October 8th, 2013

10/8/13

In Class:
Journal--  Identify a habit that a loved one has which is damaging to his or her physical, mental, emotional, or spiritual wellbeing. Then, explain why he or she should break this habit.

GMX--  Parts of Speech
Write a sentence that uses at least one action verb.
Write a sentence that uses at least one linking verb.
Write a sentence that uses at least one helping verb.

Lecture on thesis statements-- "The Wool Sweater Lesson"
thesis: a statement which conveys your main point, message, or argument.
--> If your essay was the human body, the thesis would be the backbone. The rest of the essay can still function and work, but not to its full potential. The thesis provides structure and strength.
One method for creating a good thesis statement is called the T3 Method.
T: State your main topic, position, idea, or argument.
3: Lay out three separate but related dimensions that support your ideas.
Example: 
Topic: Wool sweaters. -- So what?
T: Wool sweaters are the best. 
3: fuzzy, warm, and super hip.
T3: Wool sweaters are the best because they are fuzzy, warm, and super hip.
Alternatively, you can consider different formats, like Wool sweaters are the best because they make me look good and feel good.

Students worked independently on their final projects for the remainder of the class period.

Exit ticket: What is your thesis statement for your final essay?

Homework:
Finish your final project by Thursday at 4:00 PM!

October 3rd, 2013

10/3/13

In Class:
Journal--  Respond to the following quote: "We are always getting ready to live and never living." - Ralph Waldo Emerson

GMX-- Parts of Speech
Review of the definition and purpose of helping verbs--remember, shades of meaning:
  He marries you.
  He can marry you.
  He will marry you.
  He should marry you.
  He must marry you.
  He didn't marry you.
*All of these sentences use the same action verb but convey slightly (or completely) different meanings.

Next, we read "Why Can't I Own a Canadian?" and further discussed techniques of persuasive style.

Students worked independently on their final projects.

Exit ticket: Set one academic goal for yourself for this weekend.

Homework:
Work on your final project.
Catch up on any missing work!

October 1st, 2013

10/1/13

In Class:
Journal--  Reflect on September: what happened? What did you accomplish? Make a New Month's Resolution for October. What will you do better?

GMX-- Parts of Speech
Reviewed action and linking verbs, and then introduced helping verbs.
helping verb: a verb that works with an action verb to create a verbal phrase. Helping verbs allow us to create shades of meaning. (More info. on October 3rd, 2013)

Introduced final project and brainstormed potential topics. Students worked independently on their projects.

Exit ticket: Identify a song as the soundtrack to your past weekend.

Homework:
Work on your final.
Catch up on any missing work!

Final Project -- Writing Fundamentals

Writing Fundamentals – Final Project

Due October 10^th, 2013 at 4:00 PM

In order to demonstrate your progress in writing, you will write a persuasive writing piece on an issue of your choice related to your academic community. This writing assignment will showcase your competence with persuasive style and ability to use writing for constructive communication.

Assignment: Your task in this composition is to address an arguable issue, take a stance, present your ideas, and refute contradictory ideas.

First, identify a change you would like to see at Boulder Preparatory High School. Consider the way the school works, the services it offers, its culture, and its policies. Whatever change you propose should be debatable and reasonable. State your position as a statement, e.g., “Boulder Prep should invest in a new van.”

Next, you should create a pro and con T-chart outlining both sides of the issue. Use your friends, your teachers, and any other BPHS experts to help fill out the arguments, details, and evidence. Be sure to consider ethos, logos, and pathos, and provide as much information on both sides as possible.

Finally, compose an essay which a) presents the issue, b) presents the arguments on both sides of the issue, and c) arrives at an ultimate conclusion based on evidence/arguments in the writing. See the back side of this sheet for the suggested organization of this essay.

Your composition should be typed in 12-point font, double-spaced, with one-inch margins. It should be no fewer than two pages.

Tips for success on this project:

·      Start early. The more time you allow yourself, the better your argument will be.

·      Ask questions. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Choose an issue that really matters to you; not only will it be easier for you to write about it, but the writing will have much more life.

·      Be sure to consider all sides and counterarguments; be open-minded enough to understand the opposition’s viewpoint.

Suggested Organization for a Persuasive Essay

I. Introduction             A. What is the topic?             B. Thesis statement: What is your stance? II. Argument In Favor             A. Argument                         i. Evidence/details             B. Tie back to thesis III. Argument Against             A. Argument                         i. Evidence/details             B. Counterargument                         i. Evidence/details             C. Tie back to thesis IV. Conclusion A.   Restate thesis

I. Introduction             A. What is the topic?             B. Thesis statement: What is your stance? II. Point #1             A. Argument in favor                         i. Evidence/details             B. Argument against                         i. Evidence/details             C. Argument in favor                         i. Why it wins III. Point #2             A. Argument in favor                         i. Evidence/details             B. Argument against                         i. Evidence/details             C. Argument in favor                         i. Why it wins IV. Point #3             A. Argument in favor                         i. Evidence/details             B. Argument against                         i. Evidence/details             C. Argument in favor                         i. Why it wins V. Conclusion             A. Restate thesis

September 26th, 2013

9/26/13

In Class:
Journal--   Identify one thing that you wish didn’t exist. Explain—with detail—why you feel this way, and what your reasoning could be for abolishing it.

As a class, we read two articles: one in favor of laws requiring the use of seat belts, and one opposed to such laws. Using the information from the articles and the ideas of the class, we created a T-chart of pros and cons for this argument.

Independently, each student worked on the following assignment:

* Choose one issue/argument from the list of the Top 100 Debate Items.
* Write your argument as a statement.
* Make a T-chart of pros and cons for your statement.
* Print and read at least one resource in favor and at least one resource opposed to your statement—debate.org, procon.org, and idebate.org are good places to start.
* Use your online resources to help flesh out your T-chart with specific evidence and details.
* Write one page which:
    a. Presents an issue.
    b. Presents the arguments on both sides of the issue
    c. Arrives at an ultimate conclusion based on evidence in the writing.

Homework:
Finish the in-class persuasive writing assignment.

September 24th, 2013

9/24/13

In Class:
Journal--  Describe a time that someone misjudged you (stereotyped, made an assumption, held expectations that were too high or low, etc.). Why do you think that person made an incorrect judgment? How would you correct them if you could now?

GMX--  Parts of Speech
Categorize the following words, selected randomly from the dictionary, as nouns, pronouns, proper nouns, action verbs, linking verbs, or adjectives:
invent     Spam     were     smells     maroon     spank     Edison     light     we     God     good     she     her     cannibal    carnival     spank     catch
*Note: some words can qualify as more than one part of speech.
 
Lecture on Persuasive Style:
Persuasive writing seeks to explain a certain way of thinking and convince the reader to think similarly.
   1. Present an issue/topic.
   2. Present the arguments on both sides of the issue.
   3. Arrive at an ultimate conclusion based on evidence/arguments in the writing. 
Pathos: an argument that appeals to the reader's sympathy, e.g., baby goats & cigarette butts.
Logos: an argument that appeals to the reader's sense of reason, e.g., studies that prove the toxicity of cigarette smoking.
Ethos: an argument that appeals to higher-order ethical standards (i.e., "the common good" for a community, religious/moral standpoints, etc.)

Using a list of 100 common debate topics, each student identified a topic or argument that he or she would like to research further and write about. Then, each student phrased the topic as a statement (e.g., "Seat belts should be required by law.") and began creating a T-chart of pro and con arguments.

Exit ticket: What is your argument for the above assignment?

Homework:
Complete your T-chart of pros and cons.

September 19th, 2013

9/19/13

In Class:
Journal--  Free-write, incorporating at least three of the following words:
     - senator     - drought     - versatile     - overjoyed     - scuba     - seldom

Five-minute review of notes and study guide.

1) Midterm exam.
2) Collect and turn in all 8 journals (8/20, 8/22, 8/27, 8/29, 9/3, 9/5, 9/10, 9/19).
3) Missing work?
4) Read your independent reading book.

Exit ticket: Why are you here?

Homework:
Catch up on missing work.

September 10th, 2013

9/10/13

In Class:
Journal--  Write a story using one of the images as a setting. Use descriptive language and be creative! [Image 1] [Image 2]

GMX--  Parts of Speech
1) Underline all the action verbs in the excerpt:
      University of Colorado police arrested a man who allegedly went on a drunken horseback ride through the city of Boulder this afternoon while carrying a dog in his backpack.
      Police received calls about the strange trio at around 2:30 p.m., stated CUPD spokesman Ryan Huff. Witnesses said that they saw the horse and the rider occasionally wandering into traffic while going north on Broadway. Boulder police dispatchers also said they received reports of the man riding from as far as Table Mesa and Broadway.
      CU police pulled over the horse on University Hill. They examined the man with a sobriety test and arrested him on suspicion of riding under the influence, explained Huff.

Adapted from: Byars, Mitchell and Ashley Dean. “CU Boulder Police Arrest Suspected Drunken Horseback Rider.” The Daily Camera. 9 September 2013. Web. 9 September 2013.

2) On the back side of the excerpt, write seven more action verbs that were not in the excerpt.
3) Define ‘linking verb.’
linking verb: a verb that connects either a noun to an adjective or two nouns together. You can think of a linking verb as an equals-sign (=). Examples: Josh is funny. Ethan smells like Milk Duds. Peter seems tired.

Students used the remainder of the period to:
   - Finish all missing work, including synopsis (not included on missing work report).
   - Make up missing journal entries.
   - Study for midterm.
   - Read independently.

Exit ticket: Define 'adjective.'

Homework:
Study for midterm!
Continue catching up on missing work.

September 5th, 2013

9/5/13

In Class:
Journal--  Describe your least favorite foods using vivid imagery and lots of adjectives.

GMX--  Parts of Speech
Describe ten things that happened in your life from the moment you woke up to the moment you arrived in class today. Underline every action verb.
action verb: a word that demonstrates action—what is happening?

Read three pages of your independent reading book, then: 
- Find one place where the author appeals to the sense of sight, one place where the author appeals to the sense of sound, one place where the author appeals to the sense of taste, one place where the author appeals to the sense of touch, and one place where the author appeals to the sense of smell.
- Choose your favorite descriptive line.
- Use your favorite descriptive line as the first line to your own creative story, poem, song, etc. Write at least one page. 

With your annotated article (homework from last class), write a full-page synopsis, being sure to provide all the important information.
synopsis: a summary which also includes your personal reactions, thoughts, and connections.



With remaining class time, students studied for the midterm exam one week from this class period.

Exit Ticket: Describe one thing you're looking forward to.


Homework:
Finish your synopsis.
Study for the midterm.
Catch up on missing work.

September 3rd, 2013

9/3/13

In Class:
Journal--  Picture your bedroom/living space at home. Describe each artifact in detail; what does it says about your identity, personality, or interests?

GMX--  Parts of Speech
Redefine adjective.
Write three sentences describing your weekend using at least nine adjectives.

Reviewed and practiced descriptive writing, using "Harlem" by Langston Hughes and illustration activity: Each student is provided one random photograph. The students, back-to-back, must write descriptions of the photos on the worksheet; then, using their descriptive language, they will describe their photos to their partners while the partners will attempt to draw the image.

Lecture on annotation as a critical reading technique.
     annotation: the process of marking a text to create notes, e.g., underlining, margin notes, stars, etc.
Read annotation handout. Questions to ask myself while annotating:
   - What words or expressions do I not yet understand?
   - What are the main points of this article?
   - What important information supports the main points? [Who, What, When, Where, Why, How]
   - What information is missing? What do I need to research more?
   - Where are the ideas coming from? Can I trust the information?
   - What thoughts, feelings, and reactions am I experiencing as I read? 
Annotation helps us: read ‘actively,' note important information, keep track of ideas, and remember reactions and thoughts.
Practiced annotation as a class using “What are the odds of a U.S. strike against Syria? 15 key questions answered” by Holly Yan. 

Exit ticket: Define 'pronoun.'

Homework:
Find an article on CNN or Wikipedia on a topic that interests you. Print and annotate this article by next class.
Bring your independent reading book to class on Thursday!
Catch up on any missing work.

August 29th, 2013

8/29/13

In Class: Journal--  Describe the person who taught you how to a) tie your shoes, or b) ride a bike.

GMX--  Parts of Speech Define noun.
Define proper noun.
Define pronoun.
Write five adjectives describing your last meal. adjective: a word that describes a noun. (Size, Number, Color, Kind)


Lecture on Descriptive Writing:

There are four distinct styles of writing: Narrative, Descriptive, Persuasive, and Expository. (These styles may be combined.) Descriptive writing focuses on vivid descriptions of a setting (place), character (person), or event.
- Frequent use of specific adjectives and imagery.
              Help your reader experience the subject. imagery: language that appeals to the five senses.

To practice descriptive writing with imagery, each student chose three photos from 500px Landscapes. Using these photos and practicing inference, each student completed one of the graphic organizers for each photo. Then, students practiced imagery with a Starburst candy.

Exit ticket: Define 'imagery.'

Homework:
Finish your four graphic organizers.
Catch up on any missing work.

August 27th, 2013

8/27/13

In Class:
Journal--  Reflect on your first day at Boulder Prep. What did you experience? How did people treat you? What brought you here?

GMX-- Nouns
Define noun: ________________________________________________ .
pronoun: a word that takes the place of the noun, e.g. he, her, him, these, that, they, etc.
Reviewed the use of nouns in "My Favorite Things."
Underline the nouns in the following excerpt; box the proper nouns.
Jonas did not want to go back. He didn’t want the memories, didn’t want the honor, didn’t want the wisdom, didn’t want the pain. He wanted his childhood again, his scraped knees and ball games. He sat in his dwelling alone, watching through the window, seeing children at play…. (121) 
-The Giver by Lois Lowry 

Using a peanut-butter-and-jelly sandwich making workshop, we discussed the significance of revision:
Is there a better way I can say this?
Practiced revising using Shane's sample current event report.

Independently, each student revised and polished his or her current event report.

Exit ticket: Why revise?

Homework:
Revise your current event report before next class; save the original draft.

August 22nd, 2013

8/22/13

In Class:
Journal--  Using the "To Do List" as a jumping-off point, tell a story using strong description.

GMX--  Nouns
Write ten examples of nouns.
noun: a person, place, thing, or idea.
proper noun: a noun that refers to a specific person, place, thing, or idea.
Listened to "My Favorite Things" by Rodgers & Hammerstein to practice identifying nouns.

Discussed "I Want to Write Something So Simply" by Mary Oliver.

Discussed the purpose and practice of summarizing. Summary: a condensed version of a larger piece of writing.
[See handout.]

Using one of the Colorado newspapers on Newspapers in Education, each student chose an article to use as a Current Event focus. Each student practiced summarizing by writing a half-page summary of the Current Event, being sure to answer all of the 'reporter's questions.'

Exit Ticket: Give two examples of proper nouns.

Homework:
Finish writing your Current Event summary.

August 20th, 2013

8/20/13

In Class:
Welcome!
Reviewed syllabus, goals, and class expectations. Set up notebooks for the class.

Journal--  Recount the story of a mistake you've made.

Lecture and discussion of the writing process: the reiterative strategies, techniques, and methods a writer uses to improve a piece.

As a class, read selections of "Reading is Fundamental" from The Writer's Idea Book by Jack Heffron, discussing that reading is crucial in the writing process because it supplies ideas, informs language choices, helps you understand what good writing sounds like, feels like, looks like, etc.

First assignment: choose a book to read! I will ask you to use this book for assignments in class, so you must find one.

Exit ticket: If there is one thing I do to be successful this block, it will be...

Homework:
Finish syllabus goals and agreement.
Find a book to read.
Read "I Want to Write Something So Simply" by Mary Oliver and write a 3+ sentence reaction.

Syllabus -- Writing Fundamentals

Writing Fundamentals

August 19^th – October 17^th, 2013

TTh 1:00 - 2:30, Room __

http://boulderprepreadwrite.blogspot.com/

 Shane Abrams

shaneabrams@boulderprep.org

Course Texts

Fawcett, Susan. Grassroots with Readings: The Writer’s Workbook, 9^th edition. Independence, Kentucky: Cengage Learning, 2007. Print.

Most course texts will be provided in handouts by the instructor or provided by the students themselves; a folder, binder, or other organizational system is highly recommended.

The following blog will also serve as a resource for disseminating materials and texts: 

http://boulderprepreadwrite.blogspot.com/

Course Description

The purpose of this course is to introduce students to foundational writing techniques, media, and means in order to prepare them for high school and college preparatory Language Arts courses. By frequent engagement in writing, reading, and speaking exercises, each student will hone his or her ability to communicate through writing using appropriate technical methods while developing his or her unique voice.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       identify and apply strategies and techniques of proficient writing.

·       express themselves in writing using a unique voice.

·       increase their frequency of and confidence with independent writing.

·       revise and improve their own writing using independent proofreading, peer critique, and instructor feedback.

We will aim to explore—perhaps even answer—some of the following questions:

·       How can we use writing to explore, explain, and understand our lives and society?

·       What makes writing a “process” and not a “product”?

·       What concrete steps can we take to polish our writing?

·       What benefits are there to collaboration in writing? To workshopping and peer critique?

·       Why must a writer be competent and comfortable with the rules of writing in order to be successful?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily journals; daily grammar-and-mechanics exercises; in-class and out-of-class assignments; a midterm exam; and a cumulative final project. Additionally, other artistic or academic assignments may be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

Grades for Writing Fundamentals will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 1000-1200 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be only 16 sessions of Writing Fundamentals, so each absence is extremely detrimental to learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepreadwrite.blogspot.com/— to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 1:00. This does not mean walking from the Commons to the classroom at 1:00; this does not mean arriving at 12:59 and leaving to use the bathroom until 1:05. In regards to individual breaks, you should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily GMX – 5 pts. / day

Daily journals – 160 pts.

General assignments (in-class and homework) – approx. 200 pts.

Midterm exam – 150 pts.

Final project – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to contribute to a classroom environment which respects everyone’s educational opportunities, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts

Assignments (in progress and completed)

Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change. Please refer to daily assignments for more accurate information.                

Week one (8/19 - 8/23) –	Introduction to Writing Fundamentals Traits of Writing
Week two (8/26 - 8/30) –	Sentence Fluency
Week three (9/3 - 9/6) –	Sentence Fluency
Week four (9/9 - 9/13) –	Diction, Word Choice, and Description Midterm exam
Week five (9/16 - 9/20) –	Organization
Week six (9/23 - 9/27) –	Organization
Week seven (9/30 - 10/4) –	Compiling, Revising, Polishing, and Publishing Final project
Week eight (10/7 - 10/14) –	Compiling, Revising, Polishing, and Publishing Final project

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

[Please complete and return this section.]

During the course of this block, I hope to:

	Identify at least two concrete, measurable academic goals.
	Identify at least two abstract, subjective, and/or personal goals.

I think my biggest asset as a student is:

I believe my greatest struggle as a student is:

I do best on assignments which:

My greatest strength as a writer is:

My greatest struggle as a writer is:

My favorite academic subject is:

If there’s one thing on which I’m an expert, it would be:

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                                                                        __________________

    (signature)                                                                                                                                                   (date)