Monday 11/4
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Administer chapter 16 open-note quiz.
2. Read and discuss, "A Brush with Reality" - p. 417
3. Distribute the classification/division guidelines and discuss.
4. Sign into the assignment in Schoology and begin drafting a classification essay.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Administer chapter 16 open-note quiz.
2. Read and discuss, "A Brush with Reality" - p. 417
3. Distribute the classification/division guidelines and discuss.
4. Sign into the assignment in Schoology and begin drafting a classification essay.
HOMEWORK:
- Write a classification/division rough draft and submit it in Schoology by Wednesday night, 11/7.
Thursday 11/7
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Check classification/division rough drafts (homework)
2. Have students exchange drafts and complete a peer review.
3. Watch intro. to Bones “The Body and the Bounty” about freegans. 5. Watch freegan documentary - Freeganism: Living Off Trash
6. Have students turn to p. 411 in Successful College Writing and read the Freegan essay. Discuss the concept of freeganism. In groups of three or four, have students break the essay down into its definition parts using handout. Collect group work.
HOMEWORK:
· Read chapter 17 - Definition - and take notes on it for quiz next class.
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Check classification/division rough drafts (homework)
2. Have students exchange drafts and complete a peer review.
3. Watch intro. to Bones “The Body and the Bounty” about freegans. 5. Watch freegan documentary - Freeganism: Living Off Trash
6. Have students turn to p. 411 in Successful College Writing and read the Freegan essay. Discuss the concept of freeganism. In groups of three or four, have students break the essay down into its definition parts using handout. Collect group work.
HOMEWORK:
· Read chapter 17 - Definition - and take notes on it for quiz next class.
Tuesday 11/12 & Thursday 11/14
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Administer chapter 17 quiz.
2. Journal #1 - Write a paragraph about gender roles in society today. Are men and women equal? Explain. How are the gender roles/responsibilities divided in your household? .
3. Get Compact Readers and read "I Want a Wife" by Judy Brady - discuss together.
4. Have students read "Munchausen Mystery" (sample definition essay). In groups of 3 or 4, have students complete a DIDLS analysis of the essay.
5. Discuss requirements for Civics Seal (Diploma).
6. Discuss color poem.
7. Distribute "Writing a Definition" handout and discuss.
8. Students will work on color poem or definition rough draft.
HOMEWORK:
· Write a definition rough draft - 3rd person POV (2 pages double-spaced).
Tuesday 11/12 & Thursday 11/14
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Administer chapter 17 quiz.
2. Journal #1 - Write a paragraph about gender roles in society today. Are men and women equal? Explain. How are the gender roles/responsibilities divided in your household? .
3. Get Compact Readers and read "I Want a Wife" by Judy Brady - discuss together.
4. Have students read "Munchausen Mystery" (sample definition essay). In groups of 3 or 4, have students complete a DIDLS analysis of the essay.
5. Discuss requirements for Civics Seal (Diploma).
6. Discuss color poem.
7. Distribute "Writing a Definition" handout and discuss.
8. Students will work on color poem or definition rough draft.
HOMEWORK:
· Write a definition rough draft - 3rd person POV (2 pages double-spaced).
Monday 11/18
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Check chapter 17 rough drafts.
2. Do process analysis demonstration. Recipe.
3. Journal #2 - Write down the exact steps I followed in the demonstration. Discuss.
4. Exchange papers and complete the definition essay peer review.
5. Enjoy the results of the process analysis demonstration.
HOMEWORK:
· Read chapter 14 - Process Analysis and take notes.
Wednesday 11/20
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Check chapter 14 notes.
2. Read and discuss the directional process analysis, "Chili" essay in chapter 14 (p. 359).
3. Read the Kool-Aid essay and discuss how it could be improved.
4. Show students the Portfolio location in Schoology and have them create one for ENG 111 as a place to store their essays and peer reviews.
5. Point out the tips for writing a process analysis.
6. If time remains, begin drafting process analysis essay.
HOMEWORK:
· Write a process analysis rough draft essay (instructional or directional)
Friday 11/22
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Check process analysis rough draft.
2. Distribute peer review and have students complete process analysis peer review.
3. Have someone at each table get white Compact Reader books for the table from the black book shelf under the pencil sharpener.
4. Read "Ode to an Orange" and have students participate with their oranges. Discuss.
5. Do color paper demo.
6. Have students make revisions to color poem and type it in doc in Schoology.
Have students skim the three following essays:
- "Ode to an Orange" - p. 72
- "Desert Dance" - p. 67
- "The Santa Ana" - p. 79
5. Distribute the Close Reading handout. Students at each table will choose one essay to read. After they read the essay, they will complete the Close Reading handout.
HOMEWORK:
· Complete "Show Me" Sentences handout
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Check process analysis rough draft.
2. Distribute peer review and have students complete process analysis peer review.
3. Have someone at each table get white Compact Reader books for the table from the black book shelf under the pencil sharpener.
4. Read "Ode to an Orange" and have students participate with their oranges. Discuss.
5. Do color paper demo.
6. Have students make revisions to color poem and type it in doc in Schoology.
Have students skim the three following essays:
- "Ode to an Orange" - p. 72
- "Desert Dance" - p. 67
- "The Santa Ana" - p. 79
5. Distribute the Close Reading handout. Students at each table will choose one essay to read. After they read the essay, they will complete the Close Reading handout.
HOMEWORK:
· Complete "Show Me" Sentences handout
Tuesday 11/26
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Have students get into groups of 3 with their 3 rough drafts
- classification
- definition
- process analysis
2. Distribute pro/con sheets to each person.
3. Have groups read the 3 essays of one of the group members and discuss the pros and cons of each. Write the comments on the pro/con sheet. The group will repeat the process for all three members (approx. 36 minutes - 12 minutes on each group member's writing).
4. Use the comments from your group members to decide which draft to revise and edit as a final draft.
5. Journal #3 - Gratitude/Count your blessings! Make a list of your blessings.
HOMEWORK:
- Based on your pro/con chart, choose one of your rough drafts to revise and edit. Final draft is due Monday 12/2 by midnight in Schoology.
Wednesday 11/28
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Remember to turn in your Choice Final draft in Schoology by midnight.
2. Have students get white Compact Reader books from the black bookshelf. Together, read "Chromosomes in Common" pp. 251-255.
3. Give each group a Charting the Text handout. Have the groups complete the chart, summarizing the essay in the left column and explaining what technique the author is using in the right column. Collect charts from groups. Have groups put books away.
4. Distribute research criteria and discuss.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Remember to turn in your Choice Final draft in Schoology by midnight.
2. Have students get white Compact Reader books from the black bookshelf. Together, read "Chromosomes in Common" pp. 251-255.
3. Give each group a Charting the Text handout. Have the groups complete the chart, summarizing the essay in the left column and explaining what technique the author is using in the right column. Collect charts from groups. Have groups put books away.
4. Distribute research criteria and discuss.
HOMEWORK:
- Think about the topic you would like to investigate for your research paper.
Friday 11/30
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will create effective theses.
The student will provide adequate, effective support of the thesis.
The student will demonstrate command of the standards of written language.
Procedure:
1. Select research topics.
2. Review using the databases and EasyBib.
Differences between MLA 8 and MLA 7
3. Start researching topic.
HOMEWORK:
- Continue research.