STANDARD:Six/Seven
CCWHST
6-‐12.2(a,b,c,d,e,f), 6-‐12.4, 6-‐12.5,6-‐12.6,6-‐12.7,6-‐12.8,
WHST.6-‐12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures /experiments or technical processes.
a.Introduce a topic clearly, previewing what is to follow;organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g.,headings), graphics (e.g.charts,
tables), and multimedia when useful to aiding comprehension
b. Develop the topic with relevant, well-‐chosen facts, definitions, concrete details,quotations,or other information and examples.
C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
D.I use precise language and domain-specific vocabulary to inform about the topic.
E.Establish and maintain a formal style and objective tone.
F.f.Provide a concluding statement or section that follows from and supports the information or explanation presented
WHST.6-‐12.4 Produce clear and coherent writing in which the development organization, and style are appropriate to task, purpose, and audience.
WHST.6-‐12.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,or trying a new approach focusing on how well purpose and audience have been addressed.
WHST.6-‐12.6 Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
WHST.6-‐12.7 conduct shots research projects to answer a question (including a self_- generated question.), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration
WHST. 6-‐12.8 Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively: assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCWHST
6-‐12.2(a,b,c,d,e,f), 6-‐12.4, 6-‐12.5,6-‐12.6,6-‐12.7,6-‐12.8,
WHST.6-‐12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures /experiments or technical processes.
a.Introduce a topic clearly, previewing what is to follow;organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g.,headings), graphics (e.g.charts,
tables), and multimedia when useful to aiding comprehension
b. Develop the topic with relevant, well-‐chosen facts, definitions, concrete details,quotations,or other information and examples.
C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
D.I use precise language and domain-specific vocabulary to inform about the topic.
E.Establish and maintain a formal style and objective tone.
F.f.Provide a concluding statement or section that follows from and supports the information or explanation presented
WHST.6-‐12.4 Produce clear and coherent writing in which the development organization, and style are appropriate to task, purpose, and audience.
WHST.6-‐12.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,or trying a new approach focusing on how well purpose and audience have been addressed.
WHST.6-‐12.6 Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
WHST.6-‐12.7 conduct shots research projects to answer a question (including a self_- generated question.), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration
WHST. 6-‐12.8 Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively: assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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Fencing
By Solomon Lim
History
Fencing was made as an official sport in the Olympics in the 1896. Fencing started to become an entertainment for people during the 16th and the 17th century. There were many prototypes all different kinds of swords that were used during many centuries. Roman soldiers were the first to play fencing. Many writers had inspired other continents like Europe to start a fencing school because of the Roman soldiers doing fencing.
OBJECT OF THE GAME
2 people go on a special strip with a Foil, Epee, and Sabres. When you get on the strip you must get ready. When you start the thing you have to do is to poke the person only the back, neck, and groin by the tip of the sword and the first one to get to 5 wins the fencing game. Also you are not allowed to poke anywhere else instead of the places I mentioned.
FIELD OF PLAY
It is an even surface that is called the strip. It is 1.5-2m wide and it is 14m long. There is two On-Guard Lines and in between of the On-Guard Lines there is the Center Line. Also there is a part and it is called the warning area.
The Sword
There are 4 different kinds of sword called Epees, Foils, and Sabres. Foils are no more than 90 centimeters with a blunted tip. Sabres are about 88 centimeters (35 inches). An Epee is about 110 centimeters in maximum.
Penalties
There is the yellow card and the red card. If you get 3 warnings you are out of the game and you lose. The first warning is when you get a yellow card. The 2nd warning is a red card. Then the last one is still a red card. Yellow card is suppose to be a warning and the red card is suppose to be getting expelled.
Reference
http://homepage.ntlworld.com/g.i.thomson/beauclerk/foil.html
- http://www.hpfc.org.uk/basics.htm
- http://en.wikipedia.org/wiki/History_of_fencing
Fencing
By Solomon Lim
History
Fencing was made as an official sport in the Olympics in the 1896. Fencing started to become an entertainment for people during the 16th and the 17th century. There were many prototypes all different kinds of swords that were used during many centuries. Roman soldiers were the first to play fencing. Many writers had inspired other continents like Europe to start a fencing school because of the Roman soldiers doing fencing.
OBJECT OF THE GAME
2 people go on a special strip with a Foil, Epee, and Sabres. When you get on the strip you must get ready. When you start the thing you have to do is to poke the person only the back, neck, and groin by the tip of the sword and the first one to get to 5 wins the fencing game. Also you are not allowed to poke anywhere else instead of the places I mentioned.
FIELD OF PLAY
It is an even surface that is called the strip. It is 1.5-2m wide and it is 14m long. There is two On-Guard Lines and in between of the On-Guard Lines there is the Center Line. Also there is a part and it is called the warning area.
The Sword
There are 4 different kinds of sword called Epees, Foils, and Sabres. Foils are no more than 90 centimeters with a blunted tip. Sabres are about 88 centimeters (35 inches). An Epee is about 110 centimeters in maximum.
Penalties
There is the yellow card and the red card. If you get 3 warnings you are out of the game and you lose. The first warning is when you get a yellow card. The 2nd warning is a red card. Then the last one is still a red card. Yellow card is suppose to be a warning and the red card is suppose to be getting expelled.
Reference
http://homepage.ntlworld.com/g.i.thomson/beauclerk/foil.html
- http://www.hpfc.org.uk/basics.htm
- http://en.wikipedia.org/wiki/History_of_fencing