5/22/13
In Class:
Journal-- Where is the best or worst place you've been in the last month?
Course surveys.
Students worked independently on finishing their final projects, completing missed journals, or making up missing assignments.
Exit Ticket: What grade do you think you deserve in this class and why?
Homework:
Have an excellent break, and continue reading and writing!
Wednesday, May 22, 2013
Monday, May 20, 2013
May 20th, 2013
5/20/13
In Class:
Journal-- Reflect on/recount the most painful (physical, emotional, mental, etc.) experience you've had in the past six months.
Students worked independently on:
Final project (Assignment Sheet)
1) Read packet.
2) Identify your three focus pieces.
3) Choose writing/essay style for each focus piece.
4) Plan essays.
5) Compose essays.
6) Revise essays.
7) Print & proofread.
8) Submit!
Missing work.
Exit Ticket: What has been your biggest gain in education this block?
Homework:
Work on finals! Due at 3 PM on Wednesday.
Catch up on missing work.
In Class:
Journal-- Reflect on/recount the most painful (physical, emotional, mental, etc.) experience you've had in the past six months.
Students worked independently on:
Final project (Assignment Sheet)
1) Read packet.
2) Identify your three focus pieces.
3) Choose writing/essay style for each focus piece.
4) Plan essays.
5) Compose essays.
6) Revise essays.
7) Print & proofread.
8) Submit!
Missing work.
Exit Ticket: What has been your biggest gain in education this block?
Homework:
Work on finals! Due at 3 PM on Wednesday.
Catch up on missing work.
Wednesday, May 15, 2013
May 15th, 2013
5/15/13
In Class:
Journal--
Martin Buber states, “Solitude is the place of purification.” Reflect on what it means to be alone.
Introduced To-Do Lists for the last week of class. Each student, using his or her missing work report, filled one out to help prioritize.
Timed Writing #6: Selections of The Perks of Being a Wallflower by Stephen Chbosky.
Applying the six traits of writing, each student will write an essay in 30 minutes in response to the following prompt:
The selections of The Perks of Being a Wallflower that you read outline an abusive relationship between Charlie’s sister and another boy. Reflect on the nature of healthy relationships using one of the following prompts:
a) How does Chbosky use the Twinkie metaphor to explain the qualities of an abusive relationship?
b) Is it Charlie’s responsibility to tell someone about his sisters’ unhealthy relationship? Is it right for his teacher to tell his parents? What would you do in Charlie’s place?
OR
c) Reflect on Bill’s statement, “We accept the love we think we deserve.” What does this say about healthy relationships—between family, friends, romantic partners, and others?
Independently, each student wrote a brief summary (bullet-points, outline, parapgraph, etc.) of the reading from last class: "Writing an Opening" and "Writing a Conclusion."
Exit Ticket: What do thesis statements matter?
Homework:
Finish your summary of "Writing an Opening" and "Writing a Conclusion."
Work on final! Due Monday.
Catch up on any missing work.
In Class:
Journal--
Martin Buber states, “Solitude is the place of purification.” Reflect on what it means to be alone.Introduced To-Do Lists for the last week of class. Each student, using his or her missing work report, filled one out to help prioritize.
Timed Writing #6: Selections of The Perks of Being a Wallflower by Stephen Chbosky.
Applying the six traits of writing, each student will write an essay in 30 minutes in response to the following prompt:
The selections of The Perks of Being a Wallflower that you read outline an abusive relationship between Charlie’s sister and another boy. Reflect on the nature of healthy relationships using one of the following prompts:
a) How does Chbosky use the Twinkie metaphor to explain the qualities of an abusive relationship?
b) Is it Charlie’s responsibility to tell someone about his sisters’ unhealthy relationship? Is it right for his teacher to tell his parents? What would you do in Charlie’s place?
OR
c) Reflect on Bill’s statement, “We accept the love we think we deserve.” What does this say about healthy relationships—between family, friends, romantic partners, and others?
Independently, each student wrote a brief summary (bullet-points, outline, parapgraph, etc.) of the reading from last class: "Writing an Opening" and "Writing a Conclusion."
Exit Ticket: What do thesis statements matter?
Homework:
Finish your summary of "Writing an Opening" and "Writing a Conclusion."
Work on final! Due Monday.
Catch up on any missing work.
Monday, May 13, 2013
May 13th, 2013
5/13/13
In Class:
Journal-- Respond to the following quote: "We are what we repeatedly do. Excellence, then, is not an act, but a habit." -Aristotle
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Reviewed quiz from last Wednesday.
Continuing "stoplight" paragraph analogy, reviewed the structure of a five-paragraph essay:
I. Introduction
A. Thesis statement (T3, O/P, etc.)
II. Main Point #1
A. Topic Sentence
B. Explanation
C. Detail/example/evidence
D. Tie back to thesis/transition
III. Main Point #2
A. Topic Sentence
B. Explanation
C. Detail/example/evidence
D. Tie back to thesis/transition
IV. Main Point #3
A. Topic Sentence
B. Explanation
C. Detail/example/evidence
D. Tie back to thesis/transition
V. Conclusion
A. Re-state thesis
Discussed versatility/modification within the five-paragraph essay (i.e., how to use a similar process to create different length writing projects).
Students independently read "Writing an Opening" and "Writing a Conclusion" from The Bedford Guide for College Writers.
Exit Ticket: What is the importance of a thesis statement in a five-paragraph essay?
Homework:
Read selections from Perks of Being a Wallflower for TW #6.
Bring your missing work report to class on Wednesday.
Work on final project.
In Class:
Journal-- Respond to the following quote: "We are what we repeatedly do. Excellence, then, is not an act, but a habit." -Aristotle
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Reviewed quiz from last Wednesday.
Continuing "stoplight" paragraph analogy, reviewed the structure of a five-paragraph essay:
I. Introduction
A. Thesis statement (T3, O/P, etc.)
II. Main Point #1
A. Topic Sentence
B. Explanation
C. Detail/example/evidence
D. Tie back to thesis/transition
III. Main Point #2
A. Topic Sentence
B. Explanation
C. Detail/example/evidence
D. Tie back to thesis/transition
IV. Main Point #3
A. Topic Sentence
B. Explanation
C. Detail/example/evidence
D. Tie back to thesis/transition
V. Conclusion
A. Re-state thesis
Discussed versatility/modification within the five-paragraph essay (i.e., how to use a similar process to create different length writing projects).
Students independently read "Writing an Opening" and "Writing a Conclusion" from The Bedford Guide for College Writers.
Exit Ticket: What is the importance of a thesis statement in a five-paragraph essay?
Homework:
Read selections from Perks of Being a Wallflower for TW #6.
Bring your missing work report to class on Wednesday.
Work on final project.
Wednesday, May 8, 2013
May 8th, 2013
5/8/13
In Class:
Journal-- Describe a person who taught you how to do something important (e.g., tie your shoes, ride a bike, etc.).
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Briefly reviewed GMX Study Guide.
GMX Quiz on sentence structure errors.
Reviewed and discussed any questions or concerns on the final project.
Timed Writing #5: "A Wind from the North" by Bill Capossere.
Applying the six traits of writing, each student wrote an essay in 30 minutes in response to the following prompt option:
Bill Capossere, in his memoir “A Wind from the North,” discusses the death of his uncle. Analyze his story based on one of the following prompts:
a) How does Capossere use weather (especially snow) to characterize his uncle?
b) What does Capossere’s story say about the impermanence of life?
c) Capossere describes himself and his uncle as “two strangers.” What is the significance of the uncle’s distance from his nephew? How can two relatives be so emotionally separated from one another?
OR
d) Compare and contrast the relationship of Capossere and his uncle to Donald and Pete in “The Rich Brother.”
After finishing TW #5, students worked independently on their final projects or missing work.
Exit Ticket: If you could be anywhere in the world right now, where would you be?
Homework:
Read for final project.
Catch up on missing work (esp. midterms and missing TWs).
—
In Class:
Journal-- Describe a person who taught you how to do something important (e.g., tie your shoes, ride a bike, etc.).
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Briefly reviewed GMX Study Guide.
GMX Quiz on sentence structure errors.
Reviewed and discussed any questions or concerns on the final project.
Timed Writing #5: "A Wind from the North" by Bill Capossere.
Applying the six traits of writing, each student wrote an essay in 30 minutes in response to the following prompt option:
Bill Capossere, in his memoir “A Wind from the North,” discusses the death of his uncle. Analyze his story based on one of the following prompts:
a) How does Capossere use weather (especially snow) to characterize his uncle?
b) What does Capossere’s story say about the impermanence of life?
c) Capossere describes himself and his uncle as “two strangers.” What is the significance of the uncle’s distance from his nephew? How can two relatives be so emotionally separated from one another?
OR
d) Compare and contrast the relationship of Capossere and his uncle to Donald and Pete in “The Rich Brother.”
After finishing TW #5, students worked independently on their final projects or missing work.
Exit Ticket: If you could be anywhere in the world right now, where would you be?
Homework:
Read for final project.
Catch up on missing work (esp. midterms and missing TWs).
—
Tuesday, May 7, 2013
May 6th, 2013
5/6/13
In Class:
Journal-- Free-write using the following quote as a jumping-off point: “One day, I will find the right words, and they will be simple.” - Jack Kerouac
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Distributed study guide for GMX quiz next class:
Briefly reviewed the ideas behind Bloom's Taxonomy and their relationship to summary: without a strong base of knowledge and comprehension, the scope and stability of higher levels of cognition are narrow and weak. Therefore, the use of synopsis as a critical reader can be very useful. (See handout "Writing a Summary.")
Synopsis: a condensed version of a text (summary) that also reflects personal interpretation.
To apply the practice of synopsis, students will write a one-paragraph synopsis of "The Story of an Hour" by Kate Chopin.
Introduced and discussed final project (see separate post for assignment sheet). If you missed class, you MUST check in with Shane. You will not earn credit for Elements of Language Arts if you do not submit a final project.
Students worked independently-- "The Big Elements of L.A. To-Do List"
- Study for GMX quiz on 5.8.13.
- Read "A Wind from the North" by Bill Capossere for TW #5 on 5.8.13.
- Write a one-paragraph synopsis of "The Story of an Hour" by Kate Chopin.
- Begin reading for final project.
- Complete and submit any missing work.
Exit Ticket: Identify one song as the soundtrack to your past weekend.
Homework:
Study for GMX quiz on 5.8.13.
Read "A Wind from the North" by Bill Capossere for TW #5 on 5.8.13.
Write a one-paragraph synopsis of "The Story of an Hour" by Kate Chopin.
Begin reading for final project.
Complete and submit any missing work.
In Class:
Journal-- Free-write using the following quote as a jumping-off point: “One day, I will find the right words, and they will be simple.” - Jack Kerouac
GMX-- Run-ons, Comma Splices, Fragments, and Complete Sentences
Distributed study guide for GMX quiz next class:
Briefly reviewed the ideas behind Bloom's Taxonomy and their relationship to summary: without a strong base of knowledge and comprehension, the scope and stability of higher levels of cognition are narrow and weak. Therefore, the use of synopsis as a critical reader can be very useful. (See handout "Writing a Summary.")
Synopsis: a condensed version of a text (summary) that also reflects personal interpretation.
To apply the practice of synopsis, students will write a one-paragraph synopsis of "The Story of an Hour" by Kate Chopin.
Introduced and discussed final project (see separate post for assignment sheet). If you missed class, you MUST check in with Shane. You will not earn credit for Elements of Language Arts if you do not submit a final project.
Students worked independently-- "The Big Elements of L.A. To-Do List"
- Study for GMX quiz on 5.8.13.
- Read "A Wind from the North" by Bill Capossere for TW #5 on 5.8.13.
- Write a one-paragraph synopsis of "The Story of an Hour" by Kate Chopin.
- Begin reading for final project.
- Complete and submit any missing work.
Exit Ticket: Identify one song as the soundtrack to your past weekend.
Homework:
Study for GMX quiz on 5.8.13.
Read "A Wind from the North" by Bill Capossere for TW #5 on 5.8.13.
Write a one-paragraph synopsis of "The Story of an Hour" by Kate Chopin.
Begin reading for final project.
Complete and submit any missing work.
Final Project Assignment Sheet
Elements
of Language Arts – Final Project
Due May 22nd,
2013*
*This is the ABSOULTE latest
I will accept projects. If you have not submitted a project by 5:00 PM on this
date, you will earn zero points in credit for this project.
In order to demonstrate your
growing competence in the fields of literacy, you will complete a three-tiered
evaluation and response project. This will showcase your ability to read and
think critically, as well as your ability to analyze, communicate, and evaluate
within your own writing.
Assignment: Your
task is to:
1)
critically read and analyze the stories, articles, and other writings in the
corresponding handout, using strategies for reading and analysis covered this
block:
|
· pre-reading strategies (see handout “Reading
Processes” from April 8th)
· annotation
· critical reading questions (see notes from April 10th)
· analytical questions from “Reading is Fundamental”
Guided Notes
· summary/synopsis
|
2)
select three of the writing pieces that particularly resonate with you.
3) plan,
organize, and write three pieces in response to these pieces in the following styles:
|
· one personal response/reflection essay
· one literary analysis essay
· one creative/artistic response
|
By the due date, you should turn in three writing
pieces, any notes that you took that support your project, and any other
materials that you think are relevant to your process.
Your papers should be typed in 12-point font,
double-spaced, with one-inch margins.
Remember, if you use any outside sources for help, you must document your research.
Research will not be necessary, but do not plagiarize if you get any outside
help!
Tips for success on this
project:
· Start early. The more time you allow yourself, the
more focused your reading and writing will be.
· Ask questions and submit drafts. 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.
· Consider all your options and do not rush yourself. By
reading all the optional writing pieces, you are more likely to find the pieces
that mean something to you.
Thursday, May 2, 2013
May 1, 2013
5/1/13
In Class:
Journal-- Write a narrative in the setting of this photo.
As most of the class was either absent or unprepared for today's assignments and activities, the period was provided to catch up on work.
All students must make up Timed Writing #4 for late credit as soon as possible.
No exit ticket.
Homework:
Be prepared for next class and arrange to make up for the assignments you missed.
In Class:
Journal-- Write a narrative in the setting of this photo.
As most of the class was either absent or unprepared for today's assignments and activities, the period was provided to catch up on work.
All students must make up Timed Writing #4 for late credit as soon as possible.
No exit ticket.
Homework:
Be prepared for next class and arrange to make up for the assignments you missed.
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