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Who Are You

Page history last edited by Ms. Edwards 14 years, 11 months ago


What are you made of?




What Are Athletes Made Of? by Hanoch Piven



Part 1  Reflection


What did you think of the story:



Find your team page here:



Link Part 1

LInk Part 2

Part 1 √

Part 3 √ Final Page following book pattern

Part 4


Team 1

T1 Piven Response 



T1 Who Are You Eval 


Team 2

T2 Piven Response

The Camping Buddies

Who Are The Camping Buddies 

T2 who are you eval 


Team 3

T3 Piven Response



T3 Who Are You Eval 


Team 4

T4 Piven Response



T4 Who are you eval 


Team 5

T5 Piven Response



T5 Who Are You Eval 


Team 6

T6 Piven Response 






Answer these questions:

1.  What did you like?

2. How did the author make it interesting?

3. What pattern did the author use on each page?

4. How did the art match the words?

5. Who would you have chosen?

Note: In the "tag" area at the bottom of the edit page, be sure to enter your code name.


Part 2 Composition


Create a New Page by following the directions on the "Create a New Page" page, using the template "About Team." Be sure to put your pages in the W8 folder.



You will find a table like this to enter information about your team members as a group on your template.


Your team is made of:

Examples about your team (no identifying names/places)

Did you know that:

Possible Portrait Art
























Part 3 Creation and Re-publication


In the real world or in The Cloud, create a portrait page about your team. Take a picture of the art work you created to import to your team's page, or embed the picture into your page. See Pic and Paint.


Teacher Example


Part 4 Evaluation


Create a new page from the "Who Are You Evaluation" Template. Evaluate your work using evidence from your project to prove your grade.



Part 5  Who would you create?


Research and create a similar page for a person of your choice, with teacher approval. Use the template About Athlete to take notes and add your information.





GLE: Grade Level Expectations

2.3.1  The student writes in a variety of forms for different audiences and purposes.  Write in a variety of forms/genres. Uses a variety of forms/genres.                

Grades 2-9: Maintains a log/portfolio to track variety of forms/genres used. Includes forms/genres from previous years.               

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.

·       Uses prewriting stage to determine purpose, analyze audience, select form, research background information, formulate theme (for narrative writing) or a thesis, and/or organize text.

1.2.1 Analyzes task and composes multiple drafts when appropriate.

·     a.  Refers to prewriting plan.

·     b.  Drafts according to audience, purpose, and time.

·     c.  Drafts by hand and/or electronically.

·     d.  Assesses draft and/or feedback, decides if multiple drafts are necessary, and explains decision.

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. d. Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups). e.  Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision).  f.  Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).  g.  Revises typographic devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical writing forms (e.g., lab reports, graphs).

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.

·       Writes with a clearly defined voice appropriate to audience.

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. 

Selects and uses precise language in poetic and narrative writing.

·       Uses the vernacular appropriately.

·       Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).

·       Selects and uses persuasive techniques (e.g., powerful and emotional imagery).

·       Selects and uses literary devices (e.g., metaphor, symbols, analogies).

·       Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).

·       Considers connotation and denotation when selecting works (plump vs. fat, shack vs. house).

1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.Publishes material in appropriate form  and format. Publishes using visual and dramatic presentations.



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