÑæìÏÑæëÈ Äºã¬íÍé˜
ÛìæáªÄøçÈ ÛáÍéÁçÏÑæò¸ ÄøçªÉÈ ÛìæáÏÑÈ ÛáÍéÁçÏÑæòÆÇÍéÁåºÅ˜.
Day 60

Days 61-64:
Poetry: Clerihew poem--a short rhyming poem written of two couplets that pokes
gentle fun at a celebrity.
A man named E. C. Bentley invented a form for a poem and named it after his own
middle name--Clerihew. Here are three examples. The first is by him.
Edgar Allen Poe

Was passionately fond of roe. [fish eggs]
He always liked to chew some
When writing anything gruesome.
E. C. Bentley
That famous lady, Mona Lisa

Whose smile has been a real teasa
Will never tell this world we’re in
What’s behind her fabled grin.
Basketball ace, Dr. J

Is seven feet tall so they say.
His only hang up is buying shoes.
But that’s why they invented canoes.
Now try to write your own. Here are some tips to help you get started.
 A Clerihew is about a celebrity.
 It pokes gentle fun at that person, so it tends to be humorous. It is not mean-
spirited.
 It is always made up of two couplets.
 The first line ends with a person’s name, so you must rhyme with that name.
Finish by the end of Day 63 so that you can edit and type on Day 64.
PõíªÄºãøåÈ 20:1-4 §ªÄæò¸ ÛìæáÏÑÈ £ÈO´ÈD Äøç¬íæñÌÑæëÈ òÆéÁîÈ ÛàøçÈ ÛìæáÏÑÈ
ÉªÄæò¸ éÂÖÈ ÛìæëÍéÁîºÅÕãÏÑÈ; ÙåªÄæò¸ ÛìæáÏÑÈ ÙçªÄøåÏÑÈ éÂÖÈ ÛìæáÏÑÈ Gé‰ÉÈ éÂÖÈ ü¤ÄÍÇÍéÂÅ˜
ÉÏÑºÖÏÑøçªÉÈ òÆéÁîÈ; ÙåªÄæò¸ HÎÑÈ õíÏÑøçªÉÈ òÆéÁîÈ ÛáÏÑºãæèÈ ÚÖæëÍéÁåÈ ÛìæáÏÑÈ
õíªÄøçÍÇæìæîªÄæëæò¸, ÄøçªÉÈ õíæìæëÏÑøçªÜ„ìæáÏÑøçÈ òÆéÁîÈ éÁîæìÈ éÂÖÈ ¥„àÍéÁçÈ; ÙåªÄæò¸ HÎÑÈ
öëÏÑøåÏÑøåºÅÌÑæëÈ ÄºãºãÈ òÆéÁîæëÈ éÂÖºÖÏÑæëæàøçªÜÒíÈ, ÄøçªÉÈ ÄÍÇÍÇÏÑæèæìÈ òÆéÁîæëÈ ÚÅÿîæëøçæìÈ
õíªÄÍÇæëæàºÖæàÍÇÏÑÈ. §ªÄæò¸ HÎÑÈ Ü„ëªÄøçæìÈ òÆéÁîÈ ÄÍÇÍÇÍéËëªÉæàøçªÜ¸ ÛìÍé˜ òÆéÁîæëÈ
ÛáÏÑªÄæëæìÈ’õíÈ ÉÏÑ¬íæàæëÏÑÈ, ÄøçªÉÈ ÚÖæîºãºÖæàºãºãÈ ÄºãºãÈ òÆéÁîæëÈ ÛèæîæëæèÍéÔíÏÑÈ.
Day 65

Days 66-69:
Poetry: Free Verse--a poem with no particular meter or rhyme. The lines are
rhythmic and vary in length.
You will write a free verse poem today. Here are some tips to help you.
 Choose a topic that interests you.
 Take time to brainstorm ideas related to the topic. See what happens.
 Work on getting the right words, not just good words.
 Read your poem aloud.
 Find someone who will read your poem and make suggestions.
 Set it aside for at least a night and then look at it again.
 Revision means to see again. Carefully revise your poem.
An example:
I Am The Cat
Yet know it not.
In Egypt they worshiped me-- They hate me, the Cat,
I am the Cat. Because, forsooth, I do not love them.
Because I bend not to the will of man Do they love me?
They call me a mystery. They think all animals are made for their pleasure,
When I catch and play with a mouse, To be their slaves.
They call me cruel, And, while I kill only for my needs,
Yet they take animals to keep Lthey kill for pleasure, power and gold,
In parks and zoos, that they may gape at them. And then pretend to a superiority!
Nay, more, they persecute their own human Why should I love them?
creatures; I, the Cat, whose ancestors
They shoot, they hang, they torture them, Proudly trod the jungle,
Yet dare to call me cruel. Not one ever tamed by man.
Could they but see themselves Ah, do they know
As I, the Cat, see them, That same immortal hand
These human creatures, bereft of all freedom, That gave them breath, gave breath to me?
Who follow in the ruts others made But I alone am free--
Long ages gone! I am THE CAT.
Who have rings in their noses, Leila Usher
Try to write a free verse poem. Often choosing something you love or care a lot
about makes it easier to write your poem.
Finish by the end of Day 68 so that you can edit and type on Day 69.
PõíªÄºãøåÈ 20:5-9 WÎÑÈ ñŸàºãºãÈ öëÏÑæâÆéËàÍÇÏÑÈ ÛàøçÈ òÆéÁîæëÈ õíªÄºãøïÃÄæìæàÍéÁçÈ,
ÄøçªÉÈ ÛàøçÈ ÛìæáÏÑÈ ÙçªÄøåÏÑÈ éÂÖÈ éÁîæëÈ Gé‰ÉÈ ñÌÑÈ ñŸàºãºãÈ õíÏÑæìÈ îæèÈ éÁîæëÈ
ÚÅÃÄøçøçÏÑæë¬íÈ! §ªÄæò¸ ÛìæáÏÑÈ £ÈO´ÈD ÚÖæîºãºÖæàºãºãÈ ÄºãºãÈ òÆéÁîæëÈ ÛèÏÑæìæàæìæàÍéÁç¬íÈ.
ßÍéÁñ˜ I ÛäøçÍéÁñ˜ ÛìæáªÄæìÈ ÛìæáÏÑÈ £ÈO´ÈD õíªÄøïÌÑ¬íÈ HÛà¬íÈ ÄøçÍéËàøçæìÏÑªÉÈ;
HÎÑÈ ñŸàºãºãÈ Äøç¬íæñÌÑæëÈ ÛáæàøåÈ ÚÖæëÍéÁåÈ HÛà¬íÈ ÛáÍéÂãæò¸ ÛáÏÑªÄøïÌÑøçÈ ñŸàæìæáÈ ÛìæáÏÑÈ
õíªÄøïŸàøçªÜ¸ õíæìæëÏÑøçªÜ„ìæáÈ éÂÖÈ HÛà¬íÈ öëæàªÜ„áæìÈ ÛáªÄøçªÉÈ. SéÁåÏÑÈ Ûìæëæî¬íæìÈ
ÛàøçÈ ÇæáªÄæëæàÍéœì¬íÈ, ÄøçªÉÈ õíÍéÁåÏÑÈ ÛàøçÈ ÛáÍéËë¬íÏÑ¬íÈ; ÚÅÿîæìÈ ñÌÑÈ ñŸàºãºãÈ
öëÏÑøåÏÑøåºÅÌÑæëÈ ÛìæáÏÑÈ ÙçªÄøåÏÑÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD éÁîæëÈ Gé‰ÉÈ. TÛáÏÑæò¸
ÛáªÄøïÌÑÈ ÚÅÃéÁñÌÑªÉÈ ÉÍéÁñÿçÈ ÄøçªÉÈ ÚÖªÄºãºãÏÑøçÈ; ÚÅÿîæìÈ ñÌÑÈ ÛáªÄøïÌÑÈ öëæà¬íÏÑøçÈ ÄøçªÉÈ
õíæìªÄøçªÉÈ îæèæëæàªÜ„áæìÈ. SÄøïÌÑÈ, £ÈO´ÈD! §ªÄæò¸ ÛìæáÏÑÈ †æàøçªÜ¸ Äøç¬íæñÌÑæëÈ
î¬íÈ ñŒáÏÑøçÈ ñÌÑÈ ÇªÄºãºãÈ.
Day 70:

Day 71:
Life in Space. What would happen if everyone lived in space? What type of
houses would they live in? What type of clothing would they wear? What type of
food would they eat? How would they travel?
PõíªÄºãøåÈ 23 TÛáÏÑÈ £ÈO´ÈD Ûà¬íÈ Ùåæò¸ õíæáÏÑæèæáÏÑæëªÉÈ; I õíæáªÄºãºãÈ
ÙçÍéœìÈ ñÃÄøçæìÈ. HÎÑÈ ÙåªÄæäÏÑ¬íÈ ÙåÏÑÈ ÛìÍé˜ ÚãæàÏÑÈ ÉÍéÁñÿçÈ ÛàøçÈ Ü„ëÏÑÏÑøçÈ
ÛèªÄ¬íæìæîæëÏÑ¬íÈ; HÎÑÈ ÚãÏÑªÄªÉ¬íÈ ÙåÏÑÈ ÚÅÌÑ¬íæàªÉÏÑÈ ÛìæáÏÑÈ õíæìæàºãºãÈ ñÃÄæìÏÑæë¬íÈ. HÎÑÈ
öëÏÑ¬íæìÍéËëÏÑ¬íÈ Ùåæò¸ õíÍéÁîºãÈ; HÎÑÈ ÚãÏÑªÄªÉ¬íÈ ÙåÏÑÈ ÛàøçÈ ÛìæáÏÑÈ ÛèªÄæìæá¬íÈ éÂÖÈ
öëæàªÜ„áæìÏÑÍéÁî¬íøçÏÑ¬í¬íÈ ÚÖÍéËëÈ HÛà¬íÈ ÙçªÄøåÏÑÈ’õíÈ õíªÄæäÏÑÈ. ±ÓÑªÄÈ, ÛìæáÍéÁîªÜ„áÈ I
ñÃÄºãæäÈ ÛìæáæëÍéÁîªÜ„áÈ ÛìæáÏÑÈ ïÃÄºãºãÏÑæò¸ éÂÖÈ ÛìæáÏÑÈ õíæáªÄªÉÍéÁñ˜ éÂÖÈ ÉÏÑªÄæìæáÈ, I
ñŸàºãºãÈ ÚÖÏÑªÄæëÈ ÙçÍé˜ ÎÑøïŸàºãÈ; ÚÖÍéËëÈ ±ÆéÁîÈ ÄæëÏÑÈ ñŸàæìæáÈ ÙåÏÑÈ; ±ÆéÁîæëÈ öëÍé‰ÉÈ
ÄøçªÉÈ ±ÆéÁîæëÈ õíæìªÄºÖºÖÈ, ÛìæáÏÑæò¸ ÇÍéÁåºÖÍéËëæìÈ ÙåÏÑÈ. ±ÆéÁîÈ ÛèæëÏÑæèªÄæëÏÑÈ ÄÈ
ÛìªÄºÅÕãÏÑÈ ÚÅÌÑºÖÍéËëÏÑÈ ÙåÏÑÈ ÛàøçÈ ÛìæáÏÑÈ ÛèæëÏÑ¬íÏÑøçÍÇÏÑÈ éÂÖÈ Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ; ±ÆéÁîÈ
ÄøçÍéËàøçæìÈ Ùåæò¸ ÛáÏÑªÄªÉÈ ñŸàæìæáÈ éËàºãÈ; §æò¸ ÇæîæèÈ öëæîøç¬íÈ éÁïÌÑæëÈ. SîæëÏÑºãæò¸
ÜÆé‰é‰ÉøçÏÑ¬í¬íÈ ÄøçªÉÈ ÙåÏÑæëÍÇæò¸ õíæáªÄºãºãÈ ÚÖÍéÂãºãÍéÁñ˜ ÙåÏÑÈ ÄºãºãÈ ÛìæáÏÑÈ ÉªÄæòÒíÈ
éÂÖÈ Ùåæò¸ ÚãæàºÖÏÑÈ; ÄøçªÉÈ I ñŸàºãºãÈ ÉæñÌÑºãºãÈ ÛàøçÈ ÛìæáÏÑÈ ÛáÍéÁî¬íÏÑÈ éÂÖÈ ÛìæáÏÑÈ
£ÈO´ÈD ÚÖÍéËëÏÑøïÌÑæëÈ.
Day 72:
Courage. What do you think courage means? You may look it up in the
dictionary, but then write in your own words what it means to be courageous.
Give an example that is either real or imaginary.
Day 73:
What does “the early bird gets the worm” mean to you?
Day 74:
Edit and re-copy at least one of your last three compositions.

Day 75:

Day 76:
Anger. When you are angry, how do you look? Describe yourself in detail so
that someone could use your description to draw a picture. Describe your body
position, your facial features, etc.
PõíªÄºãøåÈ 27:1-3 TÛáÏÑÈ £ÈO´ÈD Ûà¬íÈ Ùåæò¸ ÚãæàªÜ„áæìÈ ÄøçªÉÈ Ùåæò¸
õíªÄºãøïÃÄæìæàÍéÁçÈ; ñŒáÍéÁåÈ õíæáªÄºãºãÈ I ÚÖÏÑªÄæëÈ? TÛáÏÑÈ £ÈO´ÈD Ûà¬íÈ ÛìæáÏÑÈ
õíæìæëÏÑøçªÜ„ìæáÈ éÂÖÈ Ùåæò¸ ÚãæàºÖÏÑÈ; éÂÖÈ ñŒáÍéÁåÈ õíæáªÄºãºãÈ I ÚÅÌÑÈ ÄºÖæëªÄæàªÉÈ?
WÛáÏÑøçÈ ÛìæáÏÑÈ ñŸàÍÇæäÏÑªÉÈ ÇªÄøåÏÑÈ ÄªÜ¤Äæàøç¬íæìÈ ÙåÏÑÈ ÛìÍé˜ ÎÑªÄæìÈ îæèÈ Ùåæò¸
ÚÖºãÏÑ¬íæáÈ, Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ ÄøçªÉÈ ÚÖÍéƒÑ¬íÈ, ÛìæáÏÑæò¸ õíæìæîøåºÅÕãÏÑªÉÈ ÄøçªÉÈ ÚÖÏÑºãºãÈ.
TÛáÍéÁîªÜ„áÈ ÄøçÈ Äæëøåæò¸ ÙåªÄæò¸ ÎÑøçÍÇªÄøåæèÈ ÄªÜ¤Äæàøç¬íæìÈ ÙåÏÑÈ, Ùåæò¸ ÛáÏÑªÄæëæìÈ
õíæáªÄºãºãÈ ÙçÍéœìÈ ÚÖÏÑªÄæëÈ; ÛìæáÍéÁîªÜ„áÈ ñÃÄæëÈ ÙåªÄæò¸ öëæà¬íÏÑÈ ÄªÜ¤Äæàøç¬íæìÈ ÙåÏÑÈ,
ÛàøçÈ Ûìæáæà¬íÈ I ñŸàºãºãÈ ÚÅÌÑÈ ÇÍéÁçºÖæàªÉÏÑøçæìÈ.
Day 77:
What do you see out your window? Write a detailed description.

Day 78:
What is your favorite food? How does it taste? How does it feel in
your mouth? Do you feel happy or relaxed when you eat it?
Describe what it is like to eat your favorite food.
Day 79:
Edit and re-copy one of the last 3 compositions you wrote.

Day 80:

Day 81:
What is your favorite activity? Is it a game, hobby, or sport? Write a

paragraph telling how to do it.
PõíªÄºãøåÈ 27:11-14 TÎÑªÄÍÇæáÈ ÙåÏÑÈ ±ÆéÁîæëÈ ñÃÄæò¸, O £ÈO´ÈD,
úøçªÉÈ ÚãÏÑªÄªÉÈ ÙåÏÑÈ ÛàøçÈ ÄÈ õíøåÍé‰éœìæáÈ ÛèªÄæìæáÈ, ÚÅÌÑÍÇªÄæî¬íÏÑÈ éÂÖÈ Ùåæò¸
ÎÑøçÏÑøåæàÏÑ¬íÈ. Dé˜ ÙçÍéœìÈ ÉÏÑºãæàøïÌÑæëÈ ÙåÏÑÈ ÛìÍé˜ ÛìæáÏÑÈ ñŸàºãºãÈ éÂÖÈ Ùåæò¸
ÄªÉøïÌÑæë¬íªÄæëæàÏÑ¬íÈ; ÚÖÍéËëÈ ÚÖªÄºã¬íÏÑÈ ñŸàæìøçÏÑ¬í¬íÏÑ¬íÈ ÛáªÄøïÌÑÈ öëæà¬íÏÑøçÈ ÄªÜ¤Äæàøç¬íæìÈ
ÙåÏÑÈ, ÄøçªÉÈ õíæîÍÇæáÈ Ä¬íÈ ÚÅŸëÏÑªÄæìæáÏÑÈ éÁîæìÈ ïŸàÍéÂãÏÑøçÍÇÏÑÈ. I ñÃéÁîºãªÉÈ ÛáªÄøïÌÑÈ
ÚãÍéÔíæìÈ ÛáÏÑªÄæëæìÈ, îøçºãÏÑ¬í¬íÈ I ÛáªÄªÉÈ ÚÅÌÑºãæàÏÑøïÌÑªÉÈ ÛìæáªÄæìÈ I ñÃéÁîºãªÉÈ õíÏÑÏÑÈ
ÛìæáÏÑÈ ÜÆé‰é‰ÉøçÏÑ¬í¬íÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD ÛàøçÈ ÛìæáÏÑÈ ÚãªÄøçªÉÈ éÂÖÈ ÛìæáÏÑÈ
ÚãæàøïŸàøçªÜ¸. WÄæàæìÈ éÁçÈ ÛìæáÏÑÈ £ÈO´ÈD; ÚÅÌÑÈ éÂÖÈ ÜÆé‰é‰ÉÈ ÇÍéÁîæëªÄªÜÓÑÈ,
ÄøçªÉÈ HÎÑÈ õíæáªÄºãºãÈ õíæìæëÏÑøçªÜ„ìæáÏÑøçÈ òÆéÁîæëÈ ÛáÏÑªÄæëæìÈ; ñÃÄæàæìÈ, I õíªÄæò¸,
éÁçÈ ÛìæáÏÑÈ £ÈO´ÈD!
Day 82:
Tell how to eat spaghetti.

Day 83:
Write about how to make your bed. If you’d like you may choose a
different chore and tell how to do it.
Day 84:
Edit and re-copy one of your last 3 compositions.

Day 85:

Non-fiction Report--due Day 109
Time to write another report. This will be very much like the report you wrote at the
beginning of the school year, only a new topic. It will need to be about a non-fiction
topic of your choice. You will decide on several subtopics and write at least a paragraph
about each sub-topic. You will edit and type it before turning it in. This time, you will
need to include pictures, charts or graphs.
Day 86
Brainstorm ideas for a topic and choose one. When choosing a topic, you’ll want to
consider a few things.
 You’ll need to be able to find enough information
 It should be something about which you would like to know more
 Think about what some subtopics could be (see tomorrow’s assignment)
Some suggestions (just in case you need them) to get you started:
 Choose an animal
 Historical subject
 Famous person
 State or Country
 Invention
 Sport
 Plants
 Occupations
 Write other ideas on this page
PõíªÄºãøåÈ 30:4-5 SÛàøçªÜ¸ ÛèæëªÄæà¬íÏÑÈ ÛìÍé˜ ÛìæáÏÑÈ £ÈO´ÈD, òÆéÁîÈ
õíªÄæàøçæì¬íÈ éÂÖÈ HÛà¬íÈ, ÄøçªÉÈ Ü„àøïÌÑÈ ÛìæáªÄøçæä¬íÈ ÄæìÈ ÛìæáÏÑÈ öëÏÑøåÏÑøåºÅŸëªÄøçÍÇÏÑÈ
éÂÖÈ HÛà¬íÈ ÛáÍéÂãæò¸ ÙçªÄøåÏÑÈ. FéËëÈ HÛà¬íÈ ÄøçªÜÓÑæëÈ Ûà¬íÈ ÚÅÿîæìÈ ÚÖÍéËëÈ ÄÈ
ÙåÍéÁåÏÑøçæìÈ, HÛà¬íÈ ÚÖªÄøïÃéËëÈ Ûà¬íÈ ÚÖÍéËëÈ ÚãæàºÖÏÑÈ; ñÌÑÏÑæèæàøçªÜ¸ ÙåªÄæò¸ ÎÑøçªÉæîæëÏÑÈ
ÚÖÍéËëÈ ÄÈ ÙçæàªÜ„áæìÈ, ÚÅÿîæìÈ ÛâÆéÁò¸ ÇÍéÁåÏÑ¬íÈ ÛàøçÈ ÛìæáÏÑÈ ÙåÍéËëøçæàøçªÜ¸.
Day 87
Now that you’ve chosen a topic, you’ll need to think of subtopics. Subtopics are the
questions you will be asking about the topic. These questions will be the things you try
to answer in your report. They will decide what direction you take with your report. If
you think of too many, you’ll have to narrow it down to the most important ones.
For example, if you were writing about George Washington, you might want to know
several things.
1. When was he born?
2. Who was his family?
3. When did he become president?
4. What did he do while president?
5. Who were his friends?
6. Who were his enemies?
7. What foods did he like?
8. Did he do his chores as a kid?
As you can see, some of these questions would be more important than others in your
report. Choose the ones that you want to write about. Some of them can be combined
into one question and answered under one subtopic. Questions 1, 2, 7, and 8 could be
combined with the question “What was his family life like?”
Write some ideas for subtopics below and then choose the most important ones. Narrow
them down if necessary.
Day 88
It is time to begin researching your topic.
Sources of information:
 Library--non-fiction books and reference books
 Museums
 Businesses
 People that you interview
 Encyclopedias
 Books
 Magazines
 Newspapers
 Television
 Computer
Begin looking for information on your topic. Tomorrow you’ll have tips on how to take
notes. If, as you are researching your topic, you find that you need to add, change, or
remove a subtopic, just remember it’s not too late. If you find two sources of information
that disagree, you’ll need to do further research and see which opinion is the most
accepted. If this doesn’t help, explain the situation in your report.
Day 89
When you find information, you’ll need to take notes. Notes help you remember
information that you’ve found. You’ll need to keep track of your sources, too. You’ll
learn how to do that tomorrow.
Some tips:
 Don’t try to include everything
 Don’t try to use complete sentences
 Look for answers to your subtopic questions--one at a time
 Keep your notes on a sheet of paper or index cards
 Never copy sentences exactly. This is called plagiarism and is illegal.
Day 90

Day 91:
Non-fiction report: Continue to take notes. Don’t forget to keep track of your
sources. You’ll need them for your bibliography at the end of your report.
A bibliography is a list of sources that you used to gather information for your report.
They need to be listed with a particular format. The format used below is called MLA
style. You’ll want to be sure to get all this information from each source that you use!
Magazine
Author’s last name, first name. “Title of Article”. Magazine. Date (day Month year):
pages.
Book
Author’s last name, first name. Title of Book. City: Publisher, Copyright.
Encyclopedia
“Subject,” Name of Encyclopedia, edition.
Personal Interview
Name. Personal interview. Date (day Month year).
Online Sources: E-mail

Author. <Author’s email address>. “Subject line of message.” Personal email. Date (day
Month year).
Online Sources: Web site

Author. “Title of Document.” Publication. Date of publication or last revision. <URL>.
Date of access (day Month year).
The following web page will give examples in MLA style for many different sources. If
you used a source other than what is listed above, you should check this web page for the
format needed.
http://www.aresearchguide.com/12biblio.html
It will need to be written as noted above--with capitalization, punctuation and underlining

as shown.
PõíªÄºãøåÈ 30:11-12 ±ÆéÁîÈ ÛáªÄøïÌÑÈ ÛìæîæëøçÏÑªÉÈ ÚÖÍéËëÈ ÙåÏÑÈ Ùåæò¸
ÙåÍéÁîæëøçæàøçªÜ¸ ÛàøçæìÍé˜ ÉªÄøçÍÇæàøçªÜ¸; ±ÆéÁîÈ ÛáªÄøïÌÑÈ ÛèæîæìÈ éÂÖºÖÈ Ùåæò¸
õíªÄÍÇæäÍÇºãÍéœìæáÈ ÄøçªÉÈ ÇºãÍéœìæáÏÑªÉÈ ÙåÏÑÈ ñŸàæìæáÈ Ü‚ãªÄªÉøçÏÑ¬í¬íÈ, ÛìÍé˜ ÛìæáÏÑÈ ÎÑøçªÉÈ
ÛìæáªÄæìÈ Ùåæò¸ Ü‚ãÍéËëæò¸ ÙåªÄæò¸ õíæàøçªÜ¸ ÛèæëªÄæà¬íÏÑÈ ÛìÍé˜ ±ÆéÁîÈ ÄøçªÉÈ ÙçÍéœìÈ ÚÅÌÑÈ
õíæàºãÏÑøçæìÈ. O £ÈO´ÈD Ùåæò¸ Gé‰ÉÈ, I ñŸàºãºãÈ Ü„àøïÌÑÈ ÛìæáªÄøçæä¬íÈ ÛìÍé˜
±ÆéÁîÈ ÚÖÍéËëÏÑøïÌÑæëÈ.
Days 92-94
Take notes. Use this week to take notes and do more research.
If you finish early, start working on next week because some of the other parts of this
project may need more time.


Day 95

Days 96-99
You will now take your notes and organize them into an outline. This will help you put
them all together to write your rough draft. You probably didn’t realize it, but you
already started your outline when you chose your subtopics. There are two types of
outlines, a sentence outline and a topic outline. The difference is that in a sentence
outline you use full sentences and in a topic outline you use phrases or groups of words.
You may choose for this project which one you want to use.
You’ll use Roman Numerals for your main ideas and then letters and numbers for
supporting detail. Your subtopics that you chose should be your main ideas. Here’s the
format of an outline.
I. First Main Idea

A. Idea or fact that goes with the first main idea
B. Another idea or fact that goes with the first main idea
C. Yet another idea or fact that goes with the first main idea
II. Second Main Idea
A. Idea or fact that goes with the second main idea
B. Another idea or fact that goes with the second main idea
C. Yet another idea or fact that goes with the second main idea
III. Third Main Idea
A. Idea or fact that goes with the third main idea
B. Another idea or fact that goes with the third main idea
C. Yet another idea or fact that goes with the third main idea
1. Idea or fact that goes with C.
2. Another idea or fact that goes with C.
Any of the lettered ideas or facts can have supporting detail as in C above.
PõíªÄºãøåÈ 31:1-5 IÙçÈ ±ÆéÁîÈ, O £ÈO´ÈD, I ÛèæîæìÈ Ùåæò¸
Ûìæëæî¬íæìÈ; ÚãÏÑæìÈ ÙåÏÑÈ ÙçÏÑøïÌÑæëÈ ÚÅÌÑÈ Ä¬íæáªÄøåÏÑªÉÈ; ÉÏÑºãæàøïÌÑæëÈ ÙåÏÑÈ ÛàøçÈ ±ÆéÁîæëÈ
öëæàªÜ„áæìÏÑÍéÁî¬íøçÏÑ¬í¬íÈ. BéÁñ˜ ÉÍéÁñÿçÈ ±ÆéÁîæëÈ ÎÑªÄæëÈ ÛìÍé˜ ÙåÏÑÈ, ÉÏÑºãæàøïÌÑæëÈ
ÙåÏÑÈ õíæèÏÑÏÑªÉæàºãæò¸; ÚÅÌÑÈ Ùåæò¸ öëÍé‰ÇæäÈ éÂÖÈ öëÏÑºÖæîªÜÓÑÈ, ÄÈ ÚÖÍéËëæìæëÏÑ¬í¬íÈ éÂÖÈ
ÉÏÑºÖÏÑøç¬íÏÑÈ ÛìÍé˜ õíªÄøïÌÑÈ ÙåÏÑÈ. FéËëÈ ±ÆéÁîÈ ÄæëÏÑÈ Ùåæò¸ öëÍé‰ÇæäÈ ÄøçªÉÈ Ùåæò¸
ÚÖÍéËëæìæëÏÑ¬í¬íÈ; ÛìæáÏÑæëÏÑºÖÍéËëÏÑÈ, ÚÖÍéËëÈ ±ÆéÁîæëÈ ÙçªÄøåÏÑÈ’õíÈ õíªÄæäÏÑÈ, ÚãÏÑªÄªÉÈ ÙåÏÑÈ
ÄøçªÉÈ Ü„îæàªÉÏÑÈ ÙåÏÑÈ. PîºãºãÈ ÙåÏÑÈ éÁîæìÈ éÂÖÈ ÛìæáÏÑÈ ÙçÏÑæìÈ ñŒáæàÍÇæáÈ ÛìæáÏÑæò¸
ÛáªÄøïÌÑÈ õíÏÑÍÇæëÏÑæìºãæò¸ ÚãªÄæàªÉÈ ÚÖÍéËëÈ ÙåÏÑÈ, ÚÖÍéËëÈ ±ÆéÁîÈ ÄæëÏÑÈ Ùåæò¸
õíæìæëÏÑøçªÜ„ìæáÈ. IÙçæìÍé˜ ±ÆéÁîæëÈ ÛáªÄøçªÉÈ I ÇÍéÁåøåæàæìÈ Ùåæò¸ õíæèæàæëæàæìÈ;
±ÆéÁîÈ ÛáªÄøïÌÑÈ öëÏÑªÉÏÑÏÑøåÏÑªÉÈ ÙåÏÑÈ, O £ÈO´ÈD Gé‰ÉÈ éÂÖÈ ÛìæëæîæìæáÈ.
Day 100

Days 101-103
You have this week to write your rough draft. This can be done on paper or on the
computer. If you write it on the computer, it may take you too long to type and frustrate
you. However, it will be easier to edit later. If you write it on paper you’ll still have to
type it later, but you can work on the rough draft at the pace you write. You’ll also be
able to work on it anywhere. The choice is yours.
PõíªÄºãøåÈ 31:23-24 OÛáÈ, ÚãÍéÁïÌÑÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄºãºãÈ òÆéÁîÈ

HÛà¬íÈ õíªÄæàøçæì¬íÈ! FéËëÈ ÛìæáÏÑÈ £ÈO´ÈD ÛèæëÏÑ¬íÏÑæëøïÌÑ¬íÈ ÛìæáÏÑÈ ÚÖªÄæàæìæáºÖæîºãÈ,
ÄøçªÉÈ ÚÖæîºãºãæò¸ öëÏÑæèªÄæòÒíÈ ÛìæáÏÑÈ ÛèæëÍéÁîªÉÈ ÛèÏÑæë¬íÍéÁçÈ. BÎÑÈ éÂÖÈ ÜÆé‰é‰ÉÈ
ÇÍéÁîæëªÄªÜÓÑÈ, ÄøçªÉÈ HÎÑÈ õíæáªÄºãºãÈ õíæìæëÏÑøçªÜ„ìæáÏÑøçÈ òÆéÁîæëÈ ÛáÏÑªÄæëæìÈ, ÄºãºãÈ
òÆéÁîÈ ñŒáÍé˜ ÛáÍéÁèÏÑÈ ÛàøçÈ ÛìæáÏÑÈ £ÈO´ÈD.

Day 104
Type your Bibliography. Hopefully you’ve written down the information as you went
along and now you can just formally write the Bibliography using the information for the
resources you used when writing your report. See Day 91 of this book for the format.
The Bibliography will be the last page of your report.
Day 105

Day 106
Edit your report. First check spelling, capitalization, and punctuation. If you’re not sure
about spelling, first look it up in the dictionary.

 Is each sentence a complete sentence?
 Is the meaning of each sentence clear?
 Can I improve any of the sentences?
 Do all the sentences in a paragraph go well together?
 Is there a transition from one paragraph to another?
 Do too many sentences start out the same way?
After you’ve checked carefully through your rough draft, double check. Then you may
PõíªÄºãøåÈ 37:3-6 Töëæî¬íæìÈ ÛàøçÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄøçªÉÈ ÉÍé˜ ÜÆé‰é‰ÉÈ;
ÉæñÌÑºãºãÈ ÛàøçÈ ÛìæáÏÑÈ ÚãªÄøçªÉÈ, ÄøçªÉÈ ÚÖÏÑÏÑªÉÈ éÁçÈ HÛà¬íÈ ÚÖªÄæàæìæáºÖæîºãøçÏÑ¬í¬íÈ.
DÎÑºãæàªÜ„áæìÈ òÆéÁîæë¬íÏÑºãºÖÈ Äºã¬íÍé˜ ÛàøçÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄøçªÉÈ HÎÑÈ õíæáªÄºãºãÈ
Ü„àøïÌÑÈ òÆéÁîÈ ÛìæáÏÑÈ ÉÏÑ¬íæàæëÏÑ¬íÈ éÂÖÈ òÆéÁîæëÈ ÛáÏÑªÄæëæìÈ. ùÍéÁåøåæàæìÈ òÆéÁîæëÈ
ñÃÄæò¸ ÛìÍé˜ ÛìæáÏÑÈ £ÈO´ÈD, Ûìæëæî¬íæìÈ Äºã¬íÍé˜ ÛàøçÈ HÛàøåÈ, ÄøçªÉÈ HÎÑÈ
õíæáªÄºãºãÈ ÚÅŸëæàøçªÜ¸ ÛàæìÈ ÛìÍé˜ ÛèªÄ¬í¬íÈ. HÎÑÈ õíæáªÄºãºãÈ ÚÅŸëæàøçªÜ¸ ÚÖÍéËëæìæáÈ
òÆéÁîæëÈ öëæàªÜ„áæìÏÑÍéÁî¬íøçÏÑ¬í¬íÈ Ä¬íÈ ÛìæáÏÑÈ ÚãæàªÜ„áæìÈ, ÄøçªÉÈ òÆéÁîæëÈ Ûâ„î¬íæìæàÍÇÏÑÈ Ä¬íÈ
ÛìæáÏÑÈ ÙçÍé‰éÁçªÉªÄæò¸.
Day 107
Type your report.

Days 108 and 109
Finish typing if you haven’t yet. Add any pictures, graphs or charts. Mom can
show you how to use the copier or internet if you need to use them. Choose
things that enhance (make better) your report. Be sure to put them where they
make sense.
You’ve finished!

Day 110

Day 111:
Book report
How to Write a Book Report
Book reports are a way to show how well you understood a book and to tell what you
think about it.
Introduction
Things to include in the introduction:
• The title (underlined) and author of the book.
• Why you chose the book.
• What kind of story is it? (adventure? family? fantasy/make believe? animal? true life? scary?)
Body
In this section you want to describe the main parts of a story: theme, plot, setting, and
characters. Then you can give your opinions about the book.
The Theme is the main idea of the story. Some examples might be the importance of
friendship or how to be courageous in a difficult situation. Tell what you think the theme
is and how you know.
The Setting is the time and place of the story. Is it set a long time ago or now. Does it
take place in another country or in an imaginary place? How much time passes in the
story—a day? a year? a lifetime?
The Plot is what happens. You want to tell what the story is mostly about. What is the
main event or conflict? What things lead up to it? What happens as a result? How does
the story end? (Sometimes you want to avoid telling the ending, or giving away the
secrets of the story.)
Be careful not to re-tell the whole story in detail—you want room in your report to write
about other things; instead, just say enough about it so the rest of your report will make
sense.
The Characters are who the story is about. The main character is called the protagonist.
Who are the other important characters? Do they help or hinder the protagonist?
Once you have summarized the book, you can tell what you think about it. You can write
about whatever opinions you have. Some questions you might want to answer are:
• Did you like the story? Why or why not?
• What was the best part of the book? Why?
• How did the story make you feel? Did you feel different things at different points in the story?
• Would you recommend it to friends?

• Would you read other books by this author?
• What new things did you learn from this book?
Conclusion
This is just a sentence or two to sum up your report. Give your overall opinion of the
book and the most important thing you want other people to know about it.
For day 111, try to answer the questions suggested above. For days 112 and
113, write your report in paragraph form. You will have several paragraphs when
you are through.
PõíªÄºãøåÈ 37:7-9 ´ÏÑ¬íæìÈ ÛàøçÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄøçªÉÈ ñÃÄæàæìÈ

ÛèªÄæìæàÏÑøçæìºãæò¸ ÚÖÍéËëÈ HÛàøåÈ; ÉÍé˜ ÙçÍéœìÈ ÚÖæëÏÑæìÈ ÚÅÌÑÍÇªÄæî¬íÏÑÈ éÂÖÈ ÛáæàøåÈ ñŒáÍé˜
ÛèæëÍéÔíæèÏÑæë¬íÈ ÛàøçÈ Ûáæà¬íÈ ñÃÄæò¸, ÚÅÌÑÍÇªÄæî¬íÏÑÈ éÂÖÈ ÛìæáÏÑÈ ÙåªÄøçÈ ñŒáÍé˜
ÚÅŸëæàøçªÜÒíÈ ñŸàÍÇæäÏÑªÉÈ õíÍÇæáÏÑøåÏÑ¬íÈ ÛìÍé˜ ÛèªÄ¬í¬íÈ. ùÏÑªÄ¬íÏÑÈ ÚÖæëÍéÁåÈ ÄøçªÜÓÑæëÈ,
ÄøçªÉÈ ÚÖÍéËë¬íªÄæäÏÑÈ ñŸëªÄæìæáÈ; ÉÍé˜ ÙçÍéœìÈ ÚÖæëÏÑæìÈ—ÛàæìÈ éÁçºãæò¸ ÇªÄæî¬íÏÑ¬íÈ
ÛáªÄæëøåÈ. FéËëÈ ÎÑøïŸàºãªÉÍéƒÑæë¬íÈ õíæáªÄºãºãÈ ÚÅÌÑÈ ÇæîæìÈ éÂÖºÖÈ; ÚÅÿîæìÈ ÛìæáÍéÔíÏÑÈ
ñŒáÍé˜ ñÃÄæàæìÈ éÁçÈ ÛìæáÏÑÈ £ÈO´ÈD, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÛàøçæáÏÑæëæàæìÈ ÛìæáÏÑÈ
ÎÑªÄæëæìæáÈ.
Day 112:
Work on writing book report in paragraph form.

Day 113:
Continue to work on writing book report in paragraph form.

Day 114:
Edit and re-copy your book report.

Day 115:

Day 116:
Composition: Families are important because. . .
PõíªÄºãøåÈ 37:12-17 TÛáÏÑÈ ñŸàÍÇæäÏÑªÉÈ ÛèºãÍéœì¬íÈ ÄªÜ¤Äæàøç¬íæìÈ ÛìæáÏÑÈ Ûâ„î¬íæìÈ,
ÄøçªÉÈ Ü‡çªÄ¬íæáÏÑ¬íÈ ÄæìÈ ÛáæàøåÈ ñŸàæìæáÈ Ûáæà¬íÈ ÛìÏÑÏÑæìæáÈ. TÛáÏÑÈ £ÍéËëªÉÈ
ÚãªÄæîªÜ„á¬íÈ ÄæìÈ ÛáæàøåÈ, ÚÖÍéËëÈ HÎÑÈ õíÏÑÏÑ¬íÈ ÛìæáªÄæìÈ Ûáæà¬íÈ ÉªÄæò¸ Ûà¬íÈ ÇÍéÁåæàøçªÜ¸.
TÛáÏÑÈ ñŸàÍÇæäÏÑªÉÈ ÛáªÄøïÌÑÈ ÉæëªÄæñÿçÈ ÛìæáÏÑÈ õíæñÃéËëªÉÈ ÄøçªÉÈ ÛáªÄøïÌÑÈ ÚÅÌÑøçæìÈ
ÛìæáÏÑæàæëÈ ÚÅÃéÁñ˜, ÛìÍé˜ ÇªÄ¬íæìÈ ÉÍéÁñÿçÈ ÛìæáÏÑÈ ÛèÍé‰éËëÈ ÄøçªÉÈ ÙçÏÑÏÑªÉæò¸, ÛìÍé˜
õíºãªÄæò¸ ÛìæáÍéÔíÏÑÈ ñŒáÍé˜ ÄæëÏÑÈ éÂÖÈ îæèæëæàªÜ„áæìÈ ÇÍéÁçªÉæîÍÇæìÈ. TÛáÏÑæàæëÈ
õíæñÃéËëªÉÈ õíæáªÄºãºãÈ ÎÑøçæìÏÑæëÈ ÛìæáÏÑæàæëÈ éÁñÿçÈ ÛáÏÑªÄæëæìÈ, ÄøçªÉÈ ÛìæáÏÑæàæëÈ ÚÅÃéÁñÔíÈ
õíæáªÄºãºãÈ ÚÅÌÑÈ ÚÅŸëÍéœäÏÑøçÈ.
úÈ ÚãæàæìæìºãÏÑÈ ÛìæáªÄæìÈ ÄÈ öëæàªÜ„áæìÏÑÍéÁî¬íÈ ÙåªÄøçÈ ÛáªÄ¬íÈ Ûà¬íÈ ÚÅÌÑæìæìÏÑæëÈ
ÛìæáªÄøçÈ ÛìæáÏÑÈ öëæàÍÇæáÏÑ¬íÈ éÂÖÈ ÙåªÄøçæò¸ ñŸàÍÇæäÏÑªÉÈ. FéËëÈ ÛìæáÏÑÈ Äæëøå¬íÈ éÂÖÈ
ÛìæáÏÑÈ ñŸàÍÇæäÏÑªÉÈ õíæáªÄºãºãÈ ÚÅÌÑÈ ÚÅŸëÍéœäÏÑøçÈ, ÚÅÿîæìÈ ÛìæáÏÑÈ £ÈO´ÈD îæèæáÍéÂãªÉ¬íÈ
ÛìæáÏÑÈ öëæàªÜ„áæìÏÑÍéÁî¬íÈ.
Day 117
Composition: Does it bother you to be around someone who has bad
manners? Why or why not? What would you do if it bothered you?
Day 118:
Composition: Which is least important to you—money, power, or
fame—and why?
Day 119
Edit and type one of your compositions from this week.
Day 120:

Day 121
Begin writing a play or skit. You have 6 weeks to complete this
project. It will be due on Day 149.
This will be like writing a story, but you will do it in the format of a
play. By the time you’re done, you’ll have a list of characters at the
beginning, with a short description of each one, the setting, and the
script.
A play usually has 3 parts, or acts. Act 1 sets up the story, Act 2
contains the conflict, and Act 3 provides the resolution.
Today begin by writing an outline, notes or a synopsis of your play.

This may change over time as you develop it more, but for now, it
should be a starting point.
How will you “set up” the story and introduce the characters?
What conflicts will your characters face as your story unfolds?
How will you resolve the conflicts as your story ends?

PõíªÄºãøåÈ 37:34-36 WÄæàæìÈ éÁçÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄøçªÉÈ ÛäÏÑÏÑæèÈ
HÛà¬íÈ ñÃÄæò¸, ÄøçªÉÈ HÎÑÈ õíæáªÄºãºãÈ ÎÑøóªÄºãæìÈ òÆéÁîÈ ÛìÍé˜ ÛàøçæáÏÑæëæàæìÈ ÛìæáÏÑÈ
ÚãªÄøçªÉÈ; ñŒáÏÑøçÈ ÛìæáÏÑÈ ñŸàÍÇæäÏÑªÉÈ ÄæëÏÑÈ ÇæîæìÈ éÂÖºÖÈ, òÆéÁîÈ õíæáªÄºãºãÈ õíÏÑÏÑÈ ÛàæìÈ.
I ÛáªÄøïÌÑÈ õíÏÑÏÑøçÈ ÛìæáÏÑÈ ñŸàÍÇæäÏÑªÉÈ ÛàøçÈ Ü„ëÏÑªÄæìÈ ÛèÍéÁñÌÑæëÈ, ÄøçªÉÈ
õíæèæëÏÑªÄªÉæàøçªÜ¸ Ûáæàøå¬íÏÑºãºÖÈ ÚãæàæäÏÑÈ ÄÈ ÙçªÄæìæàøïÌÑÈ Ü„ëÏÑÏÑøçÈ ÛìæëÏÑÏÑÈ. ±ÓÑæìÈ ÛáÏÑÈ
ÛèªÄ¬í¬íÏÑªÉÈ ÄæñÃÄæò¸, ÄøçªÉÈ ÚÅÌÑæáÍéÂãªÉÈ, ÛáÏÑÈ ñÃÄ¬íÈ ÙçÍé˜ ÙåÍéËëÏÑÈ; ÛàøçªÉÏÑÏÑªÉÈ I
õíÍéÁîªÜ„áæìÈ ÛáæàøåÈ, ÚÅÿîæìÈ ÛáÏÑÈ ÇÍéÁîºãªÉÈ ÙçÍéœìÈ ÚÅÌÑÈ ÚÖÍéÁîøçªÉÈ.
Day 122
Work some more on your play. Think about who the audience will be.
Will it be children? If so, what age group? Will it be adults? What
else do you know about your audience, if anything? It helps to know
who your target audience will be so you can adjust vocabulary
accordingly.
Day 123
Think about your characters today. You don’t want to have too many
or it becomes too difficult to perform the play. You may also want to
keep in mind that it is often easier to find female actors (actresses)
than male actors. This may not seem like it matters, but if you ever
want your play performed, there would be a need to find appropriate
actors.
Make a list of characters and their traits. This list can be adjusted as
needed as you progress with your script.
Day 124
Here are some terms that may come in handy as you begin to work
on your script.
backdrop
Generally, a large curtain (that is usually painted) to represent the sky, a landscape, or some
other background. In a commercial theater, one or more backdrops may be suspended from
above the stage and may hang down the back of a stage set. These backdrops help make the
play’s story more believable by concealing the stage details behind them. In classroom or school
settings, background scenes may be depicted on improvised backdrops, using curtains, draped
cloths, and portable chalkboards.
prop
(short for "property") Any object used by a character on the stage, with the exception of scenery,
lights, and costumes. For example, in a school production, props might include a letter that is
read aloud, the podium from which a character gives a speech, or the books that a character
carries as part of his or her stage action.
stage action
The physical movement of an actor on the stage, or the movements of the cast members as a
group. Sometimes the stage action changes from one place to another. This happens when the
focus of the play changes. For example, after "commentators" tell the audience about a historical
event from the stage apron, the stage action might shift to the stage, where the actors re-enact it.
stage apron
The forestage, or the part of the stage floor in front of the curtain line. On some stages, this piece
of the stage extends out on both sides slightly, to create an area where offstage actors or
musicians might perform. For example, actors might use the stage apron to deliver "asides" to the
audience, or as a "broadcast booth" from which they deliver historical commentary. In school
settings, a stage apron might be improvised, using chalk or tape to create an extension to the
main performing area.
stage hand
A person who "sets the stage" by changing props and scenery, and performing other duties
involved in keeping the physical aspects of a stage production moving.
stage left
Toward the left side of the stage (the audience’s right).
stage right
Toward the right side of the stage (the audience’s left).
stage set
All of the scenery in a scene. The stage set creates the physical setting—or sense of place—in
which the action of a scene occurs.
wings
Generally the area beyond either side of the stage, through which actors make stage entrances
and exits. The wings are also often an area in which props needed for the next scene are set up
for easy access by the stage hands and actors. In a school setting, wings might be improvised,
using chalk or tape to create extensions along both sides of the performing area.
Day 125:

Day 126
Work on your script. Keep in mind it doesn’t have to be all dialogue.
You should include actions and descriptions in parentheses.
PõíªÄºãøåÈ 43:1-3 VÛàøçªÉæàÍÇªÄæìÏÑÈ ÙåÏÑÈ, O Gé‰ÉÈ, ÄøçªÉÈ ÛèºãÏÑªÄªÉÈ Ùåæò¸
ÇªÄæî¬íÏÑÈ ÄªÜ¤Äæàøç¬íæìÈ ÄøçÈ îøçªÜÆé‰Éºãæò¸ ÙçªÄæìæàÍéÁçÈ; éœáÈ, ÉÏÑºãæàøïÌÑæëÈ ÙåÏÑÈ
ÚÖæëÍéÁåÈ ÛìæáÏÑÈ ÉÏÑÍÇÏÑæàæìºÖæîºãÈ ÄøçªÉÈ îøçæâ„î¬íæìÈ ÙåªÄøçÈ! FéËëÈ ±ÆéÁîÈ ÄæëÏÑÈ
ÛìæáÏÑÈ Gé‰ÉÈ éÂÖÈ Ùåæò¸ õíæìæëÏÑøçªÜ„ìæáÈ; ñŒáæò¸ ÉÍé˜ ±ÆéÁîÈ ÇªÄ¬íæìÈ ÙåÏÑÈ éÂÖºÖÈ?
WÛáæò¸ ÉÍé˜ I ÜÆé˜ ÙåÍéÁîæëøçæàøçªÜ¸ ÚÅÌÑÍÇªÄæî¬íÏÑÈ éÂÖÈ ÛìæáÏÑÈ éÁèæèæëÏÑ¬í¬íæàÍéÁçÈ
éÂÖÈ ÛìæáÏÑÈ ÎÑøçÏÑøåæò¸? OÛáÈ, õíÏÑøçªÉÈ éÁîæìÈ ±ÆéÁîæëÈ ÚãæàªÜ„áæìÈ ÄøçªÉÈ ±ÆéÁîæëÈ
ÛìæëæîæìæáÈ! £ÏÑæìÈ ÛìæáÏÑøåÈ ÚãÏÑªÄªÉÈ ÙåÏÑÈ; ÚãÏÑæìÈ ÛìæáÏÑøåÈ ÚÅŸëæàøçªÜ¸ ÙåÏÑÈ ÛìÍé˜
±ÆéÁîæëÈ ÛáÍéÂãæò¸ ÛáæàºãºãÈ ÄøçªÉÈ ÛìÍé˜ ±ÆéÁîæëÈ ÛìªÄºÅÌÑæëøçªÄÍÇºãÏÑÈ.
Day 127
Here are some more stage terms to learn as you work on your script.
A: Blocking = Blocking has two different meanings. Which one a director is

referring to will be obvious by the context in which he/she is speaking. The first
definition occurs during most rehearsals. This Blocking refers to the director
telling you when and where to move onstage. The other definition refers to an
actor Blocking another actor. This simply means that one actor is standing in a
way in which the other actor cannot be seen. The second definition is used much
less than the first.
B: Cheat Out or Open Up = This is simply a request made for the actor to face
more toward the audience. Although it is natural for people to face each other in
real life, onstage the actor needs to make sure the audience can see and hear
him/her.
C: Countering = This phrase coincides with the second definition of Blocking.

When an actor is onstage and then another actor ends up standing in a way
which blocks the audience's view of the first actor, then the first actor should
move so that he/she can be seen again. It typically just involves moving to one
side or the other. This is called countering.
D: Cue = A cue is a signal to begin movement or speaking. There are many

different types of cues. One is where an actors cue to move or speak is dictated
by the line (sentence) or word spoken by another actor (or, sometimes, a line or
word you speak). Another cue is when your movement or speech is determined
by sound/music or a change in lighting. One other cue is where your cue is
another actor's movement onstage. This could be anything from another actor
entering the stage to another actor slapping you.
E: Dialogue = Words spoken onstage; Usually involves more than one

actor/character.
F: Improvisation/Improvs = A scene performed with little to no rehearsal. It is

basically making up words and actions as you go along.
G: Monologue = A speech made by a single actor; usually in long paragraph

form.
H: Pantomime = Simply, acting without words. This involves the use of your
whole body, including facial expressions.
Day 128
And more stage terms as you continue to work on your script.
I: Projection = When a director asks you to project your voice, it isn't merely a
matter of speaking louder, you must speak in a controlled voice so that the
audience can hear you. There are exercises involving the diaphragm that force
you to project naturally - so you can be heard by the entire audience regardless
of whether you are whispering, talking normally or yelling.
J: Pronunciation = This simply means you need to be understood. You must

speak clearly and precisely so that the words you speak can be understood by
everyone in the audience.
K: Props = An object handled by an actor onstage. This can be anything from a

Set prop (an object that is part of the set - on the stage itself - such as a chair) to a
Hand prop (an object which can be easily held in your hand - such as a hand-
held mirror or a pen).
L: Warm-Ups = The same as with aerobics or athletics, you need to do some

warm-up exercises in order to get your body and face ready.
Day 129
Keep working on that script. You have 4 more weeks to go. That
may seem like a long time, but you’ll need time to read and re-read
and make changes and adjustments as you go along.
Day 130:

Days 131-134
Work on your script all week. Try to get the rough draft finished this week. Then
you can set it aside for the weekend and not think about it.
PõíªÄºãøåÈ 43:4-5 TÛáÏÑøçÈ I ñŸàºãºãÈ ÜÆé˜ ÛìÍé˜ ÛìæáÏÑÈ ÄºãæìªÄæëÈ éÂÖÈ GéÉÈ,
ÛìÍé˜ Gé‰ÉÈ Ùåæò¸ ÎÑøóÍÇÏÑÏÑªÉæàøçªÜ¸ ÛâÆéÁò¸; ÄøçªÉÈ éÁçÈ ÛìæáÏÑÈ ÛáªÄæëæèÈ I ñŸàºãºãÈ
ÛèæëªÄæà¬íÏÑÈ ±ÆéÁîÈ, O Gé‰ÉÈ, Ùåæò¸ Gé‰ÉÈ. WÛáæò¸ ÄæëÏÑÈ òÆéÁîÈ ÇªÄ¬íæìÈ
ÉÍéÁñÿçÈ, O Ùåæò¸ õíÍéÁîºãÈ? úøçªÉÈ ñŒáæò¸ ÄæëÏÑÈ òÆéÁîÈ Éæà¬íªêæîæàÏÑæìÏÑªÉÈ
ñŸàæìæáæàøçÈ ÙåÏÑÈ? HéÁèÏÑÈ ÛàøçÈ Gé‰ÉÈ; ÚÖÍéËëÈ I õíæáªÄºãºãÈ òÓÑæìÈ ÛèæëªÄæà¬íÏÑÈ
HÛàøåÈ, ÛìæáÏÑÈ ÛáÏÑºãæèÈ éÂÖÈ Ùåæò¸ ÇÍéÁîøçæìÏÑøçªÄøçÍÇÏÑÈ ÄøçªÉÈ Ùåæò¸ Gé‰ÉÈ.
Day 135:

Day 136
Read your script aloud today. If necessary, get someone else to read
with you so you can read parts. See how it sounds and make notes
of changes you’d like to make.
Work through Act 1 today.

PõíªÄºãøåÈ 122:6-9 PöëªÄæò¸ ÚÖÍéËëÈ ÛìæáÏÑÈ ÛèÏÑªÄÍÇÏÑÈ éÂÖÈ üÓÑæëæî¬íªÄºãÏÑøåÈ:
“§ªÄæò¸ ÛìæáÏÑæò¸ ÛèæëÍéÔíæèÏÑæëÈ ñŒáÍé˜ ÚãÍéÁïÌÑÈ òÆéÁîÈ. PÎÑªÄÍÇÏÑÈ ÚÅÌÑÈ ñŸàæìæáæàøçÈ
òÆéÁîæëÈ ñÃÄºãºã¬íÈ, ÛèæëÍéÔíæèÏÑæëæàæìæò¸ ñŸàæìæáæàøçÈ òÆéÁîæëÈ ÛèªÄºãªÄÍÇÏÑ¬íÈ.” FéËëÈ
ÛìæáÏÑÈ õíªÄæäÏÑÈ éÂÖÈ Ùåæò¸ ÚÅŸëÏÑæìæáæëÏÑøçÈ ÄøçªÉÈ ÇÍéÁåæèªÄøçæàÍéÁç¬íÈ, I ñŸàºãºãÈ
ÙçÍéÁñ˜ õíªÄæò¸, “PÎÑªÄÍÇÏÑÈ ÚÅÌÑÈ ñŸàæìæáæàøçÈ òÆéÁîÈ.” BÎÑÍÇªÄæî¬íÏÑÈ éÂÖÈ ÛìæáÏÑÈ
ÛáÍéÁî¬íÏÑÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD éÁîæëÈ Gé‰ÉÈ I ñŸàºãºãÈ õíÏÑÏÑæäÈ òÆéÁîæëÈ
ÜÆé‰é‰ÉÈ.
Day 137
Read Act 2 aloud and make notes of changes you’d like to make.
ÜÆé‰é‰ÉÈ.
Day 138
Read Act 3 aloud and make notes of changes you’d like to make.
ÜÆé‰é‰ÉÈ.
Day 139
Read through your script again and make a list of props that would be
needed to act out your play.
ÜÆé‰é‰ÉÈ.
Day 140:

Day 141
Update your character list today. It’s probably changed since the
beginning.
PõíªÄºãøåÈ 127:1-2 ¨øçºãÏÑ¬í¬íÈ ÛìæáÏÑÈ £ÈO´ÈD ÚÅÿîæàºãªÉ¬íÈ ÛìæáÏÑÈ
ÛáÍéÁî¬íÏÑÈ, ÛìæáÏÑæò¸ ÚãªÄºÅÃéËëÈ ÛàøçÈ ïÃÄæàøçÈ ñŒáÍé˜ ÚÅÿîæàºãªÉÈ ÛàæìÈ; îøçºãÏÑ¬í¬íÈ ÛìæáÏÑÈ
£ÈO´ÈD Ü„îªÄæëªÉ¬íÈ ÛìæáÏÑÈ Çæàæìæò¸, ÛìæáÏÑÈ ñÃÄæìÍÇæáøåªÄøçÈ õíæìªÄæòÒíÈ ÄæñÃÄæäÏÑÈ
ÛàøçÈ ïÃÄæàøçÈ. IÛìÈ Ûà¬íÈ ïÃÄæàøçÈ ÚÖÍéËëÈ òÆéÁîÈ ÛìÍé˜ öëæà¬íÏÑÈ îæèÈ ÎÑªÄæëºãæò¸, ÛìÍé˜
õíæàæìÈ ÛuèÈ ÚãªÄæìÏÑÈ, ÛìÍé˜ ÎÑªÄæìÈ ÛìæáÏÑÈ ÚÅŸëÏÑªÄªÉÈ éÂÖÈ õíÍéËëæëÍéÁñÔíÈ; ÚÖÍéËëÈ õíÍé˜
HÎÑÈ Ü„àøïÌÑ¬íÈ HÛà¬íÈ ÚÅÌÑºãÍéÁïÌÑªÉÈ õíºãÏÑÏÑæèÈ.
Day 142
Go back through your script and make sure none of the dialogue gets
too long and boring. If there are too many long monologues, you’ll
lose your audience’s attention.
Day 143
Reading through your script yet again, try to block out the action.
Does it work? Are there too many scene changes? Are actors
stumbling over each other? Do their exits and entrances make
sense? Is the entrance and exit of each actor noted in the script?
Make notes of any changes you need to make.

Day 144
Make changes as noted in the last couple of days.
Day 145

Day 146-148
These are the last days to check everything over. Go over your
script, read it aloud, block it out, etc. What do you think of it? Can
you improve it? Make notes of what improvements you’d like to
make, then make them.
PõíªÄºãøåÈ 127:3-5 BÎÑæáÍéÂãªÉÈ, ÇæáæàºãªÉæëÏÑøçÈ ÄæëÏÑÈ ÄÈ ÛáÏÑæëæàæìªÄªÜÓÑÈ

ÚÖæëÍéÁåÈ ÛìæáÏÑÈ £ÈO´ÈD, ÛìæáÏÑÈ ÚÖæëæîæàæìÈ éÂÖÈ ÛìæáÏÑÈ ñÃéÁåºÅ˜ Ûà¬íÈ ÄÈ
öëÏÑæñÃÄæëªÉÈ. £æàæäÏÑÈ ÄæëæëÍéÁñÔíÈ ÛàøçÈ ÛìæáÏÑÈ ÛáªÄøçªÉÈ éÂÖÈ ÄÈ ñÃÄæëæëæàÍéËëÈ, õíÍé˜
ÄæëÏÑÈ ÛìæáÏÑÈ ÇæáæàºãªÉæëÏÑøçÈ éÂÖÈ éÁçÏÑÈ’õíÈ òÆéÁîæìæáÈ. HÄæèæèæò¸ Ûà¬íÈ ÛìæáÏÑÈ ÙåªÄøçÈ
ñŒáÍé˜ ÛáªÄ¬íÈ Ûáæà¬íÈ êæîæàøïÌÑæëÈ ÚÖæîºãºãÈ éÂÖÈ ÛìæáÏÑøåÈ; ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÙçÍéœìÈ ÚÅÌÑÈ
Ä¬íæáªÄøåÏÑªÉÈ, ÚÅÿîæìÈ õíæáªÄºãºãÈ õíæèÏÑªÄæäÈ ñŸàæìæáÈ ÛìæáÏÑæàæëÈ ÎÑøçÏÑøåæàÏÑ¬íÈ ÛàøçÈ ÛìæáÏÑÈ
Ü¤ÄæìÏÑÈ.
Ü¤ÄæìÏÑÈ.

Ü¤ÄæìÏÑÈ.
Day 149
Be sure that your lists of characters and props are up-to-date with
any changes you’ve made. Print a final copy of your script and turn it
in.
Ü¤ÄæìÏÑÈ.
Day 150

Day 151
Today you will choose from one of the poems on the next few pages by James
Whitcomb Riley. You will memorize the poem you choose and recite it for the family
after dinner on Day 159.
Little Orphant Annie

An' one time a little girl 'ud allus laugh an'
Inscribed, with All Faith and Affection: grin,
To all the little children: -- the happy ones; An' make fun of ever' one, an' all her blood-
and sad ones; an'-kin;
The sober and the silent ones; the An' wunst, when they was "company," an'
boisterous and glad ones; ole folks wuz there,
The good ones -- Yes, the good ones, too; She mocked 'em an' shocked 'em, an' said
and all the lovely bad ones. she didn't care!
An' thist as she kicked her heels, an' turn't to
Little Orphant Annie's come to our house to run an' hide,
stay, They wuz two great big Black Things a-
An' wash the cups an' saucers up, an' brush standin' by her side,
the crumbs away, An' they snatched her through the ceilin'
An' shoo the chickens off the porch, an' dust 'fore she knowed what she's about!
the hearth, an' sweep, An' the Gobble-uns 'll git you
An' make the fire, an' bake the bread, an' Ef you
earn her board-an'-keep; Don't
An' all us other children, when the supper- Watch
things is done, Out!
We set around the kitchen fire an' has the
mostest fun An' little Orphant Annie says, when the blaze
A-list'nin' to the witch-tales 'at Annie tells is blue,
about, An' the lamp-wick sputter, an' the wind goes
An' the Gobble-uns 'at gits you woo--oo!
Ef you An' you hear the crickets quit, an' the moon
Don't is gray,
Watch An' the lightnin'-bugs in dew is all
Out! squenched away, --
You better mind yer parunts, an' yer
Wunst they wuz a little boy woudn't say his teachurs fond an' dear,
prayers, -- An' cherish them 'at loves you, an' dry the
An' when he went to bed at night, away up- orphant's tear,
stairs, An he'p the pore an' needy ones 'at clusters
His Mammy heerd him holler, an' his Daddy all about,
heerd him bawl, Er the Gobble-uns 'll git you
An' when they turn't the kivvers down, he Ef you
wuzn't there at all! Don't
An' they seeked him in the rafter room, an' Watch
cubby-hole, an' press, Out!
An' seeked him up the chimbly-flue, an'
ever'-wheres, I guess; The Bumblebee
But all they ever found wuz thist his pants
an' roundabout: -- You better not fool with a Bumblebee! --
An' the Gobble-uns 'll git you Ef you don't think they can sting -- you'll see!
Ef you They're lazy to look at, an' kind o' go
Don't Buzzin' an' bummin' aroun' so slow,
Watch An' ac' so slouchy an' all fagged out,
Out! Danglin' their legs as they drone about
The hollyhawks 'at they can't climb in Is ist a-runnin' crazy!
'Ithout ist a-tumble-un out ag'in! Fetched a cake fer little Jake,
Wunst I watched one climb clean 'way And fetched a pie fer Nanny,
In a jimson-blossom, I did, one day, -- And fetched a pear fer all the pack
An' I ist grabbed it -- an' nen let go -- That runs to kiss their Granny!
An' "Ooh-ooh! Honey! I told ye so!"
Says The Raggedy Man; an' he ist run A Barefoot Boy
An' pullt out the stinger, an' don't laugh
none, A barefoot boy! I mark him at his play --
An' says: "They has be'n folks, I guess, For May is here once more, and so is he, --
'At thought I wuz predjudust, more er less, -- His dusty trousers, rolled half to the knee,
Yit I still muntain 'at a Bumblebee And his bare ankles grimy, too, as they:
Wears out his welcome too quick fer me!" Cross-hatchings of the nettle, in array
Of feverish stripes, hint vivdly to me
Granny Of woody pathways winding endlessly
Along the creek, where even yesterday
Granny's come to our house, He plunged his shrinking body -- gasped
And ho! my lawzy-daisy! and shook --
All the childern round the place Yet called the water "warm," with never lack
Is ist a-runnin' crazy! Of joy. And so, half enviously I look
Fetched a cake fer little Jake, Upon this graceless barefoot and his track,
And fetched a pie fer Nanny, --
And fetched a pear fer all the pack His toe stubbed -- ay, his big toe-nail
That runs to kiss their Granny! knocked back
Like unto the clasp of an old pocketbook.
Lucy Ellen's in her lap,
And Wade and Silas Walker The First Bluebird
Both's a-ridin' on her foot,
And 'Pollos on the rocker; Jest rain and snow! and rain again!
And Marthy's twins, from Aunt Marinn's, And dribble! drip! and blow!
And little Orphant Annie, Then snow! and thaw! and slush! and then
All's a-eatin' gingerbread Some more rain and snow!
And giggle-un at Granny!
This morning I was'most afeard
Tells us all the fairy tales To wake upwhen, I jing!
Ever thought er wundered -- I seen the sun shine out and heerd
And 'bundance o' other stories -- The first bluebird of Spring!
Bet she knows a hunderd! --
Bob's the one fer "Whittington," Mother she'd raised the winder some;
And "Golden Locks" fer Fanny! And in acrost the orchurd come,
Hear 'em laugh and clap their hands, Soft as a angel's wing,
Listenin' at Granny! A breezy, treesy, beesy hum,
Too sweet fer anything!
"Jack the Giant-Killer" 's good;
And "Bean-Stalk" 's another! -- The winter's shroud was rent a-part
So's the one of "Cinderell'" The sun bust forth in glee,
And her old godmother; -- And when that bluebird sung, my hart
That-un's best of all the rest -- Hopped out o' bed with me!
Bestest one of any, --
Where the mices scampers home
Like we runs to Granny! Pansies
Granny's come to our house, Pansies! Pansies! How I love you, pansies!
Ho! my lawzy-daisy! Jaunty-faced, laughing-lipped and dewy-
All the childern round the place eyed with glee;
Would my song might blossom out in little Is watchin' the monkeys'at's in the show!
five-leaved stanzas Jumpin' an' runnin' an' racin' roun',
'Way up the top o' the pole; nen down!
As delicate in fancies First they're here, an' nen they're there,
As your beauty is to me! An' ist a'most any an' ever'where!
Screechin' an' scratchin' wherever they go,
But my eyes shall smile on you, and my They're the funniest thing in the world, I
hands enfold you, know!
Pet, caress, and lift you to the lips that love
you so, They're the funniest thing in the world, I
That, shut ever in the years that may mildew think:
or mold you, Funny to watch'em eat an' drink;
My fancy shall behold you Funny to watch'em a-watchin' us,
Fair as in the long ago. An' actin''most like grown folks does!
Funny to watch'em p'tend to be
The Prayer perfect Skeerd at their tail'at they happen to see;
But the funniest thing in the world they do
Is never to laugh, like me an' you!
Dear Lord! kind Lord!
Gracious Lord! I pray
Thou wilt look on all I love, An Impetuous Resolve
Tenderly to-day!
Weed their hearts of weariness; When little Dickie Swope's a man,
Scatter every care He's go' to be a Sailor;
Down a wake of angel-wings An' little Hamey Tincher, he's
Winnowing the air. A-go' to be a Tailor:
Bud Mitchell, he's a-go' to be
Bring unto the sorrowing A stylish Carriage-Maker;
All release from pain; An' when I grow a grea'-big man,
Let the lips of laughter I'm go' to be a Baker!
Overflow again;
And with all the needy An' Dick'll buy his sailor-suit
O divide, I pray, O' Hame; an' Hame'll take it
This vast treasure of content An' buy as fine a double-rigg
That is mine to-day! As ever Bud can make it:
An' nen all three'll drive roun' fer me,
The Funniest Thing in the World An' we'll drive off togevver,
A-slingin' pie-crust'long the road
Ferever an' ferever I
The funniest thing in the world, I know,
Psalm 128:1-4 Blessed is every one who fears the LORD, who walks in His ways.
When you eat the labor of your hands, you shall be happy, and it shall be
well with you. Your wife shall be like a fruitful vine in the very heart of
your house, your children like olive plants all around your table. Behold,
thus shall the man be blessed who fears the LORD.
Day 152
Write your poem out on a separate sheet of paper. This will give you a copy to practice with and
will also help you to memorize the poem.
Psalm 128:1-4 Blessed is every one
who fears the LORD, who walks in
His ways. When you eat the labor
of your hands, you shall be happy,
and it shall be well with you.
Your wife shall be like a fruitful
vine in the very heart of your
house, your children like olive
plants all around your table.
Behold, thus shall the man be
blessed who fears the LORD.
Day 153
Work on memorizing the poems. Read or repeat it aloud and try to tell what it means in your own words.
This will help to memorize it and recite it with inflection.
Day 154
Practice poem. Get it memorized! Recitation is in one week.

Day 155:

Day 156
Practice reciting the poem. You should try to do this without looking at the words today.
PõíªÄºãøåÈ 134 BÎÑæáÍéÂãªÉÈ, ÚÅÕãÏÑ¬í¬íÈ ÛìæáÏÑÈ £ÈO´ÈD, ÄºãºãÈ òÆéÁîÈ
õíÏÑæëøïÃÄøçæì¬íÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD, ñŒáÍé˜ ÚÅÿò¸ ÙçæàªÜ„áæìÈ õíæìªÄøçªÉÈ ÛàøçÈ ÛìæáÏÑÈ
ÛáÍéÁî¬íÏÑÈ éÂÖÈ ÛìæáÏÑÈ £ÈO´ÈD! £æàºÖæìÈ îæèÈ òÆéÁîæëÈ ÛáªÄøçªÉ¬íÈ ÛàøçÈ ÛìæáÏÑÈ
õíªÄøçÍÇæìæîªÄæëæò¸, ÄøçªÉÈ ÚÅÕãÏÑ¬í¬íÈ ÛìæáÏÑÈ £ÈO´ÈD. TÛáÏÑÈ £ÈO´ÈD ñŒáÍé˜
ÙåªÄªÉÏÑÈ ÛáÏÑªÄøïÌÑøçÈ ÄøçªÉÈ ÎÑªÄæëæìæáÈ ÚÅÕãÏÑ¬í¬íÈ òÆéÁîÈ ÚÖæëÍéÁåÈ ¥„àÍéÁçÈ!
Days 157 and 158
If you haven’t already, you should add gestures as appropriate. Keep practicing!

Day 159
This is your last day to practice the poem. Tonight after dinner you should recite your poem for
the family.
Day 160

Day 161:
News Report: Your next few assignments will be different parts of a
newspaper. Each day you will need to make it presentable. At the end, you can
put them together for a sort of newspaper. If you are doing this on the computer,
you can have fun moving the articles and features around until you get them
where you want them. If not, you can just place them together in the book of all
your writings from this year. Wow! Just a few more weeks and you’ll be ready to
get that book made!!
Today you should find a news story that interests you and write a summary of
what is happening. You can find this in a newspaper, a magazine, on the
internet, or even something you saw or heard on a news broadcast on TV or the
radio. Be sure to tell the story in your own words!
Edit and re-copy this for your “newspaper.”

PõíªÄºãøåÈ 139:23-24 SÎÑªÄæëÍÇæáÈ ÙåÏÑÈ, O Gé‰ÉÈ, ÄøçªÉÈ ÛäøçÍéÁñ˜
Ùåæò¸ ÛáÏÑªÄæëæìÈ; Ûìæëæò¸ ÙåÏÑÈ, ÄøçªÉÈ ÛäøçÍéÁñ˜ Ùåæò¸ ÄøçøóæàÏÑæìæàÏÑ¬íÈ; ÄøçªÉÈ õíÏÑÏÑÈ
ÛàºÖÈ ÛìæáÏÑæëÏÑÈ Ûà¬íÈ Äøçæò¸ ñŸàÍÇæäÏÑªÉÈ ñÃÄæò¸ ÛàøçÈ ÙåÏÑÈ, ÄøçªÉÈ ÚãÏÑªÄªÉÈ ÙåÏÑÈ ÛàøçÈ
ÛìæáÏÑÈ ñÃÄæò¸ ÎÑøïÌÑæëºãªÄ¬íæìæàøçªÜ¸.
Day 162
Weather report: What’s the weather forecast? Write a weather forecast for
the next five days. You can write a paragraph, or use a chart or pictures with
captions.

Day 163
Comics: Today see if you can write a comic. It can be a political cartoon, or
just something funny that you make up. Don’t worry about being a good artist.
Most comics don’t really have great art. The pictures simply need to be
somewhat recognizable.
Suggestion: Before writing the words on the cartoon, you may want to write them
on a separate sheet of paper. Then edit your writing and have Mom or Dad edit it
again. When you neatly write the words where they belong on your pictures,
you’ll want to finish writing them BEFORE drawing the little cloud around them.
This could save you from having to re-draw the whole thing if you’ve made an
error.
Day 164
Advice Column: Make up a question that someone might ask advice about.
Maybe something like “My brother keeps breaking my toys. What should I do?”
Then write an answer to the question. You may make up a pen name (like Dear
Abby, Dear Ann Landers, Dear Doctor something, etc) or just use a big Q for the
question and an A for the answer.

Day 165:

Day 166
Sports column: Make up or report on a real sports event. Tell the important
details such as who played, who won, quotes from players and/or coaches, and
any exciting moments in the game.

IõíªÄæàªÄæáÈ 40:28-31 HÄøïÌÑÈ òÆéÁîÈ ÙçÍéœìÈ ÛäøçÍéÁñÿçÈ? HÄøïÌÑÈ òÆéÁîÈ
ÙçÍéœìÈ ÛáÏÑªÄæëªÉÈ? TÛáÏÑÈ ÎÑøïÌÑæëºãªÄ¬íæìæàøçªÜ¸ Gé‰ÉÈ, ÛìæáÏÑÈ £ÈO´ÈD, ÛìæáÏÑÈ
ùæëÏÑªÄæìÍéËëÈ éÂÖÈ ÛìæáÏÑÈ ÎÑøçªÉ¬íÈ éÂÖÈ ÛìæáÏÑÈ ÎÑªÄæëæìæáÈ, ÙçÏÑæàæìæáÏÑæëÈ ÚÖªÄæàøçæì¬íÈ
ÙçÍéËëÈ Ûà¬íÈ ñÌÑªÄæëæò¸. HÛà¬íÈ îøçªÉÏÑæë¬íæìªÄøçªÉæàøçªÜ¸ Ûà¬íÈ îøç¬íÏÑªÄæëÍÇæáªÄºÅÕãÏÑÈ.
HÎÑÈ Ü„àøïÌÑ¬íÈ ÛèÍéÁñÌÑæëÈ ÛìÍé˜ ÛìæáÏÑÈ ñÌÑªÄæäÈ ÄøçªÉÈ ÛìÍé˜ ÛìæáÍéÔíÏÑÈ ñŒáÍé˜ ÛáªÄøïÌÑÈ
ÙçÍé˜ ÙåæàªÜ„áæìÈ HÎÑÈ ÛàøçÍÇæëÏÑªÄ¬íÏÑ¬íÈ õíæìæëÏÑøçªÜ„ìæáÈ. ûøïÌÑøçÈ ÛìæáÏÑÈ òÆéÁîæìæá¬íÈ
õíæáªÄºãºãÈ ÚÖªÄæàøçæìÈ ÄøçªÉÈ ÚÅÌÑÈ ñÌÑªÄæëæò¸, ÄøçªÉÈ ÛìæáÏÑÈ òÆéÁîøçªÜ¸ ÙåÏÑøçÈ õíæáªÄºãºãÈ
îæìæìÏÑæëºãæò¸ ÚÖªÄºãºãÈ, ÚÅÿîæìÈ ÛìæáÍéÔíÏÑÈ ñŒáÍé˜ ñÃÄæàæìÈ éÁçÈ ÛìæáÏÑÈ £ÈO´ÈD
õíæáªÄºãºãÈ öëÏÑøçÏÑæñ˜ ÛìæáÏÑæàæëÈ õíæìæëÏÑøçªÜ„ìæáÈ; ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÙåÍéÁîøçæìÈ îæèÈ
ñŸàæìæáÈ ñŸàøçªÜÒíÈ ÚãæàæäÏÑÈ ÎÑªÄªÜ‚ãÏÑ¬íÈ, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ öëæîøçÈ ÄøçªÉÈ ÙçÍéœìÈ ÚÅÌÑÈ
ñÌÑªÄæëæò¸, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ñÃÄºãæäÈ ÄøçªÉÈ ÙçÍéœìÈ ÚÖªÄæàøçæìÈ.
Day 167
Advertising: Design an ad for a product that you use. Try to make up a catchy
phrase or eye-catching picture. Not all ads have pictures. You can use clip art if
you want a picture and can’t draw. Or cut and paste from an already existing ad
to borrow the picture. The words must be original.
You may want to have your words checked before writing them on the final ad.
That way, errors can be corrected before it’s too late.
Day 168
Arts and Entertainment section: Have you read a good book? Seen a good
movie or play? Visited a good museum exhibit? Write a review telling what you
thought was good and not-so-good about it. Would others want to see it? Why
or why not?
If you were planning to put this all together as one newspaper, do that now.
You’ve completed all the “pieces” of the puzzle.
Day 169
Composition: Create a cover page for your book. All of the reports, stories,
poems, and re-copied compositions that you wrote this year will go in to this
book. We will take it all to Kinko’s and have it bound to save forever. So what
kind of cover page would be a good representative of your work this year?
Day 170:
You did it! You made it through a whole year of writing!

Congratulations on a wonderful achievement!! You’ve earned your
first credit in high school English.

Level J Writing Book

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Level J Writing Book

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Level J Writing

A book of writing assignments that will stretch

It will need to be written as noted above--with punctuation and underlining as shown.

Write about something you learned this week.

1 PÎÑæìÏÑæëÈ 5:8-10 BÎÑÈ õíÍéÂÅÌÑæëÈ, ÚÅÌÑÈ ïŸàªÜ„àºãªÄøçæìÈ; ÚÅÌÑÍÇªÄæî¬íÏÑÈ òÆéÁîæëÈ

I. First Main Idea

Write about something you learned this week.

Write about something you learned this week.

Also check for these things:

Write about something you learned this week.

What kind of animal would you like to be and why?

WÛáÏÑøçÈ Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ ÛìæîæëøçÈ ÚÅÃÄÍÇæäÈ, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÚÖªÄºãºãÈ ÄøçªÉÈ

How do you feel when you do something wrong?

WÛáÏÑøçÈ Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ ÛìæîæëøçÈ ÚÅÃÄÍÇæäÈ, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÚÖªÄºãºãÈ ÄøçªÉÈ

I wish I had a million _________ then I would __________.

WÛáÏÑøçÈ Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ ÛìæîæëøçÈ ÚÅÃÄÍÇæäÈ, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÚÖªÄºãºãÈ ÄøçªÉÈ

Edit and re-copy one of your last three compositions.

WÛáÏÑøçÈ Ùåæò¸ ÎÑøçÏÑøåæàÏÑ¬íÈ ÛìæîæëøçÈ ÚÅÃÄÍÇæäÈ, ÛìæáÏÑæò¸ õíæáªÄºãºãÈ ÚÖªÄºãºãÈ ÄøçªÉÈ

Write about something you learned this week.

Plot--the plan of a story or the problem.

So what will the plot of your story be? Write it here.

Some tips for the resolution:

Write about something you learned this week.

Original Story: Climax--the darkest moment

Be sure your story has a climax.

What is your setting? List some words to describe it.

Original Story: Theme--the subject about which a person speaks, or writes or

What is the theme of your story?

Point of View--Who will tell the story and how?

Who will tell your story and how?

Write about something you learned this week.

Original Story: work on the rough draft of your story.

PõíªÄºãøåÈ 18:1-3 I ñŸàºãºãÈ ÚãÍéÁïÌÑÈ ±ÆéÁîÈ, O £ÈO´ÈD, Ùåæò¸

Also check for these things:

Write about something you learned this week.

You may want to use a Thesaurus when you write yours.

Here are some examples.

The opposite of chair

What is the opposite of new?

What is the opposite of school?

What is the opposite of tall?

JOSH LAUREN KURT

Write about something you learned this week.

There was an old woman in Surrey, Hickory, dickory, dock!

Edit and type your best limerick(s) from the week.

Write about something you learned this week.

A Sonnet to Julie, My Sister

Write about something you learned this week.

Days 57 and 58 you should work on getting your poem written.

Write about something you learned this week.

Edgar Allen Poe

That famous lady, Mona Lisa

Basketball ace, Dr. J

Write about something you learned this week.

Write about something you learned this week.

Edit and re-copy at least one of your last three compositions.

Write about something you learned this week.

What do you see out your window? Write a detailed description.

Edit and re-copy one of the last 3 compositions you wrote.

Write about something you learned this week.

What is your favorite activity? Is it a game, hobby, or sport? Write a

Tell how to eat spaghetti.

Edit and re-copy one of your last 3 compositions.

I wish I had a million _ then I would __.