Wednesday 10/2
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will demonstrate command of the standards of written language.
Procedure:
1. Do Dollar bill activity. Complete journal 6 reflecting on both steps of the dollar bill activity.
2. Use dollar bill activity to lead in to chapters 3 and 4 discussion - responding to text
and other visuals (denotation, connotation, euphemism).
- Show denotation and connotation video
- connotation/denotation examples video
3. Have students get a Successful College Writing book.
4. Read and annotate "American Jerk" essay - pp. 54-55. Discuss.
5. Read and discuss Vaccaro's reaction (pp. 96-99)to "American Jerk" essay.
6. Discuss thesis statements - pp. 125 - 127.
7. Share two example college essays - "Joyce B" and one about music. Discuss the
differences between the two.
8. Discuss personal narrative that students will begin in class on Friday.
9. If time remains, discuss the difference in plots and tones in "Right Place, Wrong
Face" (p. 229) and "The Lady in Red" (p. 235).
Homework:
- Read chapter 11 for a quiz on Friday.
Friday 10/4
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will demonstrate command of the standards of written language.
Procedure:
1. Administer chapter 11 quiz.
2. After quiz, open the personal narrative assignment in Schoology, and begin drafting your essay.
3. Last 20 minutes of class, grammar groups may work together.
- Pronoun Usage & Comma Usage group presentations next class.
HOMEWORK:
- Finish a personal narrative rough draft (typed, double-spaced in Schoology assignment).
- Work on Grammar Group Project.
- Adverb Usage and Phrase vs. Clause presentations next class.
Tuesday 10/8
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will demonstrate command of the standards of written language.
Procedure:
1. Grammar Group presentations.
- Pronoun Usage and Agreement
- Comma Usage
2. Have students open Personal Narrative assignment in Schoology. Discuss MLA essay guidelines.
3. Go over guidelines for peer review on Promethean Board.
4. Distribute the peer review sheet.
5. Have students share drafts on Google with a partner.
6. Students will read the draft and highlight:
a. Thesis - in yellow
b. Words to avoid - "I, me, in my opinion, you" - in pink highlighter
c. Strong vocabulary words - blue highlighter
7. Students will also make comments on the draft and complete the peer review sheet before "sharing"the draft back to the owner.
HOMEWORK:
- Revise your personal narrative rough draft (formatted correctly in Schoology). Revise by midnight on Monday, 10/14 .
- Work on Grammar Group Project.
Thursday 10/10
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. Grammar Group Presentations
- Adverbs
- Phrase vs. Clause and subordination
Check personal narrative revised drafts for homework check in Schoology
2. Go over guidelines for Introductions and conclusions on Promethean Board.
UNC - introductions
Guidelines - introductions
Conclusion - short guidelines
3. Distribute the intro. and conclusion peer review sheet.
4. Have students Google Share drafts with someone other than the student who
reviewed it last class.
5. Students will read the draft and complete the directions on the peer review sheet.
6. Distribute and discuss Erskine's Exceptions dead word list. Have students highlight
any that they used in their personal narratives. Work on revisions.
HOMEWORK:
- Final draft due in Schoology by Monday at midnight.
Tuesday 10/15
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.
3. Grammar Group Presentations
- Parallel Structure & Misplaced Modifiers
- Semicolon & Colon
4. Go over guidelines for Introductions and conclusions on Promethean Board.
UNC - introductions
Guidelines - introductions
Conclusion - short guidelines
6. Distribute the intro. and conclusion peer review sheet.
7. Have students unsubmit and trade drafts with someone other than the student who
reviewed it last class.
8. Students will read the draft and complete the directions on the peer review sheet.
9. Distribute and discuss Erskine's Exceptions dead word list. Have students highlight
any that they used in their personal narratives. Work on revisions.
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.
3. Grammar Group Presentations
- Parallel Structure & Misplaced Modifiers
- Semicolon & Colon
4. Go over guidelines for Introductions and conclusions on Promethean Board.
UNC - introductions
Guidelines - introductions
Conclusion - short guidelines
6. Distribute the intro. and conclusion peer review sheet.
7. Have students unsubmit and trade drafts with someone other than the student who
reviewed it last class.
8. Students will read the draft and complete the directions on the peer review sheet.
9. Distribute and discuss Erskine's Exceptions dead word list. Have students highlight
any that they used in their personal narratives. Work on revisions.
HOMEWORK:
- Final draft due in Schoology by tonight 10/15 at midnight.
Thursday 10/17
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. Grammar Group Presentations:
- Sentence Types
- Sentence Variety
- Run-on Sentences & Sentence Fragments
2. Complete descriptive paragraph re-write as Journal#8. Share responses.
HOMEWORK:
- Complete the simile/metaphor brainstorm '
- Read chapter 12 and take notes on it for a quiz on Thursday.
Monday 10/21
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 12 quiz.
Check homework - journal #8. Have students share at their tables and choose the best one. Share table "bests."
2. Complete Sensory Description Activity - Journal #9
3. Have students choose one of the items from the list; write a full paragraph to describe it using sensory imagery.
Homework:
Find and read two descriptive essays online. In your digital journal (journal #10), write down the title of the website, write down the title of each essay and a 3-4 sentence summary of each. Explain which essay you preferred and why.
Wednesday 10/23 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. Share descriptive essays that you read for homework with a classmate. 2. Quotations grammar group presentation. 3. Read and discuss descriptive essays. 4. Open the Descriptive Essay assignment and begin working on your descriptive essay rough draft. Homework:
Friday 10/25 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 each table choose 2 descriptive essays to read. Complete DIDLS chart for one of the essays. Discuss together. 2. Get into a circle and complete sensory description brainstorm activity. Use brainstorm activity to create a color poem - 10 lines minimum (share my sample). Homework:
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Tuesday 10/29
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 demonstrate command of the standards of written language.
PROCEDURES:
1. Homework: Check descriptive rough drafts.
2. Unsubmit and trade rough drafts with someone and highlight the following:
- yellow = thesis
- purple = dead words
- blue = "and" & "the"
Next, complete the peer review sheet.
3. With your own draft:
- Highlight entire draft and copy it.
- Go to App store and select an Add-on - Word Cloud Generator
- Paste your essay in the box and view results - notice which word(s) are the largest in the word cloud. Those are the words that you have used the most in your essay.
- Change the language tab and click on "Do not remove common words"
- View the results without common words removed. What are your predominant words now?
4. Re-read your draft and make revisions that seem appropriate after today's activities. Especially consider word choice and sentence structure. Are you simply "telling" the reader, or are you actively "showing" with descriptive imagery?
5. Get into a circle and complete color brainstorm activity.
HOMEWORK:
- Descriptive essay final draft is due on Wednesday before midnight.
Thursday 10/31
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 classify Cox HS. Discuss together.
2. Give students beads to categorize in groups.
3. Read “The People Next Door” from The Compact Reader and identify the categories used. Discuss any categories that are left out. Point out that even though the author used first person point-of-view, the students will write their classification/division essays in third person POV.
4. Read Halloween and Classification.
5. In your journal, complete the following questions for journal #11:
- According to the article, what does Halloween have to do
with Rumpelstiltskin?
- List the items that Stromberg says don't fit into any
classification system very well.
- What other things or moments of time are difficult to
classify? For example, the exact turning point of childhood
to adulthood.
6. Discuss journal entry.
7. If time remains, show classification example on youtube.
HOMEWORK:
- Read chapter 16 (Classification and Division) and take notes.
- Submit digital journal (10 entries) in Schoology by Friday night 11/1.