Halloween is a Spooktacular Opportunity for Writing

Halloween is often seen as a time for costumes, candy, and spooky decorations. However, for secondary English teachers, it presents a unique opportunity to engage students in creative and engaging writing activities. The eerie atmosphere, rich symbolism, and imaginative potential of Halloween can ignite students' imaginations and inspire them to write with passion and purpose.

Why is Halloween perfect for writing?

Halloween is a feast for the senses. From the crunch of leaves to the eerie creaking of old houses, students can tap into vivid imagery to create atmospheric writing.

 

Halloween offers a wide range of genres to explore, from fantasy and humor to horror and suspense.

 

Halloween evokes a full range of emotions, from fear and excitement to mystery and wonder.

 

Here’s a sample of several of the assignments I gave the students in my classroom:

A challenge to write their own spine-chilling short stories.

A challenge to write a mystery or a detective story.

A challenge to create in-depth character sketches of Halloween icons.

A challenge to write song lyrics, poems, limericks, or free verse.

A challenge to write dialogue for scenes in plays.

 

If you incorporate Halloween into your language arts curriculum, you can create a fun and engaging learning environment while helping students develop essential writing skills. I have several creative writing activities in my store that can unleash your students’ creativity.

FREE

You can download it here.

 

 Here's a resource that my students loved. 

You can download it here.

 

Thanks for reading,

 

Charlene

 

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Tips to Avoid Three Common Grammar Mistakes

Subject-Verb Agreement Errors: This occurs when the subject and verb in a sentence do not agree in number. For example, “The team are winning” should be “The team is winning” because “team” is a singular noun.

 

The most helpful tip I can offer is to always determine the correct subject and verb in the sentence and decide if each is singular or plural.  Once you know, it is easy to make them agree. Often, a prepositional phrase occurs between the subject and verb, complicating the process.

 

Let’s look at this example sentence. One of the boys (is, are) going to help me.

If you’re not careful to remove the prepositional phrase, you might think that the plural noun “boys “and the plural verb “are” agree. This is wrong because the noun boys is not the subject.

If you find and remove the prepositional phrase before you determine subject/verb agreement, you will see that “one” is the subject. “One” is a singular pronoun, and it agrees with the singular verb “is.” One of the boys (is, are) going to help me.

 

 

Misplaced Modifiers: A modifier placed too far from the word it’s supposed to modify can create confusion or a completely different meaning. For instance, “She only eats apples” suggests that eating is all she does with apples, whereas “She eats only apples” clarifies that apples are the only thing she eats.

Misplaced modifiers often create humorous word pictures. For example: The children ran through the streets wearing Halloween costumes.

 

 

Confusion Between Homophones: Words that sound alike but have different meanings and spellings often cause mistakes. Common examples include “they’re,” “their,” and “there,”; “your,” and “you’re,” and “its” and “it’s.” Misusing these can lead to misunderstandings or a lack of clarity in communication.

 

When you are unsure of which spelling to use, always consult a dictionary. Practice using common homophones correctly.

 

The five most common homonym errors often made in writing and speaking are:

1.   There / Their / They’re

      •   There: Refers to a place or position (e.g., “The book is over there”).

      •   Their: Possessive form of “they” (e.g., “Their house is big”).

      •   They’re: Contraction of “they are” (e.g., “They’re going to the park”).

2.   Your / You’re

      •   Your: Possessive form of “you” (e.g., “Your car is parked outside”).

      •   You’re: Contraction of “you are” (e.g., “You’re going to love this movie”).

3.   Its / It’s

      •   Its: Possessive form of “it” (e.g., “The cat licked its paws”).

      •   It’s: Contraction of “it is” or “it has” (e.g., “It’s raining outside”).

4.   To / Too / Two

      •   To: Preposition indicating direction or purpose (e.g., “I’m going to the store”).

      •   Too: Means “also” or “excessively” (e.g., “I want to go too” or “That’s too much”).

      •   Two: The number 2 (e.g., “I have two cats”).

5.   Affect / Effect

      •   Affect: Usually a verb meaning “to influence” (e.g., “The weather will affect our plans”).

·   Effect: Usually a noun meaning “the result” (e.g., “The effect of the storm was severe”).

 

You can download a FREE list of some of the most common homophones here.

 

Here are two resources you may find helpful.

You will find it here.

 

You will find it here.

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Setting the Stage for a Successful School Year

Those of us who have spent time in our classrooms know that teaching is a profoundly rewarding profession. We witness our students’ excitement after learning new skills and experience the joy of positively impacting young lives. Each day offers new opportunities to inspire curiosity, foster critical thinking, and create a supportive learning environment.

 

However, we also quickly realize that the challenges in our profession are equally significant. Balancing the diverse needs of students, managing classroom behavior, and staying current with educational trends is demanding. The weight of standardized assessments, lack of resources, and external pressures can create stress. Despite these hurdles, the privilege of shaping future minds and the joy of building lasting relationships with students, which makes teaching incredibly fulfilling, is what keeps us connected and valued in our profession.

 

I always found that adequate preparation is the key to a smooth start to a school year. The first few days in a secondary classroom can sometimes feel like playing musical chairs, as class loads are balanced, and students’ schedules are adjusted to accommodate their needs.  As new students are added and dropped from your class roll, establishing your class routine can be challenging.

 

Colorful posters on your walls that explain your class rules and expectations can help students become acclimated. I sent a letter home for parental signatures that included what I would like them to know about my expectations and classroom routine. I also previewed the novels and major projects I would assign. The more parents know about your class, the more they can support their children’s learning, fostering a collaborative and supportive educational environment.

 

I have a FREE Day Planner and To-Do List that you can print. It’s simple, but I hope it’s helpful.

You can download it here.

I have a great back-to-school unit that will get your new semester or school year off to a good start. Everything you need is included in this unit. Five pages of instruction for the teacher and a four-page handout packet for the students. When completed, students will have introduced each other to you and to their classmates, and you will have taken three assessment grades.

You can find it here.

I hope the coming school year is a great one for you and your students.

Thanks for reading,

Charlene

Thanks for reading. Check out the Linky Party below to find blog posts from my teacher friends at The Best of Teacher Entrepreneurs Marketing Cooperative. If you would like to join this group, click here.

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Common Grammar Pitfalls and How to Avoid them

Grammar is an often-dreaded subject that can turn a great essay into a confusing mess. But fear not! Mastering grammar is essential for clear communication, and with a few simple tips, you can elevate your writing game.

Common Grammar Pitfalls and How to Avoid Them

• Subject-Verb Agreement: Even the best writers need help with this one. Make sure your verb matches your subject (singular or plural).
• Example: The cat is playful. (singular)
• Example: The cats are playful. (plural)

• Comma Splices: Avoid joining two independent clauses with just a comma. Instead, use a period, semicolon, or coordinating conjunction (and, but, or, for, nor, yet, so).
• Incorrect: I love to read, and I also enjoy writing.
• Correct: I love to read; I also enjoy writing.

• Pronoun Agreement: Make sure your pronouns agree with their antecedents (the nouns they refer to) in gender and number.
• Example: Everyone should bring their own book. (incorrect)
• Example: Everyone should bring his or her own book. (correct)

Tips for Improving Your Grammar

• Read Widely: The more you read, the better your grammar will become. Pay attention to how authors construct their sentences and use punctuation.
• Write Regularly: Practice makes perfect! The more you write, the more comfortable you'll become with grammar rules.
• Use Online Resources: There are countless websites and apps that can help you improve your grammar.
• Proofread Carefully: Always review your work for errors before submitting it.

Beyond the Basics: Style and Clarity

• Vary Your Sentence Structure: Avoid choppy sentences by mixing short and long sentences.
• Choose the Right Words: Use precise language to convey your meaning effectively.
• Be Concise: Get to the point without unnecessary words.

Remember, grammar is a journey, not a destination. With consistent effort and attention to detail, you can become a confident and effective writer.

A note to the teacher — I have lesson plans, activities, practice exercises, quizzes, and videos in my store that address each of the tips above. I invite you to visit my store and choose the resources that will be helpful. Click here for a free resource in my store. 

Visit my store for more helpful resources.

Thanks for reading. Check out the Linky Party below to find blog posts from my teacher friends at The Best of Teacher Entrepreneurs Marketing Cooperative. If you would like to join this group, click here.

Tips to Correct Misplaced Modifiers

 

A dangling or misplaced modifier does not clearly modify the word it intends to. There are usually two reasons: 1) It is not located near the word it modifies, or 2) The word it intends to modify is missing from the sentence.

 

A squinting modifier can modify either the word that precedes it or the word that follows it, thus creating ambiguity.

 

Misplaced modifiers can create mental pictures that are often humorous.

Here is something that was posted on Facebook: “Does anyone have a used car seat for a child they are ready to sell?”

 

Sometimes, it’s possible to read a sentence that contains a misplaced or dangling modifier and not notice the error. As always, it is easier to detect the mistakes in other people’s writing than it is in your own. You know what you are trying to say, but you will say it badly if the modifiers are out of place in the sentence.

 

A modifying phrase or clause must clearly modify a word in the sentence. If there is no word to which the modifier is attached, the modifier is misplaced.

 

Confusing: Carrying an armful of flowers, his foot caught on the steps.

His foot is not carrying the flowers. There is no word in the sentence for the participial phrase to modify, so it contains a dangling modifier. Sometimes you must add a word for the phrase to modify.

Corrected: Carrying an armful of flowers, he caught his foot on the steps.

 

Another way writers can confuse readers is by placing a modifier in a sentence that could modify two different words. As a result, the reader will not understand the writer’s intended meaning. This error is called using a squinting modifier. (Sometimes, it is called using a two-way modifier.)

 

Confusing: Todd said after the game Jack acted like a jerk.

Since the phrase after the game could modify the word said or acted, the meaning of this sentence is not clear. Did Todd say this after the game, or did Jack act like a jerk after the game? Depending on what the intended meaning was, the sentence could be corrected in two different ways.

Clear: After the game, Todd said Jack acted like a jerk.

Clear: Todd said Jack acted like a jerk after the game.

 

To avoid dangling modifiers, be sure to place the modifier close to the word it modifies.

· Sometimes, you must add a word to the sentence, and sometimes, you can move the modifying word, phrase, or clause closer to the word it modifies.

 

To avoid squinting modifiers, carefully construct your sentences to say what you mean, and make it clear which word is being modified.

 

To avoid such errors as these in your writing,  carefully proofread what you’ve written and write sentences that are well constructed. The more practice, the better you will become at avoiding errors with misplaced and squinting modifiers.

 

Here are a few more examples. Think about how you could correct them.

1. The bear was near the empty garbage can searching for food.    

     (Was the garbage can searching for food?)

2.  The dog ran into the room wiggling and jumping for joy.

     (Was the room wiggling and jumping for joy?)

3.  He saw her at the meat counter talking to the butcher.

     (Was the meat counter talking to the butcher?)

I hope you found this mini-lesson helpful for your students. You will find more information in my TPT store.

Click here for a free end-of-the-year writing activity your students may find interesting.

You can find practice exercises here if you would like to offer your students more practice correcting misplaced modifiers.

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