4.11 graded assignment write a descriptive poem or essay

Resources: Discussions and Assignments

Essay assignment: compare/contrast essay—final draft.

For this assignment, review the feedback from your peer review, work your way through the revising and proofreading stages of the writing process, then submit your final version of the essay.

Assignment Instructions

• Review the grading rubric as listed on this page.
• Review feedback
• Work through the revising and proofreading stages of the writing process.
• 3–4 typed, double-spaced pages (about 600–750 words), 12 pt font size, Times New Roman
• MLA formatting (see the MLA Format page as needed)
• Submit your final version of your Compare/Contrast Essay as a single file upload.

• Provided by : Lumen Learning. Located at : http://lumenlearning.com/ . License : CC BY: Attribution
• Authored by : Daryl Smith O' Hare and Susan C. Hines. Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Paul Powell. Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution

English Language Arts and Reading.4.11.D.vii

edit drafts using standard English conventions , including:

pronouns , including reflexive;

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

Knowledge and Skills Statement

A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.

The following is one example of how to assess proficiency of this student expectation (SE) or a portion of the SE. More examples coming soon.  

A teacher may wish to pair SE 4.11.D.vii with SE 4.12.A and assess both SEs at the same time. With SE 4.12.A, students compose literary texts, such as personal narratives and poetry, using genre characteristics and craft. Task students with composing a personal narrative to include genre characteristics such as character descriptions, dialogue, description of a personal experience, and first-person point of view. Within their personal narratives, students should incorporate multiple examples of pronouns, including reflexive pronouns. After students have written their personal narratives, have them trade with a classmate to read the other student's personal narrative and locate the reflexive pronouns.  

Further Explanation

Students are expected to know how to correctly use pronouns to refer to or in place of previously used nouns or noun phrases. Additionally, students should be able to review their drafts and evaluate the use of indefinite pronouns in their compositions. Students should be able to identify indefinite pronouns that create ambiguity and replace them with a more specific word or phrase. They should understand how pronouns help make sentences smoother and clearer.

Glossary Support for ELA.4.11.D.vii

• Middle School

Graded Assignment Write a Summary of a Fictional Text Write an accurate summary of the fictional text that you just read. Include all the elements of a good summary. Refer to the Summarize a Fictional Text Notebook document and follow the steps to complete the assignment. Total score: ____ of 30 points Read a Fictional Text Read the text and notice the important parts of its plot, characters, and setting. Take notes if you wish. Sunday at the Water Park “Yeah, the job is pretty boring,” Mariah admitted, looking at the wave pool from atop her lifeguard station. “But I get to be outdoors and I can go on all the rides for free when I’m done.” Her questioner—Berry, a classmate she didn’t know well, who happened to be a customer as well as being the annoying editor of the school newspaper—stretched his arm up toward her in some weird kind of salute. Actually he was recording her with the purple-and-black striped phone in his hand. “How are the working conditions?” he inquired in the important tones of an anchorman. “They’re—” She stopped cold. She stood up, staring at the crowd who rose and fell and squealed with each new surge of machine-churned water. Amid the bobbing figures, she had seen one stop moving, and seen its head sink halfway under the water and stay there. She grabbed the rescue tube and dove into the pool. In what felt like an instant, she had swum to the far end, a few feet from the wave machine, and stopped behind the eight-year-old boy who was floating face-down. She thrust the long, red foam rescue tube at him. Then, she stood in the three-foot deep water and scooped him around the waist. As she lifted his head, a waterfall of clear, bubbly water streamed down. She wrapped both his small, soft hands around the flotation tube and towed him to the side of the pool. She hoisted him high and set him on the brightly painted white cement, then boosted herself up after him. The boy—his name turned out to be Peter—hadn’t fully lost consciousness, so he didn’t need CPR. After a couple of slaps on the back, he was coughing wetly and breathing well, though too stunned even to ask what had happened. By now, the waders in the pool understood vaguely what had happened. They looked around helplessly and asked each other bewildered questions. No one had noticed that Peter was drowning, not even the adults three feet away from him. Peter’s teenage brother and his friends had sloshed as quickly as they could to poolside. In five minutes, the EMS ambulance arrived to take Peter to the nearby clinic. “I got it all on video!” Berry exclaimed. “Now give me an interview!” She couldn’t give him much of an interview, because the event had lasted only thirty seconds. She hadn’t consciously decided how to act, and didn’t remember many details. Her reflexes had done it all automatically. Her lifesaving courses had worked! She hardly knew what she was saying during the interview, and assumed she must sound incredibly dumb and out of breath. Later her family and neighbors told her how poised and in-charge she’d appeared. The strange thing was, she didn’t feel as if she’d done anything special. The only thing that felt new was the way she couldn’t keep herself from smiling at everything—at the trees in her backyard, at silly TV shows, at her younger brother, at the table setting at dinner, at everything. Write a Summary of a Fictional Text Write an accurate summary of the fictional text that you just read. Include all the elements of a good summary. Submit Your Assignment

Expert-verified answer.

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The plot is about Mariah saving the boy , Peter . The incident happens when Berry interviews her. The characters are Mariah, Berry, and Peter . The setting is at the water park.  

The main points are:  

• Mariah is a lifeguard . Berry is her classmate and the ‘school newspaper editor’.
• She saves a boy who was drowning. There were many other people in the water park.  
• Berry captured the scene of Mariah saving the boy. She feels good that she saved him. She does not consider much about the interview.  
• Though people appreciated her, she was content because she did her duty.  

Thus, the main plot revolves around Mariah saving the eight-year-old boy.

To know more about ‘Sunday at the Water Park’:  

brainly.com/question/13763003

• 6K people helped

Mariah, Berry, and Peter are the main characters in the story. Mariah is the lifeguard and the one who the story is mostly about, Berry is the interviewer and editor of the school newspaper., and Peter is the little boy who Mariah saved. The story took place in the water park that Mariah worked at on a Sunday. The pool was a wave pool, so it made waves. Mariah didn’t really want to give Berry an interview but nothing much really happened there so she accepted his offer. The interview was about to start when Mariah noticed that someone was getting drowned. She went into a stage of what was almost autopilot and applied all of the techniques she had learned in lifeguard training to save Peter. After she made sure he was safe, Berry asked for the interview as he had gotten it all on tape. Her friends and family saw the tape, but she was more proud of the fact that she saved the little boy.

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