Monday Tuesday May 14/ 15 spoken word performances

At this time, I should have received your slam poem OR you have a copy-either hand-written or printed. 

I printed out all that were received by 6 am Monday. 

In class: sharing your poem. (class participation grade and writing grade, if you decided to memorize.)

Review of rubric (class handout / copy below)

Volunteers first, otherwise alphabetical order. 

Spoken Word is writing that is meant to be read out loud.  Your writing should have  words and phrases that project onto the minds of the listeners like vivid images, sounds, actions and other sensations. If your poem is rich with imagery, your listeners will see, smell, feel and maybe even taste what you’re telling them. 

Performance. Spoken word poems are written to be performed. After your poem is written, practice performing the poem with the elements of good stage presence in mind. 

 It is important to maintain Eye Contact – Don’t stare at the floor, or hide behind a piece of paper/phone. From time to time, look into the eyes of people in the audience to capture their attention. 

Projection  is also crucial, so remember to speak loudly and clearly so that your voice can be heard from a distance.

 Enunciation helps the listeners to hear exactly what you say. Don’t mumble. Speak clearly and distinctly so that the audience can understand what you are saying

. Facial Expressions  help animate your poem. You’re not a statue: smile if you’re reading something happy. Look angry if your poem is about anger. This might sound silly, but using the appropriate facial expressions help express various emotions in your performance.

 Gestures such as hand motions and body movements emphasize different elements of your performance. Choose the right gestures for your poem.

REMEMBER: SPOKEN WORD MUST BE WELL SPOKEN

  

Poetry Slam Rubric For Class

27-28=A+, 25-26=A, 23-24=A-, 21-22=B+, 19- 20=B, 17-18=B-, 16- 17=C+, 14-15=C, 10-13= C-, 7-9=   65

Content: Poetic Devices

4.Poem uses more than five (5) examples of figurative language and/or poetic devices in their poem. Elements are used effectively to add meaning to the poem.

3. Poem uses five (5) examples of figurative Language and/or poetic devices. Elements are used effectively to add meaning to the poem.

2. Some required elements are missing. Elements present are used somewhat effectively to add meaning to the poem.

1. Poem uses one (1) or fewer of the required elements and elements that are present are ineffectively utilized.

Content: Originality

4. The poem is original, unique, and creative. A Fresh twist on the theme.

3. The poem is fairly original, unique and creative. Theme has a fairly fresh twist.

2. The poem is somewhat original, unique, and creative.

1. The poem is not original, unique, or creative.

Content: Audience

4.The poem is appropriate for and connects well with the audience.

3. The poem is appropriate for and connects with the audience.

2. The poem is appropriate for the audience and a connection with the audience somewhat.

1. The poem is inappropriate for the audience and make no connection.

Content: Emotional Connection

4. The poem contains honest, passionate, personal content.  The poem is an extension of the poet’s individual identity, truth, and beliefs.

3. The poem contains fairly honest, passionate, personal content.  The poem is mostly an extension of the poet’s individual identity, truth, and beliefs.

2. The poem contains somewhat honest, passionate, personal content.  The poem is not as connected to the poet’s individual identity, truth or beliefs.

1. The poem does not contain honest, passionate, personal content.  The poem is not connected to the poet’s individual identity, truth, or beliefs.

Presentation: Volume

4. Performance volume is loud enough to be heard and varied very effectively to enhance delivery and add interest and emphasis

3. Performance volume is loud enough to be heard and varied to enhance delivery and add interest and emphasis.

2. Performance volume is sometimes loud enough to be heard, and enhances delivery and interest somewhat.

1. Performance is not loud enough to be heard and volume is not varied to add interest or emphasis.

Presentation: Pace

4. Performance pace matches the content and theme very well.  Voice and enunciation add nuances to create an intended tone and message.

3. Performance pace matches the content and theme.  Voice and enunciation add nuances to create an intended tone

and message.

2. Performance pace somewhat matches the content and theme.  Voice and enunciation add to the intended tone and message somewhat.

1. Performance pace rarely matches the content and theme.

. Presentation: Body

. 4. Facial expressions, gestures, eye contact, and stage movement are used in a poised and confident manner.

3. Facial expressions, gestures, eye contact, and stage movement are used in a fairly poised and confident

manner.

2. Facial expressions, gestures, eye contact, and stage movement are sometimes used.

1. Facial expressions, gestures, and eye contact are not used, or do not match the content of the poem.

Wednesday / Thursday / Friday May 9/ 10 building your poem

In class: Today unit you will begin to  reach down and pull out words that truly mean something to you as an individual; you have the opportunity to express memories, feelings, ideas, thoughts, hope and much more within your words. 

1. Review of poetic devices most often used in slam poetry.
2. Selecting a topic
3. The mechanics of writing your poem

Let's begin with listening to Boonaa Mohammed "Kill Them With Love" (4:42)

Note the poetic devices he uses in his poem.

1. Repetition

Repetition can be used for full verses, single lines or even just a single word or sound. The ultimate goal is to make something 'stick' better. If there's a main point you're conveying, or a message you want to resonate, try adding some form of repetition to see if you can make it stand out more. Repetition is a good aid to helping others understand the theme of your poem as well - especially in instances where other tools and imagery can actually hide the story behind your words. . 

2. Rhyme & Different Types of Rhymes

 There are numerous types of rhymes that can be used to give your slam poem character - it's not just about rhyming the last syllable of two lines. This goes a lot deeper than elementary rhymes - we all know that scheme, dream, team and cream rhyme. It doesn't take a wizard to put those together. So let's look at a couple other ways to rhyme.

A. Rhyming deeper into your lines - try rhyming the last three, four - even five syllables or more.  Lose Yourself... "palms are sweaty...arms are heavy...vomit on his sweater already, mom's spaghetti...calm and ready...keeps on forgetting" on and on! 

The Letter Never Delivered - this one a bit more complex
   "Just 'cuz your attitude shattered chandeliers
   Into blizzards of glass tears..."

B. Internal Rhyme - this is when you rhyme words within the same line. Here are a few examples:

"A smoke stack of throw backs who knows that..."
"Can't combat the wombat, stick it to his mom that..."
"...damaged love was a sandwich of..."



c. Compound Rhyme - compound rhymes are the rhyme scheme formed from two compound words where both words within the compound rhyme. An example would be "wildwood" and "childhood". "...a smokestack of throwbacks..." 

3. Alliteration

Alliteration is the phonetic alignment and repeated use of a sound or letter in the first syllable of a word. Alliteration can be
` used for any combination of two words or more. As a poetic tool, 
alliteration is one of the oldest, most widely used and effective
means of enhancing your poetry.
"...To block out the boisterous battles of bellows 
 from behind barricaded doors / breachless ..."

Another spin on alliteration is consonance - 
Consonance uses repetitive sounds in the latter syllable of a word.
 An example would be "he caught fate in his mitt"

4. Metaphor 

Metaphors are a figurative means of comparing something to another 
unrelated entity in order to contrive the full meaning or impact of that something. A metaphor puts an object or concept in a more clear perspective, provides imagery
 and creates an analogy to give deeper understanding to a thing, a story, a message 
r a concept. A really strong metaphor should make your audience think differently about something.

5. Assonance

​ Assonance is the repetition of a vowel sound. This can be a really fun alternative to rhyme. An example would be "...frogs ribbit kiss fish in the distance witch...". In this case the 'i' sound was repeated in several words. Another example of assonance would be "that black flag" - short and sweet, yet super effective!

6. Similes

Similes use the word "like" or "as" in their comparison. 
Often what this does is ensure a listener understands there is
 a comparison and the meaning is not necessarily literal.
"Everything I thought I knew was interrupted like Trojan air by arrows..."

7. Onomatopoeia

The sound of a word is parallel to the word's actual meaning.
 Adding these kinds of words to your slam poem really helps it
 jump from the page to the stage. A couple examples
 that I love are BARF, SMASH, and CRACK.

"I felt the whiplash crack of death slash by back so deep..."

8. Hyperbole

Hyperbole is the rhetoric art of exaggeration.
 Hyperbole is a poetic tool that allows you to blow something 
way out of proportion.They create an effect of large emphasis. 

9. Personification

Personification can be defined as attributing a human characteristic 
to an inanimate object or notion. Here are a few examples of personification:

"the rain danced wildly in the wind"
"thunder rumbled like the grumbling anger of agods" (also a simile)
"her tears sang songs of the dead"

So HOW DO I BEGIN TO WRITE MY POEM?

You will find below some topic choices for inspiration purposes. 

Of course, you may write on any topic you so choose.

1.Racism:  The world needs to hear the personal stories and remain aware of what's happening outside their immediate surroundings.

2.Societal ignorance: For reasons much like the one above, this can include classism, factioning and anything else that you seem to feel which too many people don't see.

3. Capital punishment:  Have you ever been involved in a scenario where it came up? What did you think?

4. Homelessness / poverty

5. Corporal punishment: Some are for it, some are appalled that it even exists. Have you ever been subject to it?

6. Sex at a young age: What are the pressures on teens and even pre-teens today? 

7. Teen pregnancy: This is frightening for people involved. Were you a pregnant teen or did you get someone pregnant at a very young age? What was the day-to-day like? How hot did the emotions burn?

8. The court system: Have you or anyone you known been "through the system"? What was it like? Scary? Dangerous?
​
9. Pro-life / pro-abortion: Have you ever had an abortion? Considered one? Talked someone into or out of one? 
10. Affirmative action: Have you ever witnessed or been victim of discrimination in the workplace? How about this: Have you ever been the offender? 

11. Eating disorders (anorexia, etc.): The statistics around eating disorders are frightening. Even with all the education, all the social media, all the attention - people still suffer. And it's difficult for these people. If you suffer from anorexia, bulimia or another eating disorder, or know someone who does, then use poetry to help save a life. 

12. Emotional and/or mood disorders: Social anxiety, panic attacks, depression, schizophrenia, bipolar disorder - there are thousands of them out there. People have to deal with these issues and it impacts their life every minute of every day. What's it like to have one of these disorders or conditions and have to go through life trying to be "normal"?

13. Pollution / green environment

14. Domestic violence: You see this in the news, you read it online, and you may have even experienced it as a victim or friend or other. How can you let the world understand what you've been through? Maybe you're the person who did it and you've spent years making amends but no one looks at you the same and if feels like they never will. 

15. Thoughts on high profile people who make the news for violence or drugs: Athletes, movie stars, music industry folks - we see it and hear about it all too often. Have you ever had a role model that was a public figure and got caught up in some trouble? What was that like?
​

16. Gangs:  The need for acceptance will always be strong, and gangs will always provide cushion for falling youth. Have you been involved in any way (part of, victim of...)?


17.. Drug abuse & addiction (or alcoholism): . It affects every geographic region on the map and it's a painful, life-threatening experience.

18. Social media / privacy: Has your information ever been exposed, sold or exploited on a social channel? Was your privacy and personally identifiable information compromised? What happens when privacy rights are invaded?

19.. Bullying: This can happen at schools, online/cyber bullying, in the workplace, in social circles, or just about anywhere. It can be physical or psychological. In any regard, it's messed up and someone suffers. Have you ever suffered from bullying? Have you ever been the bully? What was the context? 

20. Climate change: Does it scare you? Do you fear for your children, and in turn for their children? What have you done in the effort to help it?

21.  Gun control: With all the news (especially as of late), this is a huge and obviously incredibly controversial topic. No matter which side you take, what's your personal story with guns? Why are you for or against stricter gun control laws?

22. Prostitution: Ever sold yourself before? Ever paid for sex? This topic is just a big, fat emotion waiting to be unravelled in a million ways.


23. Sexually transmitted disease (STDs): This is a frightening topic. But even with all the education available, STDs continue to kill people year after year. Have you ever had one? What did you learn? How did you handle it? Ever known someone who had one and maybe died from it? What were the emotions like going through that?

24. LGBT and gay rights
25.. Sexism
26. Religion / religious discrimination
27.. Animal rights
28. Sexual discrimination in schools and/or society: Where have you seen it? Ever been a victim? Ever harassed or discriminated against someone because of their gender?
29.. A time your heart was broken

30. What's it like to feel lonely

31. sibling, family member or friend with mental illness

32. cancer

33. another terminal disease

34. the last time you said goodbye to something

35. innocence lost

36. sexual abuse

37. the best lessons you ever learned from someone

38. a memory of a particular with someone

39. guilt

40. a challenging situation

41. fear

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So you have a topic, now what?

on paper write about your topic:

1. imagery: sights, smells, tastes, feelings, sounds; now do this times again and a third time.  You can put them in sentences or fragments.  Tell the tale.

2. Read it aloud in your head. What's missing in this rough draft? Add more...and more. Can you feel a rhyme? Sound sense: alliteration, assonance, consonance?  Any similes or metaphors that can be added?  onomatopoeia? 

3. Now rewrite the poem, fleshing it out, so the words sound and feel the way you want them to. You should have a minimum of two minutes worth or writing.

4. Read it aloud again...and let you and poem become one.

5. We are not memorizing these (unless you wish to for 100 writing points). Practice reading in front of the mirror. 

6. And give your poem a title

Class handout: see below

Building your poem.

What your slam poem should include (check blog english3-17-18.blogspot.com, if you need to recheck the following): repetition, rhyme (deep rhyme: three / four/ five syllables), internal rhyme (rhyme words in same line), compound rhyme (wildwood / childhood), alliteration (repeating first letter or syllable: she sells sea shells), assonance (repetition of vowel sounds: that black flag), consonance (repeat sounds at the end of word: boisterous/ bellows), metaphors, similes, onomatopoeia, hyperbole, litotes, anaphora, epistrophe, apostrophe, personification and imagery.

1.Select your topic.

2. Now free write.

Are you telling a tale? Remember literary elements: character, setting, dialogue, tone, plot

Philosophical / political / social / personal reflections?  Some require research to enrich the poem.

Remember rich adjectives and adverbs.

And imagery: sights, sounds, smell, taste, feeling…and in other cultures the breath is considered a sense.

3. Read your poem aloud in your head

4. Cut the fat: get rid of the nonessentials

5. Rewrite your poem, fleshing out the rhymes, etc

6. Read it aloud

7. Practice in front of the mirror

8. Read or perform for the class on Monday, May 14; note all poems will be collected. 

9. Grading: reading in front of class based upon oral presentation skills: voice projection, enunciation and vocal clarity, eye contact with all of audience, body language (not stilted, open to audience). (two class participation grades)

10. Note: there will be a graded writing reflection, where you will analyze your poem based upon the above criteria.

11. Optional memorized performance for 100 writing grade points.

Monday / Tuesday May 7/ 8...day one intro slam poetry

In class: listening to Slam Poetry and research

I want to hear a poem Steve Colman 2:31

Waiting for Someone Lamar Jorden 3:40

Slam champion Gayle Danly 8:49

Your turn: now that you have watched some watched several performances, it is time to look into the history and culture behind slam poetry.
1. Grab a chromebook.
2. Log onto the class blog: english3-17-18.blogspot.com
3. Copy and paste the questions below onto a word document.
4. Research to find the responses for the following questions.
5. When you have finished, share with 2006630
6. This is due at the close of class tomorrow / Tuesday, with the exception of those who receive extended time.

Study Guide Questions for Slam Poetry

 1.  What is slam poetry?

 2.  From where does the tradition of Slam Poetry come?

3. How is a Slam competition like a “representative democracy”?

4. What are the rules of Slam?

5. How are the poems judged?

6. Describe Marc Smith’s role in the Slam community.

7. What role(s) did the teams from Boston, Chicago, and New York play in the early days

of Slam?

8. How is Slam poetry different from traditional poetry taught in school? Use examples

from the film in your response.

9. Who is the audience for Slam? How do the language and or themes of Slam appeal

to audiences?

10. How does Slam poetry give marginalized people or groups a voice?

11. How does the publishing world view Slam poetry? 
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Youth Organizer Program

Have a passion for social, economic and racial justice? Want to learn to organize movements as a summer job? Apply to be a Metro Justice Youth Organizer!

In recent years there has been a rising wave of youth activism and organizing. Metro Justice is excited to announce our Summer Youth Organizer position! We want to work with young people (aged 16-18) to help build local youth-based social movements. Through on the ground organizing projects and popular political education we expect to help young people become skilled, articulate and visionary organizers for change.
Job Description:

• Engage actively in political, economic and social justice learning through reading, discussion, film, culture, etc.
• Work as part of the Metro Justice team to identify short-term project that will positively impact community.
• Organize collectively-determined project while engaging other community youth and partners
• Facilitate group meetings and public events
• Recruit potential young activists to Metro Justice’s work
• Actively learn skills necessary to accomplish project
• Record video exit interview to help inspire future youth organizers

Qualifications:

• A passion for racial, economic and social justice
• An interest in politics and social issues
• Ages: 16-18
• Live in the Rochester metropolitan area
• Able to commute to Metro Justice offices
• People of color, working class, women, LGBT, immigrant youth encouraged to apply.

Job Details:

• Position will last 12 weeks from June 25-Sept 14
• 15 hours per week
• $15/hour

How to Apply:

Download and fill out the application found here then write a 300-500 word essay on what social, economic and racial justice means to you and send both to jobs@metrojustice.org by May 15th.

Thursday./ Friday May 3 / 4 grammar practice days

In class: we will picking up with poetry next Monday, but having read your essays- and with so many of you taking the SATs in May and June, we are going to spend a couple of days reviewing essential grammar.

Specifically what we are cover is the following: apostrophes, parallel construction, sentence fragments, commas, semi colons, colons, possessives, tense changes and subject verb agreement. 
                           class handouts / copy below
                     

Apostrophe Use - Exercise 1

Change each underlined noun to the correct possessive form. Type your answer in the text box. When you have completed the exercise, click on the "Check My Work" button to see the correct answers.

1. The girlfriend of her brother drives a trailer truck.

Her  girlfriend drives a trailer truck.

2. We heard the voices of the children clearly in the lounge.
We heard the  voices clearly in the lounge.

3. If Tom has enough time, he (visit) your sister tomorrow.
The  husbands have lunch together every Monday.

4. The report, supported by the accounts of two witnesses, proves he did not commit the crime.
The report, supported by two  accounts, proves he did not commit the crime.

5. The flavor of the bread was improved when he put butter on it.
The  flavor was improved when he put butter on it.

6. The guess of anybody is as good as mine.
 guess is as good as mine.

7. I spent all my Thanksgivings at the house belonging to my grandmother.
I spent all my Thanksgivings at my  house.

8. The votes of four members changed the outcome of the election.
Four  votes changed the outcome of the election.

9. The wipers on your car need to be replaced.
Your  wipers need to be replaced.

10. The cat played with the toy belonging to it.

The cat played with  toy. 

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Comma Use - Exercise 2

Revise the following sentences by adding commas where they are needed. Leave alone, if correct.

1.  The waiter ignored the rude obnoxious customer.

2.  Joey ate all of his peas but he refused to eat his lima beans.

3.  Edgar Allan Poe the father of the short story is buried in Baltimore.

4.  Since the expansion of the Internet research has become much less tedious.

5.  To maintain excellent grades in your classes is an accomplishment.

6.  Handguns knives and other weapons are turning up in locker checks.

7.  The golfer wearing the plaid pants desperately needs to improve his game.

8.  As cucumbers grow their vines need room to expand.

9.  That movie in my opinion was too scary for children.


10.  You will come to my dance recital won't you?

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Comma Use with Introductory Elements - Exercise 1

Revise the following sentences by adding commas where they are needed.  Write correct, if the sentence is fine.

1.  When the truck hit the walls and the fences it caused a great deal of damage.

2.  Standing near the kitchen door I watched the chef cook a Porterhouse steak.

3.  The home team won because the other team forfeited the game.


4.  To get the full value of this vacation package people need to buy their tickets early.

5.  In a town known as Bedlington visitors are greeted with leis at the airport. 

6.  Yes Harold was willing to volunteer for the job. 

7.  When sawing a plank for a carpentry project you should measure carefully before you cut.


8.  Upon arriving at the dentist Harry immediately took out his insurance card.

9.  The engine will need a complete overhaul to make that trip.

10.  Crammed tightly into the ship's food locker the two tons of cod nearly sank the ship.

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Pronoun Case - Exercise 1

Directions: Choose the correct pronoun for each sentence below. Read the entire sentence before making your choice. 

1. Five of (we  us  ourselves ) took a cab to the play.

2. Are you and (they  them  themselves ) attending the meeting.

3. No one is more concerned about the matter than (she  her  herself ) .

4. (Who  Whom ) can I go out with tonight?

5. Margaret and (I  me  myself ) hope to be roommates.

6. The committee told Smith and (they  them  themselves ) to write a new resolution.

7. Is he the one for (who  whom ) the note is intended.

8. We discovered that it was (they  them  themselves ) who started the fire.

9. Everyone asked Joan and (he  him  himself ) to speak at the convention.

10. A person as young as (she  her  herself ) should not be given too much responsibility. 

********************************************************

Parallel Sentence Structure - Exercise 2

1.     It is easier to tell the truth than lying to people you love.



2.  For her birthday, Marsha received a cake, some clothes, and she got a new CD player.

3.  Jim wanted to scare us by telling us a ghost story and he showed us a horror movie.


4.  The witness described the suspect as tall, light-skinned, and with a beard.


5.  Spending the day with you is better than if we were apart.

6.  Brian disliked not only playing baseball but also to run long distances.

7.  The new house has a large porch, an eat-in kitchen, and the floors are carpeted.

8.  This plan is creative but a risk.

9.  I want neither your sympathy nor do I want your pity.

10.  Managing your money well is to be prepared for the future.

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Tense Consistency - Exercise 1

Directions: In the box below each sentence, write the correct tense of the verb in parentheses to create tense consistency. Note: In some cases you may need to add an auxiliary verb. 

1.  As soon as she saw the smoke, Laura (run) into the house to save her dog.

2.  Jenn (throw) out the food that had been sitting in the refrigerator for weeks.

3.  When you get here, the valet (show) you to your room.

4.  Will returned the book and (get) a receipt from the clerk.

5.  By the time we arrived on the scene, the cars (tow) away.

6.  Real estate prices have increased dramatically over the past year; I should (buy) that property months ago.

7.  The horse (race) across the finish line as we are speaking.


8.  Bill saw the movie a week after he (read) the book.

9.  Lulu (take) ballet for three years now.

10.  By the time you finish this project, we (grow) very old. 

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Avoiding Shifts- Exercise 1

Directions: Revise each sentence to correct the faulty shift (underlined).

1.     Computers have become much more affordable in the last ten years, as their prices drop. 

2.  We should dress in formal attire because weddings are when formality is expected.

3.  Go home after school and you should do your homework.


4.  Peers should not be able to control your life; one should be able to make his or her own decisions.

5.  Not every student learns in the same way because they all have different learning styles.

6.  Lucy wrote her paper and finishes her algebra homework before going out with friends.

7.  The Baltimore Zoo takes great measures to keep cages clean, and awards have been received by the zoo for excellent animal care.

8.  Eat the banana and you should try the peanut butter ice cream.

9.  My excuse for breaking up with her is because she does not have enough time for me.

10.  The president speaks to the crowd and waved a hand of welcome.

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 Miscellaneous Usage Errors - Exercise 1

Directions: Rewrite the following sentences to repair any of the following errors: fragments, comma splices, subject-verb agreement, pronoun-antecedent agreement, pronoun case, faulty pronoun reference, apostrophe misuse, comma misuse, dangling modifiers, misplaced modifiers, or non-parallel structure.

1.  Marianne hit the ball hard, nobody could catch it.

2.  A collection of new songs arrive in the mail every day.

3.  My friends are more likely than me to get the answer right.

4.  Distracted by the lights, the oncoming car was not seen by Mel.

5.  One of the girls lost their surfboard in the undertow.

6.  After Joe paid Bill, he seemed happier.


7.  The musicians nearly earned $400 for the evening's work.

8.  The camp offered it's program to children of all ages.


9.  Yoga often helps people lose weight, increase flexibility, and it reduces stress.

10.  Anyone, who enjoys seafood, will like the food at Bill's Eatery. 

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Irregular Verbs - Exercise 5

Directions: In the blank below each sentence, write the correct form of the verb in parenthesis. You may add auxiliary verbs.

1. Yesterday Joan (feel) quite ill.

2. Have you (make) any money from your business yet?

3. After he finished the plumbing job, Bob (leave) his tools at the site.

4. The house was (build) near a lake.

5. Jack studied for twelve years and finally (become) a doctor.

6. The witness (swear) that she had not seen the burglar.

7. We (eat) lunch at the restaurant and then went home.

8. After climbing for hours, the hiker (fall) into the ravine.

9. Two expensive pieces of jewelry were (steal) from the store.

10. Will they be (give) away free samples?

Wednesday, April 2 Works Cited Practice

              Reviewing how to create a works cited page

STEPS:

1. Everyone will pick out a random topic from the bag. The topic itself is not the objective, so whatever you chose is fine.

2. Once you have your topic, start your research. You will need to find 10 sources for your topic. You may not use Wikipedia.  In your search, vary the phrasing. You might add words or reverse their position.

3. Open a word document. 

4. Open Citation Machine, clicking on MLA and Website

5. Copy the URL into the search website area

6. press search websites

7. a new window will appear; press select

8. A new window will appear; scroll down to final step

9.  A new window will appear; scroll down to create citation.

10. press the citation

11. your completed citation will appear.  It will look something like this: 

“English.” Wikipedia, Wikimedia Foundation, 27 Apr. 2018, en.wikipedia.org/wiki/Help:IPA/English.

12.. Copy this onto your word document.

13 Now do this 9 more times, making sure to copy your citation onto your word document.

14. You are not finished!

    15. Watch this 4 minute video on how to format your Works Cited in Google Docs.

       works cited in google docs

    16. Now put your document into the same format.

     17. Share with me: 2006630.  This is your quiz this week!