Mr. José R. Acosta Rosado

Name: ____________________________________________________ Date: ___________________________

Group: _____________________________ Value: 20 Pts.

Instructions: Write a two paragraph essay about the similarities and differences between Eugenio Maria

de Hostos, and Martin Luther King Jr. The First paragraph must include 5 sentences about the similarities

between Eugenio Maria de Hostos and Martin Luther King Jr., and the second paragraph must contain 5

sentences about the differences between Eugenio Maria de Hostos and Martin Luther King Jr.

ATTENTION: The criteria’s that will be evaluated: handwriting, organization, punctuation marks, and

grammar. Each criterion will cost a total of 4 points.

Scoring Rubric for Writing Group: ____________

Teacher: Mr. Jose R. Acosta Rosado

Name: Date:

1 2 3 4 Score

Handwriting Hard to read; not

well formed

Mostly legible Well-formed

letters.

Neat, easy to

read, well

formed.

Organization Ideas not ordered Some orders of

ideas are not

sequenced.

Appropriate

sequential ideas

from sentences.

Good flow of

ideas from

sentences.

Punctuation

marks

Several punctuation

marks errors.

Few punctuation

marks errors.

Minor errors in

punctuation

marks.

Correct

punctuations

marks.

Grammar Many errors in the

structural form of

words.

Some errors in

the structural

form of words.

Few errors in

the structural

form of words.

No errors in the

structural form

of words.

Total:

Name: ___________________________ Group: _______ Date: _____________________

The Writing Process I- Pre-Writing A. BRAINSTORMING

B. TOPIC AND THESIS STATEMENT Topic----Limited Topic ----Topic Sentence----Thesis Statement

Less Specific------------------------------------------------More Specific

Example

Topic Cars

Limited Topic Luxury Cars

Topic Sentence Luxury cars have a tendency to be expensive.

Thesis Statement Luxury cars have a tendency to be expensive due to powerful engines, fine interiors, and a coveted reputation.

Your Own

Topic

Limited Topic

Topic Sentence ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thesis Statement ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

_______________________

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

Name: ___________________________ Group: _______ Date: _____________________ II- Drafting/Writing

Essay Structure

Introductory Paragraph

Grab Audience Attention (fact, quote, etc.)

Thesis Statement

Concluding Sentence

Body Paragraph #1

Topic Sentence

Detail 1 (Supporting Topic Sentence)

Detail 2 (Supporting Topic Sentence)

Detail 3 (Supporting Topic Sentence)

Hamburger Bun #1

Tomatoes and Lettuce

Name: ___________________________ Group: _______ Date: _____________________

Body Paragraph #2

Topic Sentence

Detail 1 (Supporting Topic Sentence)

Detail 2 (Supporting Topic Sentence)

Detail 3 (Supporting Topic Sentence)

Concluding Paragraph

Wrap-Up

Restate Thesis Statement in Other Words

Mention Briefly KEY POINTS

Concluding Sentence

Now re-write the essay organized in a composition paper.

MEAT

Hamburger Bun #2

Gobierno de Puerto Rico

Departamento de Educacion de Puerto Rico

Juan Ponce de Leon Bilingual School – Humacao

Name: ___________________________________________

Date: _________________ English – 9-2

Test # 1: The Writing Process and the Essay (35 points).

Instructions: Read carefully each part of the quiz, and answer using your best knowledge. Follow the instructions given,

and write your best answer.

The Writing Process

Part A. Sequence of events. After numbering each writing stage in order, define each stage in one complete sentence.

____a. Drafting: ____________________________________________________________________________________

____b. Revising: ____________________________________________________________________________________

____c. Publishing: __________________________________________________________________________________

____d. Pre-writing: __________________________________________________________________________________

____e. Editing: _____________________________________________________________________________________

Part B. True or False. Read each statement, and write “T” if the sentence is true or “F” if it’s false, in the space

provided.

___1. Before writing, you need an idea to begin with.

___2. In your pre-writing stage, you begin revising your paragraphs.

___3. Drafting is writing your ideas in sentences and paragraphs.

___4. In the revising stage, you must be sure if your details are clear.

___5. Publishing is the last step of the reading process.

Part C. Answer the question. Answer each question in at least two complete sentences. You will be evaluated on content

and following instructions.

1. What is the importance of editing your written work?

2. Use a pre-writing technique to organize the idea of “Valentine’s Day”

The Essay

Part D. Define the following word in at least two complete sentences.

1. Essay: _____________________________________________________________________________________

___________________________________________________________________________________________

Part E. Choose the best answer. Write the letter of the correct answer in the space provided.

____1. An essay begins with a brief _______________ which prepares the audience to read the essay.

a. brainstorm b. introduction c. idea

____2. An essay ends with a brief ________________, which brings the essay to a logical end.

a. conclusion b. thesis c. question

____3. _______________essay paints a vivid picture for the reader.

a. An descriptive b. A personal c. A narrative

____4. _______________ essay tries to convince the reader to think a certain way.

a. A persuasive b. An introductory c. An expository

____5. _______________ essay informs, or gives information.

a. A short b. A narrative c. An expository

____6. ________________ essay tells a story, and shares an experience.

a. A persuasive b. A descriptive c. A narrative

____7. The essay includes_______________ paragraphs, which develop the main idea of the essay.

a. introduction b. body c. conclusion

____8. Tells the reader what you believe, and what you want to prove.

a. introduction b. title c. thesis statement

Part E. Answer the following question in at least two complete sentences. Content and following instructions will be

evaluated.

1. What is the importance of having a clear thesis statement in your essay?

BONUS (2pts).What is the importance of using your sensors in a descriptive essay?

Gobierno de Puerto Rico

Departamento de Educación de Puerto Rico

Juan Ponce de Leon Bilingual School – Humacao

Name: ______________________________________ Mr. José R. Acosta Rosado/Mr. Harry Bonkosky

Date: _________________ English – 9-2

Review: of the play:

Vocabulary Words: Match each vocabulary words and the correct definition.

____1. Fiddling

____2. Renowned

____3.Despair

____4. Cellar

____5. Wriggle

____6. Marshes

____7. Starling

____8. Meteor

a.to twist

b. unimportant

c. poorly drained

d. being widely known

e. to give a sudden fright

f. to lose or lack of hope

g. small particle of mettle from space

h. underground room or basement

Use the following vocabulary words and construct a meaningful complete sentence.

Static

__________________________________________________________________________________________________

Friction:

__________________________________________________________________________________________________

Gravity:

__________________________________________________________________________________________________

Astronomers:

__________________________________________________________________________________________________

Contractions: Fill in the blank by replacing the word in parentheses ( ).

1. She (does not) _____ speak much English.

2. I (do not) _____ want you going near any meteor, Lawrence.

3. (I have) _____ seen a meteor that looked anything like this.

4. (They are) _____ turning into flames!

5. (It is) ______ a special show, you know, a fake broadcast.

Use 3 contractions from the previous exercise and write a complete sentence by applying the contraction rule.

1.

2.

3.

Sequence of Events: Order the following events by using the number from 1 to 10.

____Phillips interrupts and says, “The top of the cylinder is beginning to rotate like a screw”.

____Larry is tuning the radio searching for the “Jack Benny Show”

____A huge flaming meteor fell on a farm in Grovers Mill, near Trenton

____Something horrible is crawling out of hollow up!

___The announcer says, “You are listening to a CBS presentation of Orson Wells and the Mercury Theatre of the Air.

____The Governor of New Jersey have ordered the evacuation of homes.

____The announcer interrupts the program to bring a special news bulleting about an explosion in Mars.

____The Frascetti’s are looking for a cellar to hide.

____A jet of flames strikes from the cylinder.

____The battle at Grovers Mill has ended with seven thousand armed men pitted against a single fighting machine.

True or False: On the space provided, write a “T” if the statement is correct or true and an “F” if the statement is false or

incorrect. Explain the FALSE statements =D!

____1.Grandma comes from England.

__________________________________________________________________________________________________

____2.H.G Wells adapted the novel “War of the Worlds” into play.

__________________________________________________________________________________________________

____3.The explosion in Jupiter are related with what is happening in Texas.

__________________________________________________________________________________________________

____4.The giant cylindrical machine have a tripod shape.

__________________________________________________________________________________________________

____5.The setting of the play was on October 30, 1983.

__________________________________________________________________________________________________

Cause and Effect: Find a Cause and the Effect transition of an event occurred in the play “War of the Worlds”. Use the

book Read XL to find a Cause and Effect transitions. (Pages 123 – 128).

Cause: ____________________________________________________________________________________________

Effect:___________________________________________________________________________________________

Complete the following table with the correct cause or effect.

Comprehension Questions: Answer the following questions in at least 2 complete sentences. Use meaningful coherent

sentences.

1. How was Orson Wells able to make his play look so realistic? Be specific.

2. Describe the cylindrical metal machine. Be specific.

Cause Effect

Gas explosions on Mars

Larry wanted to go and see the meteor.

Linda was looking for her dog.

Gobierno de Puerto Rico

Departamento de Educación de Puerto Rico

Juan Ponce de Leon Bilingual School – Humacao

Name: ______________________________________ Mr. José R. Acosta Rosado/Mr. Harry Bonkosky

Date: _________________ English – 9-2

Test: Play “War of the Worlds” by Orson Wells (80 points)

Instructions: Read carefully each part of the test, and answer using your best knowledge. Follow the instructions

given, and write your best answer.

Vocabulary Words Match

Vocabulary Words: Match the vocabulary words in column A with its correct definition in column B. Write the

letter in the space provided. (8 points)

Column A Column B

__b__1. Gravity

__c__2. Friction

__e__3. Marshes

__g__4.Despair

__d__5. Starling

__h__6. Static

__a__7. Wriggle

__f__8. Astronomer

a. to twist

b. seriousness

c. when two objects rub against each other

d. to give a sudden fright

e. poorly drained

f. scientist who study the stars, planets, and space

g. to lose or lack of hope

h. not moving; accumulation of electric charges

Use the following vocabulary words and construct a meaningful complete sentence. You will be evaluated

by the use of the vocabulary word in context and sentence coherence. (8 points)

Cellar:

__________________________________________________________________________________________________

Renowned:

__________________________________________________________________________________________________

Fiddling:

__________________________________________________________________________________________________

Meteor:

__________________________________________________________________________________________________

Fill in the blank: Fill in the blank by replacing the words in parentheses ( ), with the correct contraction in the space

provided. (10 points)

1. (He is) ____he’s______ going outside.

2. (They have) __They’ve______ finished eating.

3. He (could not) __couldn’t_______ see the meteor.

4. (Let us) __Let’s______ go swimming.

5. You (should not) ___shouldn’t______ do that.

6. They (are not) __aren’t_____ coming.

7. (They are) __They’re_____ leaving soon.

8. (It is) ___It’s______ a sunny day.

9. She (did not) ___didn’t_____ look worried.

10. (We will) ___We’ll_____ stay hidden.

End marks: Write in the space provided the appropriate end punctuation mark for each sentence. (10 points)

1. There are three days left __.__

2. Their cat is black __.__

3. Isn’t it Monday __?__

4. Put that down right now __!__

5. I wonder how far that bus goes __?__

6. Do you love in Trenton, New Jersey __?__

7. Wow __!__

8. Leave me alone, your idiot _!___

9. Don’t shut the door __!__

10. I am tired __.__

Sequence of events: Order the following events by using numbers from 1 to 10. Write the number in the space

provided. (10 points)

__9__ Mr. Springer reads the newspaper and learns the truth.

__6__The governor orders a martial law.

__1__The Springer family is searching for the Jack Benny Show.

__7__The Frascetti family thinks on going to the Springer’s cellar.

__2__The announcer interrupts talking about the gas explosions.

__4__Mr. Springer arrives from work.

__5__Something with tentacles comes out of the cylindrical object.

__8__The announcer states the seven thousand armed men died.

__3__Carl Phillips starts talking.

__10__The announcer pauses and talks about the Mercury Theatre of the Air.

True or False: On the space provided, write a “T” if the statement is correct or true and an “F” if the statement is false

or incorrect. Explain FALSE statements in the space provided. (20 points)

____1.The meteor fell in New York at the beginning of the story.

__________________________________________________________________________________________________

____2.The original version was written by Orson Whales.

__________________________________________________________________________________________________

____3.The people fighting with the machine were compared as rats and flies.

__________________________________________________________________________________________________

____4.The explosions on Mars are not related to the attacks.

__________________________________________________________________________________________________

____5.Mrs. Fascetti states that she hopes the Germans are not attacking them.

__________________________________________________________________________________________________

____6.The machines had cylindrical shapes and four giant metal legs.

__________________________________________________________________________________________________

____7.The setting takes place on October 20, 1938.

__________________________________________________________________________________________________

____8.Grandma comes from Great Britain.

__________________________________________________________________________________________________

____9.Lawrence is part of the play.

__________________________________________________________________________________________________

____10.George is Linda’s father.

__________________________________________________________________________________________________

Cause and Effect: In the provided table, fill in the empty spaces by writing the best cause or effect. (6 points)

Cause

Effect

Family screaming to Grandma

Gas explosion in Mars

Meteor falls near Trenton

State is under Martial Law

Mrs. Frascetti faints

The “thing” is throwing a jet of flames

Comprehension Questions: Answer the following question in at least tree complete sentences. Content and

following instructions will be evaluated. (3 points each question)

1. What do you think about life in another planet? Be precise.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. How was Orson Wells able to make his play look so realistic? Be specific.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Bonus: Who is the author of the original version of “War of the Worlds”? (2 points)

___________________________________________________________________________________________

Good Luck!

Name: _________________________________________ Date: ______________________________

Group: ____________ Topic:______________________________

Criteria Distinguished 4 Proficient3 Basic2 Unacceptable1

Organization -- Extremely well organized.

-- Introduces the purpose of

the presentation clearly and

creatively.

--Effectively includes smooth,

clever transitions which are

succinct but not choppy in order to connect key points

-- Student presents

information in logical,

interesting sequence which

audience can follow.

-- Ends with an accurate

conclusion showing

thoughtful, strong evaluation

of the evidence presented.

-- Generally well

organized.

-- Introduces the

purpose of the

presentation

clearly.

-- Include

transitions to

connect

key points but

better transitions

from idea to idea

are noted.

-- Most

information

presented in

logical sequence;

A few minor

points may be

confusing

-- Ends with an

summary of main

points showing

-- Somewhat

organized.

-- Introduces the

purpose of the

presentation

-- Includes some

transitions to

connect key points

but there is

difficulty in

following

presentation.

-- Student jumps

around topics.

Several points are

confusing.

-- Ends with a

summary or

conclusion; little

evidence of

evaluating content

based on

-- Poor or nonexistent organization.

-- Does not clearly introduce the

purpose of the presentation

-- Uses ineffective transitions that

rarely connect points; cannot understand

presentation because there is no sequence for

information.

-- Presentation is choppy and disjointed; no

apparent logical order of presentation

--

some evaluation

of the evidence

presented.

Evidence.

Content: Depth and

Accuracy Content

--Speaker provides an accurate

and complete explanation of

key concepts and theories,

drawing upon relevant

literature. Applications of

theory are included to

illuminate issues.

-- Provides evidence of

extensive

and valid research with

multiple (you provide number)

and varied sources.

-- Combines and evaluates

existing

ideas to form new insights.

-- Information completely

accurate; all names and facts

were precise and explicit

-- Level of presentation is

appropriate for the audience.

--For the most

part, explanations

of concepts and

theories are

accurate and

complete. Some

helpful

applications of

theory are

included.

-- Presents

evidence of valid

research with

multiple sources.

-- Combines

existing ideas to

form

new insights.

-- No significant

errors are made; a

few

inconsistencies or

errors in

information.

-- Level of

presentation is

generally

appropriate.

--Explanations of

concepts and/or

theories are

inaccurate or

incomplete. Little

attempt is made to

tie in theory. There

is a great deal of

information that is

not connected to

the presentation

thesis.

-- Presents

evidence of research

with sources.

-- Combines

existing ideas.

-- Enough errors are

made to distract a

knowledgeable

listener, but some

information is

accurate.

-- Portions of

presentation are too

elementary or too

sophisticated for

audience.

--No reference is made to literature or theory.

Thesis not clear; information included that does

not support thesis in any way.

- Presents little or no evidence of

valid research.

-- Shows little evidence of the combination of

ideas.

-- Information included is sufficiently inaccurate

that the listener cannot depend on the

presentation as a source of accurate information.

-- Presentation consistently is too elementary or

too sophisticated for the audience.

Research Effort --Went above and

beyond to research

information; solicited

material in addition to

what was provided;

brought in personal

ideas and information

to enhance project;

and utilized more than

eight types of

resources to make

project effective.

--Did a very good job

of researching; utilized

materials provided to

their full potential;

solicited more than six

types of research to

enhance project; at

times took the

initiative to find

information outside of

school.

--Used the material

provided in an

acceptable manner,

but did not consult any

additional resources.

--Did not utilize resources effectively; did little or

no fact gathering on the topic.

Creativity --Uses the unexpected

to full advantage; very

original, clever, and

creative approach that

captures audience's

attention.

--Some originality

apparent; clever at

times; good variety

and blending of

materials/media.

--Little or no variation;

a few original touches

but for the most part

material presented

with little originality or

interpretation.

-- Bland, predictable, and lacked “zip. Repetitive

with little or no variety; little creative energy used.

Use of

Communication Aids

(e.g., Transparencies,

Slides, Posters,

Handouts, Computer-Generated Materials)

--Graphics are

designed reinforce

presentation thesis

and maximize

audience

understanding; use of

media is varied and

appropriate with

media not being added

simply for the sake of

use.

--Visual aids were

colorful and large

enough to be seen by

all be even those in

back of the class

--Media are prepared

--While graphics relate

and aid presentation

thesis, these media are

not as varied and not as

well connected to presentation thesis.

--Font size is

appropriate for reading.

--Appropriate

information is

prepared. Some

material is not

supported by visual

aids.

-- occasional use of

graphics that rarely

support presentation

thesis; visual aids were

not colorful or clear

Choppy, time wasting

use of multimedia;

lacks smooth transition

from one medium to another.

--Font is too small to be easily seen.

--Communication aids

are poorly prepared or

used inappropriately.

Too much information

is included.

Unimportant material

is highlighted.

--Student uses superfluous graphics, no graphics, or

graphics that are so poorly prepared that they

detract from the presentation.

--Font is too small to be easily seen

Use of Language:

Grammar, Word

Choice, Voice

-- Poised, clear

articulation; proper

volume; steady rate;

enthusiasm;

confidence; speaker is

clearly comfortable in

front of the group.

--pronunciation of terms

-- Selects rich and

varied words for

context and uses

correct grammar.

--

no misspellings or grammatical errors.

-- Sentences are

complete and

grammatical, and they

flow together easily.

Words are chosen for their precise meaning.

-- Clear articulation

but not as polished;

slightly uncomfortable

at times Most can hear presentation.

-most words correctly.

-- Selects words

appropriate for

context and uses

correct grammar.

--

more than two

misspellings and/or grammatical errors

-- For the most part,

sentences are complete

and grammatical, and

they flow together

easily. With a few

exceptions, words are

chosen for their precise

meaning.

-- Audience

occasionally has

trouble hearing the

presentation; seems

uncomfortable.

-- Student incorrectly

pronounces terms.

-- Selects words

inappropriate for

context; uses incorrect

grammar.

-- Presentation has

three misspellings

and/or grammatical

errors.

-- Can follow the

presentation, but

some grammatical

errors and use of slang

are evident. Some

sentences are

incomplete/ halting,

and/or vocabulary is

somewhat limited or

inappropriate.

-- Presenter is obviously anxious and cannot be heard or monotone with little or no expression.

--

incorrectly.

- rcontext; Uses incorrect grammar.

--errors and/or grammatical errors.

-- Cannot focus on the ideas presented. Because

of difficulties with grammar and appropriate

vocabulary.

in a professional

manner. Details are

minimized so that

main points stand out.

Eye Contact -- Maintains eye

contact; seldom

returning to notes;

presentation is like a

planned conversation.

-- Student maintains

eye contact most of the

time but frequently

returns to notes.

-- Some eye

contact,but not

maintained and at

least half the time

reads most of report.

-- Student reads all or most of report with no eye

contact.

Personal Appearance

--Personal

appearance is

completely

appropriate for the

occasion and the

audience.

--For the most part,

personal appearance is

appropriate for the

occasion and the

audience.

-- Personal

appearance is

somewhat

inappropriate for the

occasion and audience.

-- Personal appearance is inappropriate for the

occasion and audience.

Audience Interaction,

Questions and

Answers.

--Encourages audience

interaction. Calls on

classmates by name.

--Demonstrates

extensive knowledge

of the topic by

responding

confidently, precisely

and

appropriately to all

audience

questions.

--Encourages audience

interaction.

--Demonstrates

knowledge of the

topic by responding

accurately and

appropriately

addressing questions .

At ease with answers

to all questions but

fails to elaborate.

--Reluctantly interacts with audience.

--Demonstrates some

knowledge of

rudimentary questions

by

responding accurately

to questions.

--Avoids or discourages active audience participation.

--Demonstrates incomplete

knowledge of the topic by

responding inaccurately and

inappropriately to questions.

Audience Response --Involved the

audience in the

presentation; held the

audience's attention

throughout.

--Presented facts with

some interesting

"twists"; held the

audience's attention

most of the time.

--Some related facts

but went off topic and

lost the audience.

--Incoherent; audience lost interest.

Length of

Presentation

Amount needed to

present the topic

Needed to use more

time to explain topic

Made the presentation

fast, therefore used

few minutes.

Too short and the topic wasn’t well developed

Conscience for the sake of the world

1. Think about a social problem that is occurring in the world.

_____________________________________________________________________________________

2. What worries you the most about this problem?

_____________________________________________________________________________________

3. If you could make a change, what would you create, in order to solve the social problem?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. Create a plan. What kind of activities you could create to involve society and make them feel conscience about your

preoccupation? Be creative.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. What do you expect after your plan is done?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6. Do you think your plan will be effective? ____ yes ___ no. E EcEx