WRITING WORKBOOK. Grade 6 -Term 2 SURNAME, NAME: CLASS:

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1 WRITING WORKBOOK Grade 6 -Term 2 _ SURNAME, NAME: CLASS: _

2 USING SOURCES In this booklet, you will Phonics, Spelling and Vocabulary Spell correctly most words. Use a dictionary and thesaurus well Understand and use direct and indirect speech in quotes and paraphrases. Grammar and Punctuation Use correct grammar, punctuation and verbs. Use linking words to connect the ideas in the text. Use longer sentences to give more details. Plan, organize and edit ideas. Writing Use punctuation to make meaning clear. Use different sentences to give more details and show setting, character, theme, plot, etc eng-wb-t2(writing)

3 CONTENTS SECTION 1:... 4 DIRECT & INDIRECT (REPORTED) SPEECH:... 4 SECTION REPORTED QUESTIONS... 6 SECTION WHAT ARE THE DIFFERENCES?... 7 PARAPHRASING & QUOTING.7 QUOTING & PARAPHRASING:... 8 SECTION 4: WRITING A BOOK REVIEW LET S DO THIS!!! SECTION 5... Error! Bookmark not defined. BOOK REVIEW CHECKLIST BOOK REVIEW RUBRIC STUDENT EVALUATION REFERENCES..23 NOTES eng-wb-t2(writing)

4 SECTION 1: DIRECT & INDIRECT (REPORTED) SPEECH: You know what, I want to join the next Survivor competition! and she called me yesterday and she said that she wanted to join the next Survivor competition! If we want to tell people what someone said, thought or felt, we can use either direct or indirect speech. Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between quotation marks (" ") and there is no change in these words. We use verbs like said and asked to introduce the quote. Danny said, I go to my mum s office on Mondays. Indirect (reported) speech is a report on what someone else said or wrote without using that person's exact words. We use reporting verbs like said that, told, and asked if and we don t use quotation marks. Danny said he went to his mum s office on Mondays. Danny said that he went to his mum s office on Mondays. Danny told me that he went to his mum s office on Mondays. So, as we see in these examples, there are certain rules for changing direct speech into indirect speech. Write the rules for indirect speech: 1. We don t put. 2. We change. 3. We change. Change this direct sentence into indirect speech: Lauren said, I don t have a dog but I have a pet monkey eng-wb-t2(writing)

5 SECTION 1: Reported Speech Try to change these direct speech sentences into indirect speech. Don t forget to change the tense and pronouns! 1. He said, "I like this song." He said. 2. "I don't speak Italian," she said. She said. 3. "I never make mistakes," he said. He said. 4. Jane has a blue Audi, Tony said. Tony said. 5. Julie said to me, My mother cooks really well.. 6. Kevin said to us, I don t have enough money on me.. Watch the video on the Grade 6 Blog / Class Materials. First, decide and write who said each line, then answer the questions using indirect speech. LUCY (SANDRA BULLOCK) A NURSE A DOCTOR A POLICE OFFICER Lucy 1) Will you marry me? asked 2) There s a train coming and it s fast, said 3) She s his fiancée, said 4) I need to ask you a few questions, said 5) He is in a coma, said 6) She jumped on the tracks, said 7) She saved his life, said Lucy asked if he would marry her eng-wb-t2(writing)

6 SECTION 2 Reported Questions Reported Questions Direct Question She said, "Are you cold?" Reported Question She asked me if I was cold. He said, "Where's my pen?" He asked where his pen was. We usually introduce reported questions with the verb "ask": He asked (me) if/whether... (YES/NO questions) He asked (me) why/when/where/what/how... (question-word questions) In reported questions we may need to change the order of words, pronouns and tense as well as time. Carl said, Where is she going today? Carl asked where she was going that day. They said, Do you want lunch? They asked if we wanted lunch. Change the questions below into indirect speech. Be careful with the tense, time expressions and pronouns: 1. Are they in Istanbul this week? they asked. They asked. 2. Jonathan said, When does the film start? Jonathan. 3. My mum said, Is the dog outside now?. 4. Does your brother play the guitar? the teacher asked.. 5. Do they know Spanish? asked Señor Felix.. 6. The principal said to him, What do you have in your locker? eng-wb-t2(writing)

7 SECTION 3 - PARAPHRASING & QUOTING WHAT ARE THE DIFFERENCES? Paraphrasing & Quoting: PARAPHRASING Involves putting a section of a text into your own words Does not match text word for word Changes the words or phrasing in a passage but keeps the original meaning Must be referenced SUMMARISING Involves putting the main ideas into your own words, and including only the main points Does not match text word for word Is usually much shorter than the original Must not be referenced May include paraphrasing and quoting. QUOTING Usually a brief piece of the text Matches the text word for word Quotation marks used on either side of the quoted words Must be referenced Read the information in the boxes and put ticks or crosses. Your own words? Matches text? Similar length with text? Reference? Paraphrasing Summarizing Quoting eng-wb-t2(writing)

8 SECTION 3 - QUOTING & PARAPHRASING Quoting & Paraphrasing: A quote on its own can sometimes be confusing. Often, to understand a quote, we need to know who the speaker is, who the speaker is speaking to, and what else is happening around the speaker. This is called the context. When quoting and paraphrasing, it is important to include any information about the context that the reader needs to understand the quoted or reported text. MILO: (Pulls out the map.) Now, let s see. That s funny. I never heard of any of these places. Well, it doesn t matter anyway. Dictionopolis. That s a weird name. I might as well go there. (Begins to move, following map. Drives off.) (The Phantom Tollbooth, Act1, Scene1, pg.6) Before he drove through the tollbooth, Milo looked at the map and realized that he didn t know any of the places on it. He decided to go to Dictionopolis because it had an unusual name, and he drove through the tollbooth. (The Phantom Tollbooth, Act1, Scene1, pg.6) Quote Analysis Checklist 1. When quoting a piece of text, write the quote in quotation marks. 2. When paraphrasing, you must express the same thing but in different words. Don't use quotation marks because quotation marks mean you are writing exactly the words that were said. 3. Whether quoting or paraphrasing, you must explain the context: Are these the words of the narrator or of a character? To whom they were talking? What was happening at the time? 4. Whether quoting or paraphrasing, you must reference your source. If you are using more than one source, you need to put the title and page number. If you are only using one source, only write the title in your first reference. After that, just a page number is enough. Quote: Wherever he is he wants to be somewhere else when he gets there, so what. (The Phantom Tollbooth, p. 5) Context: The Clock says it to the audience when he s introducing Milo at the beginning of the play. Paraphrase: The Clock says that Milo is never happy with where he is and always wants to be somewhere else. (p. 5) eng-wb-t2(writing)

9 SECTION 3 - QUOTING & PARAPHRASING It s your turn! Read the quotes below and complete the exercise. Quote: Dictionopolis. That s a weird name. I might as well go there. (TPT, p.6) Context Who says it? To whom? When? Where? Milo says it to himself when the Tollbooth asks him to choose a destination from the map. Paraphrase the quote Say it in your own words: Milo doesn t care where he goes, but he says that Dictionopolis has a strange name, so he decides to go there. (p. 6) 1. Quote: Well now, well now, well now, I don t know of any wrong road to Dictionopolis, so if this road goes to Dictionopolis at all, it must be the right road, and if it doesn t, it must be the right road to somewhere else, because there are no wrong roads to anywhere. Do you think it will rain? (TPT, p.7) Context Who says it? To whom? When? Where? Paraphrase the quote say it in your own words: 2. Quote: I d better get out of Expectations, but fast. Talking to a guy like that all day would get me nowhere for sure. (He tries to speed up, but finds instead that he is moving slower and slower.) Oh, oh, now what? (TPT, pg.8) Context Who says it? To whom? When? Where? Paraphrase the quote say it in your own words: eng-wb-t2(writing)

10 SECTION 3 - SEQUENCING THE MAIN EVENTS ACT I SCENE II In the Doldrums! Main Ideas: Look at the events in the boxes, arrange them and put them in an order: (He tries to speed up, but finds instead that he is moving slower and slower.) Oh, oh, now what? (He can barely move.) (pg.8) 2 A loud CLAP of THUNDER is heard) Oh dear! (He looks up at the sky, puts out his hand to feel for rain, and RUNS AWAY. MILO watches puzzledly and drives on.) (pg.8) I m thinking of all the planets in the solar system, and why water expands when it turns to ice, and all the words that begin with q, and (The wheels begin to move.) We re moving! We re moving! (pg.12) (Yelling at once.) RUN! WAKE UP! RUN! HERE HE COMES! THE WATCHDOG! (pg.11) Dictionopolis, here we come. (pg.12) You re in the Dol drums (MILO looks around.)(pg.8) eng-wb-t2(writing)

11 SECTION 3 Illustrate the 6 main events on the previous page and PARAPHRASE in your own words: Milo tries to go but somehow his car gets slower and slower and finally it stops eng-wb-t2(writing)

12 SECTION 4 - WRITING BOOK REVIEW A Sample Book Review Beginning The beginning introduces the book and shows the writer s insight and the topic sentence. Middle The middle paragraphs summarize the main events that explain the writer s insight. Ending The ending paragraph shows the writer s opinions about the book and their recommen dations. Review by: Emily H. Ohio, Grade 12 HUNGER GAMES by Suzanne Collins No one knows what the future has in store for us but hopefully it s not Panem. Panem is the setting of The Hunger Games by Suzanne Collins, where the United States once used to be. The effects of many natural disasters have led to the downfall of the U.S and now it has been reduced to only 13 districts. Ruled by the Capitol which is very strict with the rules has taken over. The citizens of the districts didn t like the Capitol s leadership over them so they rebelled. In the end the Capitol came out on top and as punishment for their actions they destroyed District 13. The Games are a reminder to the people of the Capitol s power over them. Each year one boy and one girl between the ages of 12 to 18 must enter their name in the drawing. If they wanted to receive a little aid from the Capitol, they could enter their name in more than one time. The 24 tributes are taken to a secret arena that the game designers design. They have absolutely no idea what is in store for them. The arena could be anywhere from a desert to an arctic ice land. Either way everything is controlled by the game makers. They take part in a televised battle to the death of these poor teens. This is a very intense book that will have you hanging on the edge of your seat. Putting this book down is nearly impossible once you pick it up. Katniss, who is the main character, is a very strong and intelligent girl. She defiantly knows how to survive all thanks to her father who would illegally take her hunting outside of the gates of district 12, the poorest and the most ignored district of them all. Tragically her father died in an explosion and she is left with one of his original bows that he had made for her. Katniss and her best friend Gale are the hunters now. They hunt and trade with all the people in the village, and she has become the person that has allowed her family to survive. Now things have changed, now Katniss is in the games. She must fight against people that she has never met before in her life, except for her fellow District 12 tribute Peeta. He is the complete opposite of Katniss. You can really feel like you are Katniss when you read. You imagine what is going through her mind and you start thinking the same things. This is the best book I have read so far. Its futuristic setting and plot twists that appear out of nowhere, they really keep you guessing and on the edge of your seat. This is a must read for all ages! eng-wb-t2(writing)

13 SECTION 4 - HOW TO WRITE A BOOK REVIEW Have a look at the key points and try to find the missing phrases in the box below and fill in the blanks: a few short quotes from the book few notes one paragraph Do research about the author the name of the author and the book title explains how you feel about the book and why 1. Before you begin writing, make a about the points you want to get across and create a timeline about the important events you want to put in your summary. 2. Try to mention _ in the first paragraph there's nothing more frustrating than reading a review of a great book but not knowing who wrote it and what the title is! 3. Try to write about the insight in other words the message of the book in your review. 4. If possible, use for each point you want to make about the book. It's a good way to emphasize the importance of the point. You might want to list the main points in your notes before you begin. 5. Try using to illustrate your points. This is not absolutely necessary, but it's a good way to give your reader a sense of the author's writing style. 6. Make sure your review _, not just what the book is about. A good review should express the reviewer's opinion and persuade the reader to share it, to read the book, or to avoid reading it. 7. and incorporate what you learn into the review. Biographical information can help you formulate your opinion about the book, and gives your review a "depth." eng-wb-t2(writing)

14 SECTION 4 - WRITING A BOOK REVIEW Thinking time: Which of these key points can be found in the Hunger Games book review example? Can you underline and label them? What would make this review better? Now, let s have a look at the steps of writing a book review: 1. Selecting a Book To choose a good book, think of novels, short stories, or plays you have recently read. Consider those that you know well and enjoyed reading. 2. Introduction There are three parts to a good introduction paragraph. These are: a. Hook Writing a clear and interesting hook is one of the most important things in writing a welldeveloped review. Your hook should not only introduce your topic to the readers, but also catch their attention and interest and would make them want to read more. INTERESTING WAYS TO START THE INTRODUCTION: 1. You can ask a question. 2. You can start with some onomatopoeia. 3. You can start with the name and author of the book. 4. You can start with a quote remember to add a reference. Find the hook in the review of The Hunger Games. Now try writing a hook sentence for a Holes book review here: b. Topic Next we explain the topic of the story. Here we write one or two sentences explaining what the book is about. You may introduce the setting and some of the main characters here eng-wb-t2(writing)

15 SECTION 4 - WRITING A BOOK REVIEW c. Insight End your introduction paragraph with the insight. The insight is the message you want to leave with your readers. It often centers on growing up or learning a lesson. The insight is the most important sentence in a review. The rest of the review will demonstrate how this insight is central to the story. ***You can write your review in either the past tense or PRESENT TENSE; make sure you keep all verbs in the same tense. 3. Body Paragraphs The body paragraphs are the SUMMARY of the story. Summary means rewriting the main events in your own words, showing how the insight is revealed in the story. USEFUL TIPS: 1. Use transitions to connect your events. (e.g. when, while, later, after that, then, meanwhile, etc.) 2. Put the events in the correct order. 3. Be sure to break your paragraphs every time you change speaker or place. 4. Use different kinds of sentences simple, compound and complex. 5. Never give away the end of the story. 6. You may find writing a timeline helpful when planning your summary. Read the sentences in the timeline. Cross out the boxes that are NOT relevant for the summary. Stanley is convicted of a crime. He's sent to Camp Green Lake. Barf Bag was bitten by a snake and was sent to hospital. With a group of boys he's forced to dig holes everyday. Their shower was only 4-minute-long. One day Zero runs away. Stanley goes after him. They climb God's Thumb and break the curse eng-wb-t2(writing)

16 SECTION 4 - WRITING A BOOK REVIEW 4. Conclusion The conclusion is your evaluation of the book you are reviewing. Remember to: Recommend the book: who should read it? Say what you liked and disliked about it. Use your own words to explain the insight. Here is a book review of Holes. As we learn the steps of writing a book review, can you check the review, try to fill in the blanks with transition words and label each part on the text? HOLES A STORY OF FRIENDSHIP Have you ever been accused of a crime you didn t commit? Well, Stanley has. Holes is about a kid named Stanley Yelnats, who has been mistaken for a crime that he did not commit. Stanley is on his way to a boy s juvenile detention center which is called Camp Green Lake. At Camp Green Lake, he meets Zero and together they learn the value of friendship. Stanley gets to Camp Green Lake, he has to dig a hole everyday even on Saturdays and Sundays. Breakfast is at 4:30, so they have to start digging very early or they will be out in the sun. If they dig up anything interesting, they have to report it to Mr. Sir or Mr. Pendanski. they finish their hole, the rest of the day is free., Stanley digs his holes and tries not to annoy anyone by keeping to himself. However, Zero asks Stanley to teach him to read so, they form a friendship. the other boys become jealous and they start bullying Zero and Stanley. So, one day the boys pick a fight with Zero and so he runs away. Stanley follows Zero who is ill from drinking sploosh. Stanley carries Zero to God s Thumb where Zero recovers by eating onions and drinking muddy water for a few days, Stanley and Zero decide to go back to Camp Green Lake and dig one more hole because Stanley is feeling lucky. Do you want to know what happens? You have to read the book. In my opinion, Holes is written in a very simple but fascinating way. Both the characters and the plot are entertaining and real. The friendship between Stanley and Zero teaches when you have a friend, everything is possible. I recommend this book to middle school students who enjoy adventure eng-wb-t2(writing)

17 SECTION 4 - YOUR BOOK REVIEW WRITING LET S DO THIS!!! Look at the whole review now and complete the chart with your comments. BOOK REVIEW RUBRIC Ideas Organization Word Choice The essay has clear The insight is too details and insight. broad. Unnecessary Unnecessary details need to be details need to be cut. cut. The ideas show a complete understanding of the reading. The beginning, middle, and ending work together to create an insightful essay. The word choice reflects careful thinking about the reading. The organization pattern fits the topic and purpose. One part (beginning, middle, or ending) needs better development. Most word choices are precise. The organization fits the essay's purpose. Some parts (beginning, middle, and ending) need more development. Several word choices are redundant, vague, or imprecise. The insight is unclear. More details are needed. The organization doesn't fit the purpose. Much more attention should be given to word choice. Points Earned Sentence Fluency The sentences in the essay make the ideas really stand out. No sentence problems exist. More sentence variety is needed. A few sentence problems need to be corrected. Most sentences need to be rewritten. Conventions Grammar and punctuation are correct, and the review is free of errors. The review has a few careless errors in punctuation and grammar. The errors in the review are confusing. The number of errors makes the review hard to read. Comments: Total: Think about the rubric and the expectations. Then, discuss it with your teacher eng-wb-t2(writing)

18 SECTION 5 - YOUR BOOK REVIEW WRITING Now, it is your turn to write a book review. I chose the book because eng-wb-t2(writing)

19 SECTION 5 - PLANNING YOUR BOOK REVIEW Introduction Paragraph : Hook, Topic and insight: Remember: Your insight is the message you want to leave with your readers. *You can use verbs like teaches, learns, realizes, sees, accepts, and understands Body : Main Events Conclusion eng-wb-t2(writing)

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21 BOOK REVIEW CHECKLIST Read your review and complete the following checklist. I have completed the prewriting section. I have included my insight in a clear topic statement. I have included a beginning, middle and ending. I have used transitions to connect my ideas and to make my review easier to follow. I have reviewed my essay and removed all unnecessary words. I vary my sentences. I make sure to use compound and complex sentences. I have checked my grammar and kept all my verbs in the same tense. I have checked my punctuation and spelling eng-wb-t2(writing)

22 STUDENT EVALUATION Please take a few minutes to tell us how we did. Evaluate this booklet in the chart below. Poor Average Good Very Good Excellent I learnt a lot of things Understandable Useful Fun Exercised that I found useful: Exercises that I would change: What other topics should be included in the booklet? REFERENCES 2ezVAhVHHxoKHUYhDVoQ_AUICigB&biw=1366&bih=661#imgrc=0WLZ9kOqtvj8xM: xokhbaqaz4q_auicigb&biw=1366&bih=661#imgrc=ohmn6iu_crj63m: 8iK2uzVAhXKDxoKHRljBgcQ_AUICigB&biw=1366&bih=661#imgrc=IyU_mLmlArGmqM aci6english.wordpress.com eng-wb-t2(writing)

23 NOTES eng-wb-t2(writing)

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