Peer Editing Checklist

Peer Editing Checklist

TURN ALL WORK IN TO WWW.TURNITIN.COM



Peer Editing Checklist

Please staple this sheet to your partner's essay.

Peer Editing Checklist

Use the following checklist to help you evaluate your partner’s writing.  Remember to offer 2 constructive suggestions and point out 2 parts you especially like.

Your Name _____________________________  

Your Partner’s Name _____________________

1. Can you identify the main idea or thesis in this essay?  Yes/No

2. If so, write the thesis here___________________________________________________

3. Does the thesis contain the author’s topic and their opinion or stand on this subject?  Yes/No

4. Does this essay have an introduction?  Yes/No

5. Does the introduction give an outline/ blueprint of what the author is going to talk about?  Yes/No

6. Is the blueprint parallel?  Yes/ NO 

7. Write the blueprint/ or 3 parallel topic sentences here:___________________________________________________________________________________________________________________________________________________

8. Is the writing clear and understandable?  Yes/No

9. Are there parts of the essay that are unclear?  If so, underline them and put a question mark next to the passage.

10. Does the essay have a clearly organized middle section, with ideas separated into paragraphs?  Yes/No

11. Does each paragraph begin with a topic sentence?  Yes/No

12. Does each paragraph end with a transition sentence, smoothly connecting the ideas of the previous paragraph to the next?  Yes/No

13. Does the essay contain persuasive language and strong vocabulary?  Yes/No

14. If the essay contains little persuasive language, circle 10 nouns, verbs, or adjectives that you think could be changed for stronger words.

15. Does the essay contain facts to support the claims made?  Yes/No

16. Does the essay contain contextual evidence to support the claims made?  Yes/No

17. Does the essay have a concluding paragraph?  Yes/No

18. Does the conclusion restate the main points of the essay in a new way and give a sense of completion to the essay?  Yes/No

19. Read the essay out loud without stopping.  Next, read the essay out loud again.  This time, label the problem areas as follows:  AWK  or AWKWARD;  Punctuation error; Poor Structure; Fragment; and Check grammar.

20. Are there obvious punctuation errors?  Mark them.

21. Are there obvious grammar errors?  Ex. Subject Verb agreement, tense.  Mark them

22. Evaluate this essay.  Do not just say, “It’s good.” State the positive, give pointers, and make the writer aware of BIG issues.

JC Act 3

Monday/ Tuesday- Antony Speeches

Toga!  Toga!Toga! for bonus points!!

Tuesday-
-Finish Act 3
-Review the packet
-Review the Analysis Questions from the blog
Complete Study Island for Act 3;  (Answer 10 questions and receive a score of 80%)

Antony's Speech

-1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebians

8. . Summarize Antony’s soliloquy. 

Homework for Wednesday:  Complete Vocab for Acts 4 and 5

Wednesday, 4/9 - Begin Act 4

Act 3 Test on Thursday  

This will also include vocab for Acts 4 and 5

JC Act 3

1.  Take the JC vocab test for Acts 1-3
2. In small groups, complete the following Analysis questions (BELOW). You should be able to answer all of the questions. 
3. Work on Packets and Plot Structures

Act 3 Analysis

1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebians

8. . Summarize Antony’s soliloquy. 

Have a great weekend.  Enjoy the sunshine!!!!!!!!!!!    : )

Act 3

Wednesday, 5/2
1. Complete Act 2 in Study Island.
Answer 10 questions and receive an 80% ; If you fail to receive an 80%, continue until you receive 80%
Friday, 5/4 Vocab test Acts 1-3 
__________________
Intro to Act 3 (Plan for Entire Act)
**Tuesday/ Wednesday (Wednesday only if needed) - Antony speech days!!!!!!

I. Response questions
Answer the following questions:

1. What is betrayal?

2. What omens have come true
3. What would you do if you witnessed such a scene?

4. What events in this act prove that it is the Climax?

II. Packet

Complete Acts 1-3 in the packet

III. Study Island

-Complete Act 3 in Study Island

-Answer 15 questions and receive an 80%

Iv. Read and Analyze Act 3 scenes 

-Highlight and take notes

Goal: Introduction to ACT 3 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

1. Students will read and review Act 3 Scene 1
 2. Students will read and discuss Act 3 sc 2
** Students should complete their work packets
3. Students will discuss betrayal

4. What would you do if you witnessed such a scene?

3. Review packet 

Climax
1. Students will read and discuss Act 3
2. Answer packet questions
3. Continue with Plot Structure

ANSWER:  BECAUSE PURPLE IS MY FAVORITE COLOR!!!  :)
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Essay Ideas

Problem/Solution Essay Ideas

Social Issues for Problem Solution Essays

1.

How can we help homeless people in our community?2.

How can we prevent people from dropping out of high school?3.

What is the best way to utilize social media in high school?4.

How can students be best convinced not to experiment with drugs?5.

How can we encourage students to be more responsible in/ with… (ex. school, life choices, money,

daily decisions) ?6.

What can be done to eliminate or prevent racism?7.

What is the best way to help people who are victims of family violence?8.

How can we persuade people to make healthy lifestyle choices like not smoking, exercising and keepinga correct BMI?9.

How can we balance the right for free speech with the right to not be insulted or abused?10.

What should we do to help people get jobs?

Relationship Problem Solution Essay Topics

1.

How can we prevent social media bullying?2.

What is the best way to help someone who is depressed?3.

How can you help a friend or roommate who is making poor life choices?4.

How can you get out of a bad relationship?5.

How has texting affected face-to-face relationships? What can be done to make sure that people todayactually know how to have "real" relationships?

Problem Solution Essays about Sports

1.

Should college athletes be paid? How can colleges handle the combination of athletics, collegeeducations and business better?2.

Do kids train too hard in athletics at young ages? What is the best way for a young athlete to learn asport? (You might want to talk about a particular sport you know well).3.

How can coaches encourage their athletes to do their best?4.

Think about your local sports team. What can be done to make that team more effective? How can thefans be made to support the team more?5.

How can players prepare themselves for the inevitable loss in sports?

Education Problem Solution Essay Topics

1.

How can we make education better for students who have trouble in school?2.

How can we make education better for students who excel in school?3.

What should be done about misbehaving and disrupting students?4.

What should be done to make Gifted and Talented education programs more effective? (Literally, howcan you improve your current educational status?)5.

How can cheating in school be best handled? What can teachers do? What should students do?6.

Should schools require more physical education? How can schools help develop a healthier society?

Parenting and Family Life Problem Solution Topics

1.

How can parents handle their child's cell phone and social media use appropriately?2.

How can parents help their children have a correct body image and avoid eating disorders?3.

How can parents teach their children about money management?4.

How can parents encourage their children to be honest?

Act 2

Julius Caesar Act 2 Scenes 1,2 3 and 4

Monday;  

What is your impression of Portia

Calpurnia's Visions: How do you react to a "nightmare"?

Goal: Discuss and analyze ACT 2 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

Brutus' side- Scene 1: Caesar's view- Scene 2

1. Students will read and review Act 2 Scene 1
 2. Students will read and discuss Act 2 sc 2
** Students should complete their work packets
3. Review packet

The Rising Action:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions
3. Act 2 Test on Tuesday, 5/1

Group Questions:

Act 2 Analysis

Goal: Analysis of  ACT 2
Students will interpret/ analyze act 2

1. Students will answer the following character analysis questions:

Answer all questions.  Use SPECIFIC examples from the text.  (Minimum of 7 sentences per answer.)

1. Review Portia's and Calpurnia's roles thus far in the play.Write out three quotes for each character that epitomize their roles.  Explain what each quote reveals about their personalities.

2. List all of the conspirators that have been introduced in Acts 1 and 2

3. How does Brutus feel in each scene?
Discuss his emotions in each scene and support it with SPECIFIC EXAMPLES FROM THE STORY.

4.LIST EACH INSTANCE WHERE BRUTUS OVER RULES CASSIUS.  Is this what Cassius expected?  How can this foil his plan?

5. Begin in Act 1 (This will continue through Act 5)
Make a timeline of each step of the conspiracy plan - complete Act 2

6. Which character can you relate to (positively or negatively) ?  What qualities do they posses?  In what ways can you relate to them?

7. List and discuss all warnings that Caesar has received to this point in the story.

Please turn your work into www.turnitin.com

8.  Begin Plot structure worksheet

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Act 1

JC Act 1

Wednesday and Thursday, 4/26

Thinking About Thinking: (Meta cognitive Thinking)
 Define the word BETRAYAL
Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)

Students will relate to the concepts of betrayal and deception in modern society.
Tuesday: (After Assigning Parts)
1. Students will review Act 1
2. Students will read and discuss Act 1 
** Students should complete their work packets
3. Review packet
4.Go to Study Island and complete the assignment for Act 1

Answer 15 questions and get an 80%

5. Quiz on Act 1

REVIEW LINK\

Remember to complete character lists
-Find a way to mark characters as Friends of Caesar / Foes of Caesar


Discuss Caesar and Brutus as a paradox

Homework for Monday:
Read, highlight and take notes on Act 2 scene 2

Act 1 and 2 Vocab test Friday, 5/4.

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Intro to JC

Caesar Intro

Links: To Review
The Globe
http://bhscomp1.blogspot.com/2016/02/the-globe_4.html

Drama Terms
http://bhsworldlit.blogspot.com/2014/01/drama-terms_31.html


Julius Caesar Review:
http://bhsworldlit.blogspot.com/2014/02/julius-caesar-review.html

Intro to Julius Caesar

Bell ringer:  Discuss one way in which people can be manipulated.  Give an example

Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

Roman Empire Link:

http://www.softschools.com/timelines/roman_empire/timeline_9/
3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.

__________________________________________________________

hinking About Thinking: (Meta cognitive Thinking)
Bell Ringer:
Tuesday - Define the word BETRAYAL
-Wednesday- Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)

Students will relate to the concepts of betrayal and deception in modern society.
Friday, 4/20::
1. Students will review Act 1 Scene 1
2. Students will read and discuss Act 1 sc 2
** Students should complete their work packets
3. Review packet

Monday and Tuesday
1. Students will read and discuss the remainder of Act 1
2. Answer packet questions
3. Quiz on Act 1

REVIEW LINK

Closure: (Each day)
Discuss Caesar and Brutus as a paradox

***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Study Island

There are 6 Study Island exercises
Please complete them today.
Answer 10 questions AND receive a grade of 75%

IF you do not receive a grade of 75%, continue taking the test until you obtain that score.

Have an awesome day.  It's raining, be safe outside today!

Caesar Intro

Links: To Review
The Globe
http://bhscomp1.blogspot.com/2016/02/the-globe_4.html

Drama Terms
http://bhsworldlit.blogspot.com/2014/01/drama-terms_31.html


Julius Caesar Review:
http://bhsworldlit.blogspot.com/2014/02/julius-caesar-review.html

Intro to Julius Caesar

Bell ringer:  Discuss one way in which people can be manipulated.  Give an example

Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

Roman Empire Link:

http://www.softschools.com/timelines/roman_empire/timeline_9/
3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary nonfictional texts.

Mockingbird: Final Discussion

To Kill a Mockingbird Essay Questions

Directions:  Answer ALL 4 essay questions. Each question must be answered with a well written paragraph. Each paragraph should contain specifically cited details from the story to support your answer. Each detail must be explained.  You may use your book and notes to find examples to support your answers.

Remember to RESTATE the question and provide support

1.  Although criticized openly, Atticus is respected throughout the town of Maycomb. Why is this true? Why do people criticize him? How is it possible to prove that the majority of the town still respects him even after the loss at the trial?

2. Explain how the importance of the line, "it is a sin to kill a mockingbird." How does this line show up multiple times throughout the novel? What is a "mockingbird" in this novel?

3. Scout and Jem mature through the course of the novel. What changes do they go through, and what causes these changes?

4. How does the real Boo Radley compare to the stories that the children have heard in the town? What lesson can you learn from this?

5. If Harper Lee were to discuss society and human nature, what would she say?  What aspects of social behavior does Lee want to stress to the reader?  

5. B. In a short statement, write and explain one lesson that Lee conveys to her readers.

Materials: Novel, Packets, Smart Board, highlighters, pens

Standard - CC.1.3.9-10.J

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

TKAM - End of book

Thursday, April 12
Read chapter 28
**Quiz
-Review packet

Friday, 4/13
Finish reading chapters 29-31 for Monday, 4/16
-Complete packet and journals

Friday, 4/13-
VOCAB QUIZ 16-31

Have a great weekend.  We will finish discussing the book on Monday and Tuesday.  Be ready for TYPE Quizzes.

Have an awesome weekend!!!!

Good luck on Friday's Bio Exam!!!!!!!!!

TKAM chapters 26-27

Tuesday, 4/10
In class:
1. Read chapter 26
2. Complete packet and journals
3. Vocab test 16-31 on Friday, 4/13

Please have all work caught up

We will review chapter 26 on Wednesday, 4/11
We will review ch 27 on Thursday, 4/12 and complete in-class readings.
Please read up to chapter 27 for Thursday.

TKAM 20-26

Wednesday, 3/4/18

1. Vocab Quiz Chapters 7-15

2. Finish reading chapter 20

3. Analyze the trial;  Class activity

Thursday

4. Homework for Thursday, 3/5:  Read chapters 21-22

Friday

5. Friday, 3/6 - Comprehensive test on literature/ literary terms

Weekend Homework

6. Weekend Homework:  Read up to and including chapter 25

Standard - CC.1.3.9-10.J

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.