Saturday, November 27, 2021

Happy 2022 New Year

 

Use your SNAP EBT card on Amazon






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Terms and Conditions


To redeem: Ensure a valid SNAP EBT card is registered to your Amazon account and click the yellow "Apply code to your account" button on this page or enter promotional code SNAPGRO10 at checkout to receive $10 off one Amazon.com order of $40 or more.

Items sold by Amazon Fresh, Whole Foods or third party sellers are not eligible for this promotion.

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Wednesday, November 24, 2021

Brevity review homeschool lesson plan

 Brevity -a point made quickly and clearly





A straight-to-the-point style of effective communication. We're limited creatures, only able to handle a few thoughts at once — make them count! Concise writing helps us share ideas quickly. 

Brevity comes from brevis, which means "brief" in Latin.




What does excuse my brevity mean?

an expression used to catch someone's attention or to apologize for an interruption, disagreement, or social indiscretion.



Brevity used in a sentence

You did a good job on the brevity of this newsletter this week.

Your Dictionary's definition has the best brevity.

The very brevity of the New Testament narratives is astounding.

The brevity of a poetic text has its own reward.

Express how you feel with brevity and specificity.

The Mohawk and other summer hair cuts focus on shape, movement, and brevity.

Adding vinegar to bath water can help to alleviate external itchiness but brevity is important in this approach, too.

For brevity we may call these the periods of wrought iron, cast iron, and molten steel, recognizing that in the second and third the earlier processes continued in use.






Wordiness and Redundancy


/conciseness/eliminating_words.html





Tuesday, November 23, 2021

Mentor Texts for Sensory Images

 Students visualize and create sensory images as they read to comprehend and connect to texts. Building on this knowledge, students must learn to write in a way that will allow their readers to visualize and create sensory images. This lesson teaches students to investigate published texts to help them learn how to revise their writing to add words and phrases that will create sharp, sensory-rich experiences for their readers. Students will learn to use “the experts” for inspiration in their own writing, creating personal connections with various authors. The published texts that students use to inform their writing will become their personal “mentor texts.”

A mentor text is a published piece of writing whose idea, whose structure, or whose written craft can be used to inspire a student to write something original. Mentor texts help students to take risks and be different writers tomorrow than they are today. Mentor text lesson plans are organized around 6 Writing Traits: Idea development, word choice, organization, sentence fluency, voice, and conventions.

Mentor Texts for Sensory Images

mentor_text


Once you start looking at mentor texts for creating sensory images, you will see that the possibilities are endless. This list will get you started.

How Many Days to America? A Thanksgiving Story by Eve Bunting

Butterfly House by Eve Bunting


Eve Bunting does not have her own website, but an interview and biography are available at http://www.readingrockets.org/books/interviews/bunting.



An Angel for Solomon Singer by Cynthia Rylant


In November by Cynthia Rylant


Cynthia Rylant does not have her own website, but an interview and biography are available at http://authors.simonandschuster.com/Cynthia-Rylant/20564573.




Twilight Comes Twice by Ralph Fletcher

Hello, Harvest Moon by Ralph Fletcher


Ralph Fletcher offers "Tips for Young Readers" at his website: http://www.ralphfletcher.com/index.html.



All the Places to Love by Patricia MacLachlan


Patricia MacLachlan does not have her own website, but biography is available at http://www.harpercollinschildrens.com/HarperChildrens/Kids/AuthorsAndIllustrators/ContributorDetail.aspx?CId=12425.



Bedhead by Margie Palatini


Margie Palatini's website is packed with information and fun stuff, including book trailers: http://www.margiepalatini.com/.



Hoops by Robert Burleigh


Find more about Robert Burleigh at his website: http://robertburleigh.com/.



Zin! Zin! Zin! A Violin by Lloyd Moss


Find more information about Lloyd Moss at http://authors.simonandschuster.com/Lloyd-Moss/706964.



Dogzilla by Dav Pilkey

Kat Kong by Dav Pilkey


Dav's biography is available in cartoon or text at http://www.pilkey.com/



I participant in the Amazon Services, LLC Associates Program, an affiliate advertising program designed to provide a means for me to earn small fees by linking to Amazon products.



Monday, November 22, 2021

writing traits

History of the Six Traits Professional Development Model  Development Model  

•The six traits were developed in the 1980s by teachers from across the country. These teachers evaluated thousands of papers at all grade levels and identified “common characteristics of good writing”.

•These “qualities” became the six traits.

Ideas—the main message

Organization—the internal structure of the piece

Voice—the personal tone and flavor of the author's message

Word Choice—the vocabulary a writer chooses to convey meaning

Sentence Fluency—the rhythm and flow of the language

Conventions—the mechanical correctness

Presentation—how the writing actually looks on the page


Effective writing exhibits seven traits, or qualities: ideas, organization, voice, words, sentences, correctness, and design.

Design

Typography, color, white space, lists, visuals, and other elements convey the message clearly and suit the subject and purpose.



Ideas

The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The Ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative–often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked.



Organization

The organization is the internal structure of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. Organizational structure can be based on comparison-contrast, deductive logic, point-by-point analysis, development of a central theme, chronological history of an event, or any of a dozen other identifiable patterns. When Organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about.



Voice

Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life, and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.



Word Choice

Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong Word Choice results in imagery, especially sensory, show-me writing, clarifies, and expands ideas. In persuasive writing, purposeful Word Choice moves the reader to a new vision of ideas. In all modes of writing figurative languages such as metaphors, similes, and analogies articulate, enhance, and enrich the content. Strong Word Choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.



Sentence Fluency

Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the reader moves through the piece with ease.



Conventions

The Conventions trait is the mechanical correctness of the piece and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. Since this trait has so many pieces to it, it's almost an analytical trait within an analytic system. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play. Conventions is the only trait where we make specific grade level accommodations, and expectations should be based on grade level to include only those skills that have been taught. (Handwriting and neatness are not part of this trait. They belong with Presentation.)



Presentation

The presentation combines both visual and textual elements. It is the way we exhibit our present our message on paper. Even if our ideas, words, and sentences are vivid, precise, and well constructed, the writing will not be inviting to read unless it follows the guidelines of Presentation. These include Balance of white space with visuals and text, graphics, neatness, handwriting, font selection, borders, and overall appearance. Think about examples of text and visual presentation in your environment. Which signs and billboards attract your attention? Why do you reach for one CD over another? All great writers are aware of the necessity of Presentation, particularly technical writers who must include graphs, maps, and visual instructions along with their text. Presentation is key to a polished piece ready for publication.




Students learn by reading aloud and discussing samples of writing

•Students learn from seeing writing modeled.

•Sharing writing is important.

•Revising our own and the work of others has great instructional benefit.

•Writing frequently is important.


How the Traits Can Work for You

To Guide Writing:

How often do you get writer’s block? It may happen because you are overwhelmed, thinking about everything at once instead of taking it a step at a time. 


To Diagnose Problems:

How can you tell whether a message is working? The traits remove the guesswork. They zero in, telling you what works—and what does not work—in writing. Knowing the traits and following the steps will help you pinpoint problems in every form of communication.


To Solve Problems:

When there’s a problem with a message, how do you fix it? The traits provide specific, concrete solutions for everything from clarifying your main point to putting modifiers where they belong.


To Discuss Writing:

The traits provide a common language that people can use to discuss writing. Whether you need to advertise a product in a flier, convince a client to give your company some repeat business, break the bad news to valued employees, or deliver some other important message, the traits can help you work with others to produce effective communications.


The traits can guide you as you start a writing task.


Plan: When you begin writing, focus on ideas and organization.


Ideas: Decide on the main point and gather ideas to support it.


Organization: Decide on the best order for your ideas.


Draft: When you write the first draft, continue to focus on ideas and organization and also consider voice.


Voice: Use a tone that fits your subject, audience, and purpose.

Writing a letter or email


In a letter, your goal is to communicate your message and give a positive impression of yourself and your idea.


Plan: (Ideas and Organization)


Ask yourself what you want the letter to accomplish.


Consider the reader’s concerns about, knowledge of, and history with your idea/organization.


Gather information.


Gather files and other necessary resources.


Jot down your main points in a logical order.


Use the letter format (full-block, semi-block, or simplified) that your situation requires.


Draft: (Ideas, Organization, and Voice)


Opening State the situation (reason for writing, background).


Middle Give the full explanation, supporting points, and details. If your message is good or neutral news, make your key point early. For a piece of bad news or persuasive message, build up to the main point.


Closing End with a call to action (who should do what, when), and, if appropriate, mention future contact.


Using the Traits to Diagnose and Solve Problems

After you write the first draft, the traits can help you diagnose problems and implement solutions.


Revise: When you review your first draft, continue to focus on the first three traits and also consider words and sentences.


Words: Replace general nouns and verbs and cut wordiness.


Sentences: Adjust sentences until they read smoothly.


In a letter, your goal is to communicate your message and give a positive impression of yourself and your organization.


Revise: (Ideas, Organization, Voice, Words, and Sentences)

Are all names, dates, and details accurate?


Is the information presented in a logical order?


Do you use a conversational but professional tone?


Do you emphasize the reader’s perspective?


Have you used precise wording?


Have you used personal pronouns in a positive way?


Do you have smooth sentences that pass the “read aloud” test?


Using the Traits to Discuss Writing

After the letter is revised, it needs editing. Then you can prepare a finished piece like the one below. The traits help you discuss the writing with other team members.


Edit: When you edit your work, focus on the last two traits.


Correctness: Check punctuation, capitalization, spelling, and grammar.


Design: Present your work in the accepted format.


In a letter, your goal is to communicate your message and give a positive impression of yourself and your organization.


Edit: (Conventions and Design)


Have you checked spelling (especially double-checked names)?


Have you checked grammar, punctuation, and mechanics?


Have you checked the format and design?

The Importance of Treaties for Teaching American Indian History

 These examples are available from the national archives and they show the concept of treaty-making between governments and the original sovereignty and independent nature of Native American tribes.


American Indian Treaties can be an extremely important starting point for teaching the history of a Native American tribe or tribes from a particular area of the United States.


These historic documents mark the beginning of a tribe’s transition from a Sovereign Nation, with its own independent government and land base, to a “domestic, dependent, Nation” (Supreme Court 1831).   Over time, these “dependent” Nations were sometimes further reduced to “confederations” wherefrom just a few to twenty or more separate tribes, bands, and communities were moved into one reservation area together and treated as one governmental entity.



 Nation to Nation exhibit webpage, type-written transcriptions are included to make it easy for students to study the contents of these handwritten documents while still being able to see the original documents in color.


Sinte Galeska, ca. 1880, also known as Spotted Tail, chief of the Bruleton, band of the Oglala Sioux, was one of the signers of the Fort Laramie Treaty.

This is the "Treaty of Peace and Friendship...between the...United States of America...and the...Creek Nation of Indians" signed in the city of New York.

After the Revolutionary War, the United States had continued the European practice of negotiating treaties with the Native Peoples similarly to how they negotiated with foreign governments. This practice changed gradually over time.

In 1831, the Supreme Court case Cherokee Nation v. Georgia changed the status of Native tribes from "independent, sovereign nations" to "domestic dependent nations." Treaties, however, still followed the pattern of requiring negotiations between the U.S. Government and tribal governments and ratification by Congress. Not all negotiated treaties were ratified.

In 1871, Congress passed the Indian Appropriations Act, which suspended all further treaties with Native governments. After that time, all changes or additions to Native lands or status were conducted by Executive Order, Acts of Congress, and decisions of the Federal Courts. To this day federally recognized American Indian tribes and Alaska Natives retain the right of self-government and usually hold a legal position directly under the Federal Government.





A Treaty of Peace and Friendship made and concluded between the President of the United States of America, on the Part and Behalf of the said States, and the undersigned Kings, Chiefs and, Warriors of the Creek Nation of Indians, on the Part and Behalf of the said Nation.


THE parties being desirous of establishing permanent peace and friendship between the United States and the said Creek Nation, and the citizens and members thereof, and to remove the causes of war by ascertaining their limits, and making other necessary, just and friendly arrangements: The President of the United States, by Henry Knox, Secretary for the Department of War, whom he hath constituted with full powers for these purposes, by and with the advice and consent of the Senate of the United States, and the Creek Nation, by the undersigned Kings, Chiefs and Warriors, representing the said nation have agreed to the following articles.


ARTICLE 1.

There shall be perpetual peace and friendship between all the citizens of the United States of America, and all the individuals, towns, and tribes of the Upper, Middle, and Lower Creeks and Semanolies composing the Creek Nation of Indians.


ARTICLE 2.

The undersigned Kings, Chiefs, and Warriors, for themselves and all parts of the Creek Nation within the limits of the United States, do acknowledge themselves, and the said parts of the Creek nation, to be under the protection of the United States of America, and of no other sovereign whosoever, and they also stipulate that the said Creek Nation will not hold any treaty with an individual State or with individuals of any State.


ARTICLE 3.

The Creek Nation shall deliver as soon as practicable to the commanding officer of the troops of the United States, stationed at the Rock-Landing on the Oconee River, all citizens of the United States, white inhabitants, or negroes, who are now prisoners in any part of the said nation. And if any such prisoners or negroes should not be so delivered, on or before the first day of June ensuing, the governor of Georgia may empower three persons to repair to the said nation, in order to claim and receive such prisoners and negroes.


ARTICLE 4.

The boundary between the citizens of the United States and the Creek Nation is, and shall be, from where the old line strikes the river Savannah; thence up the said river to a place on the most northern branch of the same, commonly called the Keowee, where a northeast line to be drawn from the top of the Occunna mountain shall intersect; thence along the said line in a south-west direction to Tugelo river; thence to the top of the Currahee mountain; thence to the head or source of the main south branch of the Oconee River, called the Appalachee; thence down the middle of the said main south branch and river Oconee, to its confluence with the Oakmulgee, which form the river Altamaha; and thence down the middle of the said Altamaha to the old line on the said river, and thence along the said old line to the river St. Mary's.


And in order to preclude forever all disputes relative to the head or source of the main south branch of the river Oconee, at the place where it shall be intersected by the line aforesaid, from the Currahee mountain, the same shall be ascertained by an able surveyor on the part of the United States, who shall be assisted by three old citizens of Georgia, who may be appointed by the Governor of the said state, and three old Creek chiefs, to be appointed by the said nation; and the said surveyor, citizens, and chiefs shall assemble for this purpose, on the first day of October, one thousand seven hundred and ninety-one, at the Rock Landing on the said river Oconee, and thence proceed to ascertain the said head or source of the main south branch of the said river, at the place where it shall be intersected by the line aforesaid, to be drawn from the Currahee mountain. And in order that the said boundary shall be rendered distinct and well known, it shall be marked by a line of felled trees at least twenty feet wide, and the trees chopped on each side from the said Currahee mountain, to the head or source of the said main south branch of the Oconee River, and thence down the margin of the said main south branch and river Oconee for the distance of twenty miles, or as much farther as may be necessary to mark distinctly the said boundary. And in order to extinguish forever all claims of the Creek nation, or any part thereof, to any of the land lying to the northward and eastward of the boundary herein described, it is hereby agreed, in addition to the considerations heretofore made for the said land, that the United States will cause certain valuable Indian goods now in the state of Georgia, to be delivered to the said Creek nation; and the said the United States will also cause the sum of one thousand and five hundred dollars to be paid annually to the said Creek nation. And the undersigned Kings, Chiefs and Warriors, do hereby for themselves and the whole Creek nation, their heirs and descendants, for the considerations above-mentioned, release, quitclaim, relinquish and cede, all the land to the northward and eastward of the boundary herein described.


Page 27


ARTICLE 5.

The United States solemnly guarantees to the Creek Nation, all their lands within the limits of the United States to the westward and southward of the boundary described in the preceding article.


ARTICLE 6.

If any citizen of the United States, or other people not being an Indian, shall attempt to settle on any of the Creeks lands, such person shall forfeit the protection of the United States, and the Creeks may punish him or not, as they please.


ARTICLE 7.

No citizen or inhabitant of the United States shall attempt to hunt or destroy the game on the Creek lands: Nor shall any such citizen or inhabitant go into the Creek country without a passport first obtained from the Governor of someone of the United States, or the officer of the troops of the United States commanding at the nearest military post on the frontiers, or such other person as the President of the United States may, from time to time, authorize to grant the same.


ARTICLE 8.

If any Creek Indian or Indians, or person residing among them, or who shall take refuge in their nation, shall commit a robbery or murder or other capital crime, on any of the citizens or inhabitants of the United States, the Creek nation, or town or tribe to which such offender or offenders may belong, shall be bound to deliver him or them up, to be punished according to the laws of the United States.


ARTICLE 9.

If any citizen or inhabitant of the United States, or of either of the territorial districts of the United States, shall go into any town, settlement or territory belonging to the Creek Nation of Indians, and shall there commit any crime upon, or trespass against the person or property of any peaceable and friendly Indian or Indians, which if committed within the jurisdiction of any state, or within the jurisdiction of either of the said districts, against a citizen or white inhabitant thereof, would be punishable by the laws of such state or district, such offender or offenders shall be subject to the same punishment, and shall be proceeded against in the same manner, as if the offense had been committed within the jurisdiction of the state or district to which he or they may belong, against a citizen or white inhabitant thereof.


ARTICLE 10.

In cases of violence on the persons or property of the individuals of either party, neither retaliation nor reprisal shall be committed by the other, until satisfaction shall have been demanded of the party of which the aggressor is, and shall have been refused.


ARTICLE 11.

The Creeks shall give notice to the citizens of the United States of any designs, which they may know or suspect to be formed in any neighboring tribe, or by any person whatever against the peace and interests of the United States.


ARTICLE 12.

That the Creek nation may be led to a greater degree of civilization, and to become herdsmen and cultivators, instead of remaining in a state of hunters, the United States will from time to time furnish gratuitously the said nation with useful domestic animals and implements of husbandry. And further to assist the said nation in so desirable a pursuit, and at the same time to establish a certain mode of communication the United States will send such, and so many persons, to reside in the said nation as they may judge proper, and not exceeding four in number, who shall qualify themselves to act as interpreters. These persons shall have lands assigned them by the Creeks for cultivation for themselves and their successors in office, but they shall be precluded exercising any kind of traffic.


ARTICLE 13.

All animosities for past grievances shall henceforth cease; and the contracting parties will carry the foregoing treaty into full execution, with all good faith and sincerity.


ARTICLE 14.

This treaty shall take effect and be obligatory on the contracting parties, as soon as the same shall have been ratified by the President of the United States, with the advice and consent of the Senate of the United States.


In witness of all and everything herein determined, between the United States of America, and the whole Creek nation, the parties have hereunto set their hands and seals, in the city of New York, within the United States, this seventh day of August, one thousand seven hundred and ninety.


On behalf of the United States:


H. Knox, [L. S.]

Secretary of War and sole commissioner for treating with the Creek Nation of Indians.


On behalf of themselves and the whole Creek nation of Indians:


Alexander McGillivray, [L. S.]


   Cusetahs:


Fuskatche Mico, or Birdtail King, his x mark, [L. S.]


Neathlock, or Second-Man, his x mark, [L. S.]


Halletemalthle, or Blue Giver, his x mark, [L. S.]


   Little Tallisee:


Opay Mico, or the Singer, his x mark, [L. S.]


Totkeshajou, or Samoniac his x mark, [L. S.]


   Big Tallisee:


Hopothe Mico, or Tallisee King, his x mark, [L. S.]


Opototache, or Long Side, his x mark, [L. S.]


   Tuckabatchy:


Soholessee, or Young Second Man his x mark, [L. S.]


Ocheehajou, or Aleck Cornel, his x mark, [L. S.]


   Natchez:


Chinabie, or the Great Natchez Warrior, his x mark, [L. S.]


Natsowachehee, or the Great Natchez Warrior's Brother, his x mark, [L. S.]


Thakoteehee, or the Mole, his x mark, [L. S.]


Oquakabee, his x mark, [L. S.]


   Cowetas:


Tuskenaah, or Big Lieutenant, his x mark, [L. S.]


Homatah, or Leader, his x mark, [L. S.]


Chinnabie, or Matthews, his x mark, [L. S.]


Juleetaulematha, or Dry Pine, his x mark, [L. S.]


   Of the Broken Arrow:


Chawookly Mico, his x mark, [L. S.]


   Coosades:


Coosades Hopoy, or the Measurer, his x mark, [L. S.]


Muthtee, the Misser, his x mark, [L. S.]


Stimafutchkee, or Good Humor, his x mark, [L. S.]


   Alabama Chief:


Stilnaleeje, or Disputer, his x mark, [L. S.]


   Oaksoys:


Mumagechee, David Francis, his x mark, [L. S.]


Done in the presence of—


Richard Morris, chief justice of the State of New York,


Richard Varick, mayor of the city of New York,


Marinus Willet,


Thomas Lee Shippen, of Pennsylvania,


John Rutledge, jun'r,


Joseph Allen Smith,


Henry lzard,


Joseph Cornell, interpreter, his x mark.

This primary source comes from the General Records of the United States Government.

National Archives Identifier: 12013259

Full Citation: Treaty of Peace and Friendship between the United States of America and the Creek Nation of Indians Signed at New York; 8/7/1790; Ratified Indian Treaty 17: Creek - New York, August 7, 1790, 1722 - 1869; Indian Treaties, 1722 - 1869; General Records of the United States Government, Record Group 11; National Archives Building, Washington, D.C.. [Online Version, https://docsteach.org/documents/document/treaty-creek-new-york, November 22, 2021]



https://americanindianhof.com/