Final results tomorrow during class


see you

SPANISH WORDS

HI, HERE ARE THE WORDS FOR THE SPANISH QUIZ. YOU MUST STUDY THEM, SEE YOU!

hubo
inercia
ay
hay
ahí
ahorita
liberar
envase
faringe
obviamente
tuyo
riqueza
guía
redacción
hoy

WE WON!!!!!!!!!!!!!!!

YOUR BEST EFFORT WAS REWARDED!!!!!!

FIRST PLACE IN THE NATIVITY !!!!!!

SO PROUD!!!!

KEEP UP THE GOOD WORK!!!!


YOUR TEACHER =)

RESPONSABILITY

A BIG THANKS TO ALL OF THE STUDENTS THAT BROUGHT THEIR FIGURE ON TIME.
THEY LOOK GREAT!!!!!!!!!!!!!!

HURRAY!!!!! FOR ALL OF YOU!!!!!!!!!!!!!!!!!!!!!


SEE YOU TOMORROW

SPEAK OUT

SEVENTH AND EIGHTH GRADE SPEAK OUT
TUESDAY DECEMBER 1st ,2009

SEE YOU!!!!!!!!!!!!!!!!!!!!

SEVENTH GRADE GUIDE

Hello!!!!!!!!!!!!!!!!!!!

Remember to study the topics I gave you last week.
Subject and verb agreement
the rules for numbers in writing
past tense
Capital letters
subject , predicate and direct object
combining sentences

Narrative writing,
phase autobiography
Learning log
Personal Narrative

GOOD LUCK!!!!!!!

EIGHTH GRADE GUIDE

WRITING

DESCRIPTIVE WRITING
NARRATIVE WRITING
PHASE AUTOBIOGRAPHY
EYE-WITNESS REPORT

GRAMMAR
TRANSITIVE AND INTRANSITIVE VERBS
DIRECT OBJECT
PERFECT TENSE .PAST PARTICIPLE OF THE VERBS
ADJECTIVES AND TYPES : MANNER, PLACE, PURPOSE, FREQUENCY, COMPLETENESS.
COMMAS
PAST TENSE:REGULAR AND IRREGULAR


GOOD LUCK!!!!! STUDY!!!!!!!!!

DIRECT OBJECT 7° AND 8°

O.K. we know that a transitive verb is followed by a direct object, and what is this? go to this link and you will find the explanation .


http://www.chompchomp.com/terms/directobject.htm

QUICK DEFINITION 8°

Transitive verbs are used with a direct object: they do something to the object that follows them.

Intransitive verbs do not have an object: they stand on their own.

Transitive and Intransitive Verbs 8°

Depending on the type of object they take, verbs may be transitive, intransitive, or linking.
The meaning of a transitive verb is incomplete without a direct object, as in the following examples:
INCOMPLETE
The shelf holds.
COMPLETE
The shelf holds three books and a vase of flowers.
INCOMPLETE
The committee named.
COMPLETE
The committee named a new chairperson.
INCOMPLETE
The child broke.
COMPLETE
The child broke the plate.

An intransitive verb, on the other hand, cannot take a direct object:
This plant has thrived on the south windowsill.
The compound verb "has thrived" is intransitive and takes no direct object in this sentence. The prepositional phrase "on the south windowsill" acts as an adverb describing where the plant thrives.

The sound of the choir carried through the cathedral.
The verb "carried" is used intransitively in this sentence and takes no direct object. The prepositional phrase "through the cathedral" acts as an adverb describing where the sound carried.

The train from Montreal arrived four hours late.
The intransitive verb "arrived" takes no direct object, and the noun phrase "four hours late" acts as an adverb describing when the train arrived.

Since the company was pleasant and the coffee both plentiful and good, we lingered in the restaurant for several hours.
The verb "lingered" is used intransitively and takes no direct object. The prepositional phrase "in the restaurant for several hours" acts as an adverb modifying "lingered."

The painting was hung on the south wall of the reception room.
The compound verb "was hung" is used intransitively and the sentence has no direct object. The prepositional phrase "on the south wall of the reception room" acts as a adverb describing where the paint hung.

Many verbs can be either transitive or intransitive, depending on their context in the sentence. In the following pairs of sentences, the first sentence uses the verb transitively and the second uses the same verb intransitively:

transitive
According to the instructions, we must leave this goo in our hair for twenty minutes.
In this example, the verb "leave" takes a direct object, the noun phrase "this goo."

intransitive
We would like to stay longer, but we must leave.
In this example, the verb "leave" does not take a direct object.

transitive
The audience attentively watched the latest production of The Trojan Women.
In this example, the verb "watch" is used transitively and takes the noun phrase "the latest production of The Trojan Women" as a direct object.

intransitive
The cook watched while the new dishwasher surreptitiously picked up the fragments of the broken dish.
In this example, the verb "watched" is used intransitively and takes no direct object.

intransitive
The crowd moves across the field in an attempt to see the rock star get into her helicopter.
Here the verb "moves" is used as an intransitive verb and takes no direct object.

transitive
Every spring, William moves all boxes and trunks from one side of the attic to the other.
In this sentence "moves" is used as a transitive verb and takes the noun phrase "all the boxes and trunk" as a direct object.

EXPOSITORY WRITING

• IT COULD BE

Description
The author describes a topic by listing characteristics, features, and examples

for example, characteristics are

Sequence
The author lists items or events in numerical or chronological order.
first, second, third; next; then; finally

Comparison
The author explains how two or more things are alike and/or how they are different.
different; in contrast; alike; same as; on the other hand

Cause and Effect
The author lists one or more causes and the resulting effect or effects.
reasons why; if...then; as a result; therefore; because

Problem and Solution
The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it.
problem is; dilemma is; puzzle is solved; question... answer

EXPOSITORY PROMPTS

•Expository prompts
focus on topic, introduction, logical sequencing of ideas, detailed supporting information, conclusion.

ACTION,HELPING AND LINKING VERBS 7°

Verbs: Action, Linking, and Helping
Verb is a word that shows action or expresses a state of being. Every sentence must have a verb. A verb such as "Go!" can be a one-word sentence.
Examples:We wash our hands before and after meals.The sun rises in the east.My uncle wears glasses.
Am, are, is, was, were, be, being, and been are all forms of the verb be. They tell what someone or something is, was, or will be.

There are three kinds of verbs, namely the action verbs, linking verbs, and helping verbs.

An action verb tells the action of a sentence.
Examples: run, hop, skip, sleep, jump, talk, snoreMat ran to the store.
Ran is the action verb.


A linking verb joins the subject and predicate of a sentence.
Examples: am, is, are, was, wereMat was at the store.
was is the linking verb.

A helping verb is used with an action verb to help the action of the sentence.
Examples: am, is, are, was, wereMat was helping Micheal.
was helps the action verb helping.

ACTION VERBS

Accelerated,
Accomplished,
Accounted for,
Achieved,
Acquired,
Activated,
Adapted
Adjusted
Administered
Advised
Aided
Allocated
Analyzed
Annotated
Answered
Anticipated
Appeared
Applied
Appointed
Appraised
Approved
Arbitrated
Argued
Arranged
Articulated
Assembled
Assessed
Assigned
Assisted
Assumed
Assured
Awarded
Balanced
Briefed
Brought
Budgeted
Built
Calculated
Cataloged
Caused
Chaired
Changed
Chartered
Checked
Chose
Clarified
Classified
Cleared
Closed
Coded
Collaborated
Collected
Combined
Commented
Communicated
Compared
Compiled
Completed
Composed
Computed
Conceived
Conceptualized
Concluded
Conducted
Consolidated
Constructed
Consulted
Contacted
Continued
Contracted
Controlled
Convened
Converted
Conveyed
Convinced
Coordinated
Corrected
Correlated
Corresponded
Counseled
Dealt
Debated
Decided
Defended
Defined
Delegated
Delivered
Demonstrated
Described
Designed
Detailed
Determined
Developed
Devised
Diminished
Directed
Discovered
Distributed
Documented
Drafted
Earned
Edited
Educated
Effected
Elicited
Encouraged
Engineered
Enlarged
Established
Estimated
Evaluated
Examined
Excelled
Executed
Exhibited
Expanded
Expedited
Experienced
Experimented
Explained
Explored
Expressed
Extended
Filed
Foresaw
Formed
Formulated
Gained
Gathered
Generated
Governed
Granted
Grouped
Guided
Handled
Helped
Highlighted
Identified
Illustrated
Immunized
Implemented
Improved
Incorporated
Increased
Influenced
Informed
Inspected
Instituted
Interpreted
Interrogated
Interviewed
Introduced
Invented
Investigated
Involved
Joined
Judged
Justified
Kept
Keynoted
Lectured
Led
Licensed
Listened
Litigated
Lobbied
Maintained
Managed
Marketed
Mastered
Measured
Mediated
Modeled
Moderated
Modified
Monitored
Motivated
Named
Negotiated
Observed
Obtained
Operated
Ordered
Organized
Originated
Outlined
Oversaw
Participated
Perceived
Performed
Persuaded
Planned
Presented
Presided
Printed
Processed
Produced
Promoted
Prosecuted
Protected
Provided
Publicized
Questioned
Raised
Received
Recorded
Reduced
Rendered
Repaired
Reported
Represented
Reproduced
Required
Researched
Resolved
Responded
Restored
Retained
Retrieved
Reviewed
Revised
Rewrote
Routed
Saved
Scheduled
Searched
Selected
Served
Shaped
Shared
Showed
Simplified
Solicited
Solved
Specialized
Specified
Spoke
Started
Stimulated
Structured
Studied
Summarized
Supervised
Supported
Synthesized
Targeted
Taught
Tested
Trained
Translated
Tutored
Used
Utilized
Verified
Worked
Wrote

HELPING VERBS

These forms of to be, to have, and to do are used before the main verb.
Their purpose is to change time or emphasis.

Unlike other structure words, these auxiliary verbs
1. can have inflectional endings (-s, -ing, -ed, -en)
2. can also function as main verbs.

LINKING VERBS 7°

List of Linking Verbs
Be
Look
Feel
Taste
Smell
Sound
Seem
Appear
Get
Become
Grow
Stay
Keep
Turn
Prove
Go
Remain
Resemble
Run

Lie

Rules for numbers in writing.

Writing Numbers
Rule 1.
Spell out single-digit whole numbers. Use numerals for numbers greater than nine.

Correct Examples:
I want five copies.
I want 10 copies.

Rule 2.
Be consistent within a category. For example, if you choose numerals because one of the numbers is greater than nine, use numerals for all numbers in that category. If you choose to spell out numbers because one of the numbers is a single digit, spell out all numbers in that category.
If you have numbers in different categories, use numerals for one category and spell out the other.

Correct Examples:
My 10 cats fought with their 2 cats.My ten cats fought with their two cats.
Given the budget constraints, if all 30 history students attend the four plays, then the 7 math students will be able to attend only two plays. (Students are represented with figures; plays are represented with words.)

Incorrect Example:

I asked for five pencils, not 50.

Rule 3.
Always spell out simple fractions and use hyphens with them.

Examples:
One-half of the pies have been eaten. A two-thirds majority is required for that bill to pass in Congress.

Rule 4.
A mixed fraction can be expressed in figures unless it is the first word of a sentence.

Examples:
We expect a 5 1/2 percent wage increase. Five and one-half percent was the maximum allowable interest.

Rule 5.
The simplest way to express large numbers is best. Round numbers are usually spelled out. Be careful to be consistent within a sentence.

Correct:
You can earn from one million to five million dollars.

Incorrect:
You can earn from one million to $5,000,000.

Correct:
You can earn from five hundred to five million dollars.

Correct:
You can earn from $5 hundred to $5 million.

Incorrect:
You can earn from $500 to $5 million.

Incorrect:
You can earn from $500 to five million dollars.

Rule 6.
Write decimals in figures. Put a zero in front of a decimal unless the decimal itself begins with a zero.

Examples:
The plant grew 0.79 of a foot in one year. The plant grew only .07 of a foot this year because of the drought.



Rule 8.
The following examples apply when using dates:

Examples:
The meeting is scheduled for June 30. The meeting is scheduled for the 30th of June. We have had tricks played on us on April 1. The 1st of April puts some people on edge.

Rule 9.
When expressing decades, you may spell them out and lowercase them.

Example:
During the eighties and nineties, the U.S. economy grew.

Rule 10.
If you wish to express decades using incomplete numerals, put an apostrophe before the incomplete numeral but not between the year and the s.

Correct:
During the '80s and '90s, the U.S. economy grew.

Incorrect:
During the '80's and '90's, the U.S. economy grew.

Rule 11.
You may also express decades in complete numerals. Again, don't use an apostrophe between the year and the s.

Example:
During the 1980s and 1990s, the U.S. economy grew.

Rule 12.
Normally, spell out the time of day in text even with half and quarter hours. With o'clock, the number is always spelled out.

Examples:
She gets up at four thirty before the baby wakes up. The baby wakes up at five o'clock in the morning.

Rule 13.
Use numerals with the time of day when exact times are being emphasized or when using A.M. or P.M.

Examples:
Monib's flight leaves at 6:22 A.M. Please arrive by 12:30 sharp.
She had a 7:00 P.M. deadline.



Rule 15.
Hyphenate all compound numbers from twenty-one through ninety-nine.

Examples:
Forty-three people were injured in the train wreck. Twenty-three of them were hospitalized.

Rule 16.
Write out a number if it begins a sentence.

Examples:
Twenty-nine people won an award for helping their communities.That 29 people won an award for helping their communities was fantastic! OR
That twenty-nine people won an award for helping their communities was fantastic!

VISITA ARCOIRIS DE JESUS

GRACIAS CHICOS, POR HABERLES REGALADO UNAS CUANTAS HORAS DE SU VIERNES SOCIAL A LOS NIÑOS Y NIÑAS DE LA CASA HOGAR ARCOIRIS DE JESUS.

LOVE YA

MISS YVETTE

Visit

Tomorrow after school, visit to Arco Iris de Jesus, thanks for helping !!!!!!!

SINERGIA 7a

Hi kids, here is the work of Sinergy for next Tuesday. Remember to make a poster in Spanish and the other in English. See you

Miss Yvette

Decálogo del respeto
1. Respetar a una persona es tratarla como se merece, de acuerdo a su dignidad de ser humano (todos somos iguales en este sentido), y a la posición que ocupa en una colectividad.
2. Vivir los buenos modales y las normas de educación son señales claras de respeto a los demás.
3. El respeto implica no apropiarse de ideas ajenas, lo cual sería un robo; también reconocer los méritos de los demás, sin apropiarse del éxito ajeno, lo cual es otra injusticia.
4. El respeto implica valorar a cada persona, su reputación y sus pertenencias.
5. Cuando no se puede hablar bien de una persona es mejor callar. Evite juzgarla, si no tiene obligación de ello.
6. La murmuración destruye el ambiente del trabajo, pues daña las relaciones interpersonales. No inicie ni propague chismes bajo ninguna excusa.
7. El respeto es también tolerancia, es decir no atropellar a otras personas y valorar las diferencias. Pero hable claro de sus ideas.
8. La cortesía, la amabilidad, el agradecimiento, la puntualidad, las caras amables... son actos que demuestran respeto.
9. Separar los hechos de las personas está en la raíz del auténtico respeto: la conducta inapropiada se debe corregir; en cambio a las personas se les comprende.
10. Valentía para expresar y defender las ideas propias: respeto y consideración de las ideas ajenas. El equilibrio entre estas dos posturas es señal de madurez.

NARRATIVE WRITING

HELLOOOO!!!!!! HERE IT IS

The Climb
I have this fear. It causes my legs to shake. I break out in a cold sweat. I start jabbering to anyone who is nearby. As thoughts of certain death run through my mind, the world appears a precious, treasured place. I imagine my own funeral, then shrink back at the implications of where my thoughts are taking me. My stomach feels strange. My palms are clammy.
I am terrified of heights.
Of course, it’s not really a fear of being in a high place. Rather, it is the view of a long way to fall, of rocks far below me and no firm wall between me and the edge. My sense of security is screamingly absent. There are no guardrails, flimsy though I picture them, or other safety devices. I can rely only on my own surefootedness—or lack thereof.
Despite my fear, two summers ago I somehow found myself climbing to a high place, while quaking inside and out. Most of our high school had come along on a day trip to the Boquerón, a gorgeous, lush spot in the foothills of Peru. Its prime attraction is the main waterfall, about 100 feet high, that thunders into a crystal clear pool feeding the Aguaytia River. All around the pool and on down to the rushing river are boulders large and small. The beach is strewn with rocks. On both sides of the fall, the jungle stretches to meet it, rising parallel to it on a gentler slope.
After eating our sack lunches within sight and sound of the fall, many of us wanted to make the climb to an area above it. We knew others had done so on previous trips. A few guys went first to make sure they were on the right path. But after they left, my group of seven decided to go ahead without waiting for them to return. I suspected we were going the wrong way, but I kept silent, figuring that the others knew better. We went along the base of the hill until we reached the climb. It stopped me in my tracks.
The climb ascended steeply above us. Along the right edge the jungle hugged the rocks; passage through its trees did not look feasible. The majority of my view was filled with rocks. Looming high to the sky, the boulders rose in a tiered manner. Peering back down toward the river, I saw a steep slope of rocks all the way to the water. All I could think about was how far it would be to fall.
My tense thoughts were interrupted by the realization that my friends were already beginning to climb! My anxiety increased as I watched them.
Do I turn back? My whole being shouted, “Yes!” Will I regret it later? I really want to get to the top, but…
I voiced my uncertainties to my friends. They dismissed my fears and encouraged me to stick it out. Questioning my own sanity, I decided at least to attempt the climb.
I chose a path that seemed easiest. My friend Tom was ahead of me. Then, suddenly, he slipped and slid backward about 10 feet! I watched, paralyzed, until he stopped himself and assured us he was all right. My heart was hammering.
Now those who had tried the other way came back; it had not worked. Consoling myself that my friend Seth would be right behind me, I shakily began the ascent. The “path” led up a narrow area between boulders. In it, we reached a place where there just were no good handholds. Seth braced my foot, and those above sent down words of encouragement. I was soon past the first challenge safely, but not feeling much better about the rest of the climb.
The difficulties only increased from that point on, with scary spot after scary spot. Though I knew I should not look down, I could not always ignore the long drop to the boulders below. My breathing sped up, but my heart pounded even faster, growing loud in my ears.
My friends kept right on climbing. But they did not forget me. Someone was always behind me to help hold my feet steady when necessary, and someone else was always ahead to offer a hand up. I trusted them more than myself; I knew my feet could easily slip. With friends supporting me by words and actions, I slowly gained ground.
Finally we came to the worst section yet. To me the slope looked very close to vertical. The slight handholds were few and far between. Being short, I knew the stretches would be difficult enough in normal conditions. In my current panic, it would be much worse. The alternative was to go back down. Which was more difficult? I didn't want to go either way, but obviously I had to go somewhere.
The trouble was, we were not getting any nearer to the falls. By now, we realized that this route was not the way most frequented! But knowing this did not get me any closer to safety.
Since getting up this next part was next to impossible, and waiting for a rescue helicopter was not an option, with fear and trembling I decided to go down, but not by myself. Melody agreed to go with me, earning my eternal gratitude. She paused to pray for safety; I did not trust my voice enough to pray aloud.
Now, with our backs to the rocks, the drop was continually in our line of vision. It seemed even steeper than before. The song “Angels Watching Over Me” ran through my head as we began, Melody going first. I kept up a steady stream of chatter, my trembling voice betraying my fear.
One of the first tough places we came to gave us trouble. Cautiously stretching one foot down, Melody could not reach the bottom of the boulder. A slip would mean an extremely long drop. So we tried a different route where a fall would be shorter. It was somewhat wet and would entail a short slide to reach the bottom.
Melody made it safely. I hesitated, unsure of my footing, and picturing myself at the bottom of the cliff, bones broken and pain wracking my body, if I still lived.
“You can do it! I'm right here,” Melody called. She waited patiently, not pressuring me to hurry.
Inching carefully to the edge, I could see in the corner of my eye the boulders and river far below. As I started down the rock, my foot slipped! My heart jumped into my throat as the terror I had held just under the surface swept over me.
I’m gonna fall! I inwardly shrieked.
It had been only a small slip, however; I was not in midair! I took a few calming breaths, and my heart repositioned itself where it belonged.
With no further mishaps, we came eventually to the last troublesome spot, the stretch between two boulders that had given me problems on the way up. Thankfully, the rest of our friends had given up climbing to the top and had now caught up to us. There were two possible descents from here. One way included a short jump down. I decided to check out the other way. Seth was working his way down this second route when he fell a few feet and bruised himself! I again looked over the first option.
Do I want to jump? There’s a big drop if I jump wrong or don’t stop on the ledge! But the other way…!
I knew if I was to get down, it would have to be Seth’s way. He was willing to help me however he could. I inspected the “path” he had taken. There was some low vegetation, matted down and sloping slightly toward the edge. Then came a drop down to a narrow inlet between rocks. That was not so bad. The hitch lay in the fact that there was no handholds or footholds, and my short legs would not reach to the rocks.
“Uh, I don’t know about this. I don’t like the looks of it!” I said, my voice quavering.
“You can make it, Amy! I'm right here. I won’t let you fall,” Seth promised.
Slowly, painstakingly, I backed over the vegetation.
“I’m coming down,” I warned, my voice unsteady.
“I’m ready,” answered Seth. “I got you.”
His assurances gave me the strength to go on. I trusted him implicitly. Flattening myself onto my belly, I edged my feet into midair. Seth held them tightly and slowly lowered me, guiding my feel to a firm place as I let my body slide over the leaves, twigs, and rock. When my feet made contact with the solid rock, I heaved a huge sigh of relief. I could feel the fear draining out of me.
My arms and legs were scratched up; I was dirty and sweaty. But none of it mattered. I was at the bottom!
“Yaaaaaaahhhh!” I yelled. I never felt so alive, and so thankful for that life.

DIRECT OBJECT

HERE IS THE LINK TO THE EXPLANATION:

http://www.chompchomp.com/terms/directobject.htm


REMEMBER TO STUDY FOR QUIZ TOMORROW. (Subject,predicate,direct object)

RESPECT

http://www.youtube.com/watch?v=UVRPNWAMZC8

PORTFOLIO OCTOBER 13

Hi, Kids!!!!!

Hope you are missing me, aja.

You will write a four paragraph essay about: The impact of the European settlers in America when Christopher Columbus discovered America. Each paragraph should have seven sentences, and should be an essay worth publishing in our blog.

Remember I BELIEVE IN YOU!!!!!!

SEE YOU SOON

History 9b Social Service

PREGUNTAS “ARTE Y CULTURA EN LOS AÑOS FORMATIVOS”
1.- ¿Por qué se dice que el siglo XVI en Nueva España fue un periodo de terribles destrucciones y monumentales construcciones?
2.- La convivencia entre los indígenas, europeos, africanos y asiáticos produjo un mestizaje cultural. Explica como se dio el mestizaje en cuanto a arte, idioma, vestir, comida y religión.
3.- Los africanos y asiáticos tuvieron aportaciones en ese mestizaje cultural. ¿Por qué nos sentimos orgullosos solo de nuestras raíces europeas e indígenas y los ignoramos?
4.- Describe las características de las nuevas ciudades españolas. ¿Quiénes vivían en las grandes ciudades y quiénes en el campo?
5.- Explica las diferencias regionales en cuanto a forma de vida de sus habitantes.
6.- Explica la influencia barroca que tuvo la Nueva España.
7.- Explica cómo se dio el intercambio entre indígenas y criollos en cuanto a la religión católica.

Writing Guide 7°

Writing Process
Writing Traits
Descriptive writing: Descriptive paragraph, descriptive essay.
Parts of Speech
Comparative and superlative adjectives and adverbs
Past tense

Study your notebook writing and grammar section!!!!!!

See you tomorrow!!!

Good luck in your exams!!!!!

Seventh Grade transition words

Space:
At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.

Conjunctions 8°

Hi, here is a list of conjunctions that could help for the writing exam. Review them.


Coordinating Conjunctions (there are seven):
And Or But Nor So For Yet
Subordinating Conjunctions (these are only a few):
After
Although
As
As If
As Long As
Because
Before
Even If
Even Though
If
Once
Provided
Since
So That
That
Though
Till
Unless
Until
What
When
Whenever
Wherever
Whether
While

Transition Words 8° - 9°

Hello!!!!

Here you have the list of transitional words that will help you study for the writing exam.

Good Luck !!
And remember you are the owner of your destiny

Examples of Transitions:
Illustration
Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.

Contrast
On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.

Addition
And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another, equally important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for instance, however, thus, therefore, otherwise.

Time
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.

Space
At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.

Concession
Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in spite of, of course.

Similarity Of Comparison
Similarly, likewise, in like fashion, in like manner, analogous to.

Emphasis
Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.

Details
Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.

Examples
For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.

Consequence Or Result
So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words, then.

Summary
Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.

Suggestion
For this purpose, to this end, with this in mind, with this purpose in mind, therefore

Public Speaking Links 9b

Homework canceled, we will work with them in class tomorrow.
See you

Miss Yvette

I BELIEVE IN YOU!!!!

I BELIEVE IN YOU!!!!


http://www.youtube.com/watch?v=quH_pymfS8Q

ANTI-BULLYING

TODAY IS THE DAY TO MAKE A DIFFERENCE!!!!!!!!

NO MORE BULLYING!!!!!!

TREAT OTHERS AS YOU WOULD LIKE TO BE TREATED AND THINK TWICE ABOUT WHAT YOU SAY AND HOW YOU SAY IT!


http://www.youtube.com/watch?v=YZW9Cwc4sk8

OCTOBER 1ST

Hello everyone!!!!!!

Today we worked very hard and I´m proud of all your effort!!!!!!
Seventh: we continued with the descriptive essay. Remember you had to include sensory details and words with meaning, as well as similes and metaphors. Your doing a great job.
Eighth: you finished your presentations about comparatives and superlatives. Great work, by the way. And tomorrow you will present your multimedia presentations about your Research essay.
Ninth: You finished your Narrative prompt response and you began your public speaking speech. Yuppi!!!!!!!!!


See you tomorrow! =) and Remember: I BELIEVE IN YOU!

September 22 nineth

At last you finished your personal -narrative!!!!! Hurray!!!!!! As some of you know, you became experts in the revision of the writing traits, remember them? Ideas, organization, etc. And we began the revising and editing process. Tomorrow we will continue with the draft.

Bye, see you tomorrow

September 22 eighth grade

Hi!!! Today we began the revising and editing of your research essay. Remember that it must have 7 paragraphs , at least , and seven sentences each one. There was no homework today. You should revise and edit your own work and consider the comments your classmates wrote at the end of your draft, so you can modify it if needed.

Tomorrow we'll work with grammar . See you. =)

September 22, 2009 seventh grade

Hello, everyone!!!! Hope you´re o.k.
Today we worked with the descritpive paragraph . You wrote a paragraph with the information obtained with the prewriting process. Remember that it must have topic sentence, body and closing statement and don´t forget to include transition words. See you tomorrow.

Thew Art of words

Who would thought that you could express your feelings in what ever place you could find. Great job.