In one sentence, describe what the following article is about: Use silk thread to make soft, vibrant rakhi. Wrapping it around your pointer finger, middle finger, and ring finger will be easiest. Continue to hold the end of the thread between your thumb and pointer finger as you wrap the thread. Slide the looped bundle of thread off your fingers when you’re finished. Wrap it around several times and then tie a knot to hold the thread in place. Pull the knot tight. When you’re finished, the bundle of thread should look like a bow tie. There should be two small loops of thread on each side of the knot in the center. Use scissors to cut the bundle from the rest of the ball of thread, cutting as close to the knot possible. Cut at the point of each loop that’s furthest away from the knot in the center. After you cut the loops, you’ll have a bunch of thread ends on each side of the knot. Place the bundle on a flat surface and fan out the threads to fill in the gaps above and below the knot. When you’re done, the fanned out threads should be flat and make a full circle. This will be the amulet for your rakhi. If you want the amulet to look more full, make a second one and glue it on top of the first one. Use fabric glue to apply decorative gemstones and beads to the thread. Work outward from the center of the thread. Don’t cover all of the silk thread with decorations. You want some of it to show through your design. The ribbon should be long enough for you to tie around the wrist of whoever you’re giving your rakhi to. Choose a color ribbon that matches or complements the thread you used. The backside of the thread is the side without decorations on it. Make a line of glue down the middle of the backside of the thread and firmly press the ribbon onto it. Glue decorative gemstones, beads, or mirrors to the top of the ribbon with fabric glue.
Summary: Hold the end of a thread between your thumb and pointer finger. Wrap the thread around three of your fingers about twenty times. Wrap the thread around the middle of the looped thread. Cut the ends of the two new loops of thread. Fan out the ends of the thread with your fingers. Decorate one side of the thread. Cut a 6-12 inch (15.2-30.5 cm) piece of ribbon. Glue the back of the thread to the middle of the ribbon with fabric glue. Decorate the ribbon. Finished.

Some writers start with a title before a single word of the story has been written. The title informs the story and inspires how it will unfold. Other writers write the whole story and then go back and add a title based on what has been written. In either case, the title will usually go through some changes during the entire process. Start with a working title that serves as a placeholder if you’re still writing your book. The working title can help to keep your story on track in terms of plot development, character choices, and overall genre.  You might find that your working title ends up staying unchanged. But as the story continues you may also find that your working title no longer applies. In either case, your working title will help you to craft a final one as you learn more about your book. Many titles come from your main characters, or the most important character to your overall story. Certain characters are known as the Title Character, in that the character’s name is in the title. The play “Hamlet” simply uses Hamlet’s name as the title, and the reader knows upfront that this story is about that character. “The Great Gatsby” does the same. John Green's “Looking for Alaska” not only provides a sense of mystery concerning the subject of the book, as Alaska could be a place or the name of a person, but it ultimately tells us that the character, Alaska, is the driving force of much of the story’s action.  You may choose not to use the name of a character in your title, but being to identify who your important characters are, and why each one is important to your story will give you options. The novel “Jonathan Strange and Mr. Norrell” is a story that involves many important characters, yet the title shows readers who the leading forces are. It intrigues readers right away by not only the uniqueness of the names, but draws up a curiosity on what the relationship between these two is, and why both are important enough to be given the title. It’s always much easier to edit down than it is to have to add. Writing down ten or so book titles will not only force you to come up with several different, and unique options, but it will also give you room to combine a few titles into one perfect one.  Try not to edit yourself while writing your test titles. You’re not committing to anything yet, so just free write and have fun coming up with fun, crazy options. Don’t worry about word count too much here, as you just want to get your ideas out. Try to incorporate different combinations of place, characters, themes, and action verbs. Look at your list of amazing titles that you have compiled so far. Star the ones you like best and look for ones that provide some context of the story that is within your book.  Read over your work. Are there any parts or phrases that jump out? Take out a phrase that is catchy, or grabs one's attention. If it is concise enough, you could play around with this phrase as the title. Jane Austen's “Pride and Prejudice” is a great example of a title that tells readers exactly what the theme of the book is about, but it doesn’t give anything away in terms of spoiling the actual plot. This title is also poetic and an alliteration, meaning the beginning of both words start with the same letter and sound. ”Moby Dick” is another example of a great title that provides intrigue without giving the story away. You may not know who or what Moby Dick is before reading, but after, you’ll have a larger understanding of the meaning of this title.
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One-sentence summary -- Start with a working title. Identify your major characters. Write down ten options. Hint at the story within.

Problem: Article: It is recommended that students are allowed at least one hour for writing each day. This hour can be split up in other content area classes too (science and social studies), but much of the time will be in language arts class. Stress the importance of writing by giving students time every day to write.  Time for writing can range from short journal prompts in the beginning of class, to time in class to work on longer assignments and projects. Time for writing can include free writing, or can be targeted for learning specific skills (handwriting, spelling, grammar). The most important part is that students are writing every day. Especially for longer assignments or projects, offer students choices for prompts. If the class is writing about a certain book, provide a number of prompts about different characters or plot points for them to choose from, or allow them to modify one of your prompts. Students will be more engaged with their writing and will want to produce good writing if they care about their topic. One of the best ways to teach spelling and grammar is to use student writing as examples. After students turn in a piece of writing, make notes to yourself about the most common mistakes that you see. Create a lesson based on correcting this type of mistake, and use the student writing as the examples in your direct instruction (students should remain anonymous of course; you can type the incorrect sentences out on your own document, pulling from several students’ examples). Share the examples and correct the mistakes together on the board or projector, discussing why the mistakes are mistakes. Modeling writing is a great way to increase student confidence in their own writing. You can draft shorter pieces of writing out loud in front of them, or write a longer piece similar to something they are working on and then share it with them. Students will enjoy hearing you share your writing and discussing it afterward. Students want to know about what others think of their writing. They need to know whether their writing is accurately and appropriately conveying its message. Teachers should provide oral and written feedback through comments and rubrics because this is an important part of the writing process for students. Students should also have the chance to peer review their classmates’ work. Creating a peer review sheet for students to fill out as they read a classmate’s work is a good way to keep them focused on what to look for during peer review sessions.
Summary:
Make daily time for writing. Create interesting, varied assignments. Teach authentic spelling and grammar lessons. Share your own writing. Provide opportunity to give and receive feedback.