Journal Day!
Write a journal entry using the following prompt:
Write about a person who has made a difference in your life. (Discuss this person, Describe what is special about them, and tell how they have made a difference in your life)
ORWrite two pages on the topic of your choice
1.4.11D Maintain a written record of activities, course work
Enjoy your weekend!!!!
Friday, February 29, 2008
Thursday, February 28, 2008
Thursday (2/28)
Timed Prompt
-Writing an informational Essay
1. Teacher read PSSA instructions to the class.
2. Students wrote for 30 minutes on the following prompt:
Think about the places you have visited in Pennsylvania. Select one.
Write a letter to inform your grandparents who live in another state about your special trip or unique experience. (i.e. Maybe you found some fossils on a field trip to the power plant or maybe you dug up a special trinket in your back yard) Tell your grandparents about this location or experience and why you chose it for your topic.
*provide enough details to let your reader know what this place is like.
*include only details that are specific and relevant in explaining why you chose this area as your topic.
*present your ideas clearly and logically.
*use words and well-constructed sentences effectively.
*correct any errors in spelling, punctuation, and capitalization.
Informational Writing: Material through which an author shares ideas, facts, or instructions by helping the reader to compare familiar items with items that are not familiar.
In other words, an informational essay explains a process or shows the reader how something works.
Informational writing offers factual, unbiased, and expansive information. Informational essays may be based on research, or may be a personal essay based on personal thoughts and observations. (i.e. something you have firsthand experience with.)
Differing from many other types of essay, the writer’s job is to explain and inform without offering an opinion or developing an argument.
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Timed Prompt
-Writing an informational Essay
1. Teacher read PSSA instructions to the class.
2. Students wrote for 30 minutes on the following prompt:
Think about the places you have visited in Pennsylvania. Select one.
Write a letter to inform your grandparents who live in another state about your special trip or unique experience. (i.e. Maybe you found some fossils on a field trip to the power plant or maybe you dug up a special trinket in your back yard) Tell your grandparents about this location or experience and why you chose it for your topic.
*provide enough details to let your reader know what this place is like.
*include only details that are specific and relevant in explaining why you chose this area as your topic.
*present your ideas clearly and logically.
*use words and well-constructed sentences effectively.
*correct any errors in spelling, punctuation, and capitalization.
Informational Writing: Material through which an author shares ideas, facts, or instructions by helping the reader to compare familiar items with items that are not familiar.
In other words, an informational essay explains a process or shows the reader how something works.
Informational writing offers factual, unbiased, and expansive information. Informational essays may be based on research, or may be a personal essay based on personal thoughts and observations. (i.e. something you have firsthand experience with.)
Differing from many other types of essay, the writer’s job is to explain and inform without offering an opinion or developing an argument.
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Wednesday, February 27, 2008
Narrative Essay Revision Day/Correct Quotation Use
Goal: Students will use the suggestions from their peers to edit their prompts. They will hand in a final draft. Students will understand how to correctly use quotations in their writing.
1. Students will be given the first half of class to finish peer editing and paper revisions.
2. Students will review correct quotation use.
3. Students will use the smartboard to share examples with the class.
Goal: Students will use the suggestions from their peers to edit their prompts. They will hand in a final draft. Students will understand how to correctly use quotations in their writing.
1. Students will be given the first half of class to finish peer editing and paper revisions.
2. Students will review correct quotation use.
3. Students will use the smartboard to share examples with the class.
Tuesday, February 26, 2008
Narrative Essay Revision Day
Goal: Students will peer-edit their narrative essays.
1. Students will have five classmates read their papers. They will receive constructive criticism. They will also read five papers belonging to their classmates. They will provide their peers with feedback.
2. Students will begin the revision process. They should carefully edit their papers before submitting a final draft.
Goal: Students will peer-edit their narrative essays.
1. Students will have five classmates read their papers. They will receive constructive criticism. They will also read five papers belonging to their classmates. They will provide their peers with feedback.
2. Students will begin the revision process. They should carefully edit their papers before submitting a final draft.
Monday, February 25, 2008
Narrative Essay Work Day:
Goal: Students will complete their narrative essays.
1. Students will work on their narrative essays, paying close attention to the PSSA rubric guidelines. These includ: Focus, Content Development, Organization, Style, and Conventions.
2. When finished, students should carefully read their essays, editing and revising their work.
Goal: Students will complete their narrative essays.
1. Students will work on their narrative essays, paying close attention to the PSSA rubric guidelines. These includ: Focus, Content Development, Organization, Style, and Conventions.
2. When finished, students should carefully read their essays, editing and revising their work.
Thursday, February 21, 2008
Constructing a Narrative Essay:
Goal: Students will understand the format of a narrative essay.
1. Students will review the structure of a narrative essay as a class.
2. Students will be given several prompts to choose from and begin composing their own narrative essays.
NARRATIVE ESSAY:
Narrative/ Imaginative Writing- A story, actual or fictional, expressed orally or in writing
Function of Narrative Writing- Encourages creativity and speculation, and offers readers an opportunity to understand the emotions and actions of writers and others
Types of Narrative Writing- Autobiographical account, personal narrative, verifiable account, memoir, fictional story, sensory response, character study, descriptive writing, reflective essay
Tips:
1. Set a purpose-- decide on the reason for your writing
2. Select an Audience-- The people who will read the piece of writing
*Each essay should be written in five paragraph essay format!
*Each essay should utilize parallel structure!
1.4.11.A Write narrative pieces
1.5.11A Write with a sharp, distinct focus
Please respond to one of the following prompts:
NARRATIVE PROMPT #1
The crude oil used to make gasoline is a limited resource. Scientists continue to search for other ways to power cars and planes. Imagine that you invent a replacement for gasoline. It is cheap, easy to make and in endless supply
Write a short story describing how your invention changes the world. How do people react to it
***As you write and rewrite your paper, remember to:-Describe what your invention is and why it is important to everyone in the world-Include a series of events from the invention to the introduction of the product to its effect on the world-present your ideas clearly and logically-use words and well-constructed sentences effectively-Correct any errors in spelling, punctuation and capitalization
NARRATIVE PROMPT #2
Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with -- it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to perfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.
NARRATIVE PROMPT #3
Think of a time when you achieved a personal goal -- you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.
Goal: Students will understand the format of a narrative essay.
1. Students will review the structure of a narrative essay as a class.
2. Students will be given several prompts to choose from and begin composing their own narrative essays.
NARRATIVE ESSAY:
Narrative/ Imaginative Writing- A story, actual or fictional, expressed orally or in writing
Function of Narrative Writing- Encourages creativity and speculation, and offers readers an opportunity to understand the emotions and actions of writers and others
Types of Narrative Writing- Autobiographical account, personal narrative, verifiable account, memoir, fictional story, sensory response, character study, descriptive writing, reflective essay
Tips:
1. Set a purpose-- decide on the reason for your writing
2. Select an Audience-- The people who will read the piece of writing
*Each essay should be written in five paragraph essay format!
*Each essay should utilize parallel structure!
1.4.11.A Write narrative pieces
1.5.11A Write with a sharp, distinct focus
Please respond to one of the following prompts:
NARRATIVE PROMPT #1
The crude oil used to make gasoline is a limited resource. Scientists continue to search for other ways to power cars and planes. Imagine that you invent a replacement for gasoline. It is cheap, easy to make and in endless supply
Write a short story describing how your invention changes the world. How do people react to it
***As you write and rewrite your paper, remember to:-Describe what your invention is and why it is important to everyone in the world-Include a series of events from the invention to the introduction of the product to its effect on the world-present your ideas clearly and logically-use words and well-constructed sentences effectively-Correct any errors in spelling, punctuation and capitalization
NARRATIVE PROMPT #2
Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with -- it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to perfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.
NARRATIVE PROMPT #3
Think of a time when you achieved a personal goal -- you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.
Wednesday, February 20, 2008
Parallel Structure
Wednesday:
Goal: Students will understand how to structure their papers in a parallel manner. Students will understand the importance of parallel structure.
1. Students will be assessed on their prior knowledge of parallelism through questions posed to the class.
2. A presentation will be given explaining what parallel structure is and its important function in writing.
2. The class will look at examples of parallel and non-parallel sentences. Students should recognize the difference and how to correct the sentences which lack parallelism.
3. The students will take an online quiz to ensure their comprehension of parallel structure.
http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/parallelism_quiz.htm
Academic Standards:
1.5.11.D. Write with a command of the stylistic
aspects of composition.
1.5.11.F. Edit writing using the conventions of
language
Wednesday:
Goal: Students will understand how to structure their papers in a parallel manner. Students will understand the importance of parallel structure.
1. Students will be assessed on their prior knowledge of parallelism through questions posed to the class.
2. A presentation will be given explaining what parallel structure is and its important function in writing.
2. The class will look at examples of parallel and non-parallel sentences. Students should recognize the difference and how to correct the sentences which lack parallelism.
3. The students will take an online quiz to ensure their comprehension of parallel structure.
http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/parallelism_quiz.htm
Academic Standards:
1.5.11.D. Write with a command of the stylistic
aspects of composition.
1.5.11.F. Edit writing using the conventions of
language
Tuesday, February 19, 2008
Revision Day
Tuesday:
Goal: Students will revise and edit their persuasive prompts. A final draft will be handed in by the end of the period.
1. Students will use the comments from their peers as a guideline for revising their own prompts.
2. Students should also take into consideration the PSSA scoring rubric while creating their final drafts.
Tuesday:
Goal: Students will revise and edit their persuasive prompts. A final draft will be handed in by the end of the period.
1. Students will use the comments from their peers as a guideline for revising their own prompts.
2. Students should also take into consideration the PSSA scoring rubric while creating their final drafts.
Thursday, February 14, 2008
Peer Editing Make-up Day
Thursday:
Goal: Students will revise and edit their persuasive prompt rough drafts. They will work with their classmates to give and receive feedback.
*Please refer to the post from Jan. 29 for peer editing guidelines!*
1. Students will meet with their peer editing groups and receive feedback on their prompts.
2. Students will focus on the PSSA rubric categories and provide classmates with constructive criticism on how to improve their essays. They should choose at least one area which needs clarification or elaborated upon.
3. Students will begin the revision process and edit their papers.
Academic Content Standard:
1.5.11A Write with a sharp, distinct focus
1.5.11C Write with controlled organization
Thursday:
Goal: Students will revise and edit their persuasive prompt rough drafts. They will work with their classmates to give and receive feedback.
*Please refer to the post from Jan. 29 for peer editing guidelines!*
1. Students will meet with their peer editing groups and receive feedback on their prompts.
2. Students will focus on the PSSA rubric categories and provide classmates with constructive criticism on how to improve their essays. They should choose at least one area which needs clarification or elaborated upon.
3. Students will begin the revision process and edit their papers.
Academic Content Standard:
1.5.11A Write with a sharp, distinct focus
1.5.11C Write with controlled organization
Monday, February 11, 2008
Monday:
Goal: Students will revise and edit their persuasive prompt rough drafts. They will work with their classmates to give and receive feedback.
1. Students will meet with their peer editing groups and receive feedback on their prompts.
2. Students will focus on the PSSA rubric categories and provide classmates with constructive criticism on how to improve their essays. They should choose at least one area which needs clarification or elaborated upon.
3. Students will begin the revision process and edit their papers.
Goal: Students will revise and edit their persuasive prompt rough drafts. They will work with their classmates to give and receive feedback.
1. Students will meet with their peer editing groups and receive feedback on their prompts.
2. Students will focus on the PSSA rubric categories and provide classmates with constructive criticism on how to improve their essays. They should choose at least one area which needs clarification or elaborated upon.
3. Students will begin the revision process and edit their papers.
Friday, February 08, 2008
Friday Journal Day
1. Write a letter to yourself.
-Imagine that you could go back in time.
-Write a letter to yourself to either warn or inform yourself of something that will happen to the future (current) you.
-Give details of the event and be sure to explain why you should react a certain way. (Example: Spend more time playing with your new puppy, spend more time studying for a specific class or test, do better in school, make time to enjoy yourself)
-Journals must be at least 1 1/2 pages.
-Please start a new page and place today's date on the top line.
1.5.11A Write with a sharp, distinct focus
1. Write a letter to yourself.
-Imagine that you could go back in time.
-Write a letter to yourself to either warn or inform yourself of something that will happen to the future (current) you.
-Give details of the event and be sure to explain why you should react a certain way. (Example: Spend more time playing with your new puppy, spend more time studying for a specific class or test, do better in school, make time to enjoy yourself)
-Journals must be at least 1 1/2 pages.
-Please start a new page and place today's date on the top line.
1.5.11A Write with a sharp, distinct focus
Thursday, February 07, 2008
Thursday:
Goal: Students will revise and edit their rough drafts. They will work with their classmates to give and receive feedback.
1. Students will complete their persuasive essay rough drafts.
2. Students will meet with their peer editing groups and receive feedback on their prompts.
3. Students will begin the revision process and edit their papers
Goal: Students will revise and edit their rough drafts. They will work with their classmates to give and receive feedback.
1. Students will complete their persuasive essay rough drafts.
2. Students will meet with their peer editing groups and receive feedback on their prompts.
3. Students will begin the revision process and edit their papers
Wednesday, February 06, 2008
Wednesday:
Goal: Students will complete their persuasive essay outlines. Students will continue to work on their rough drafts. When finished, they will revise and edit their prompts.
Do not use the word "you" OR contractions in your prompt!
1. Review your writing prompt
2. Review your outline and rough draft
3. Revise and edit your rough draft
Notes from Persuasive Essay Presentation (Monday):
Definition of Persuasive Writing: material that tries to move a reader into taking an action, forming a new opinion or changing an opinion
Function of Persuasive Writing: requires writers to think critically and take a position on an issue of importance in school, work or the community
Types of Persuasive Writing: editorial, letter, proposal, explanation, defense of an issue, speech writing, persuasive essay, defense of a hypothesis, public service announcement, personal viewpoint essay, application/ resume and comparison/ evaluation.
Goal: Students will complete their persuasive essay outlines. Students will continue to work on their rough drafts. When finished, they will revise and edit their prompts.
Do not use the word "you" OR contractions in your prompt!
1. Review your writing prompt
2. Review your outline and rough draft
3. Revise and edit your rough draft
Notes from Persuasive Essay Presentation (Monday):
Definition of Persuasive Writing: material that tries to move a reader into taking an action, forming a new opinion or changing an opinion
Function of Persuasive Writing: requires writers to think critically and take a position on an issue of importance in school, work or the community
Types of Persuasive Writing: editorial, letter, proposal, explanation, defense of an issue, speech writing, persuasive essay, defense of a hypothesis, public service announcement, personal viewpoint essay, application/ resume and comparison/ evaluation.
Tuesday, February 05, 2008
Tuesday:
Goal: Students will begin composing their own persuasive essays. They will brainstorm ideas and formulate their own response to the prompt.
1. Plan a response to the writing prompt.
2. Jot down notes about the points you wish to make.
3. Write an outline and begin a rough draft of your material
Choose one of the following prompts, indicating your choice at the top of your paper:
Prompt#1:
Some people have suggested that keeping animals in zoos is cruel to these animals. These people feel that animals have the right to live in freedom, as people in our country do. Do you agree or disagree with this position?
Write a letter to persuade readers to the local paper to accept your ideas and opinions. Explain why your ideas will benefit not only animals but also people.
Prompt #2
What do you enjoy about your favorite television show? Is it the kind program that is played? Are the actors unique? Is it set in a special location? Does the kind of show appeal to you (reality show, drama, comedy etc)? Why is this program so much better than others on tv?
Write an essay in which you try to persuade readers to watch your favorite television program. What ideas will you present to show that your opinion should be followed?
DIRECTIONS:
STATE YOUR OPINION CLEARLY
SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY\
CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION
SPEND 5-10 MINUTES SETTING YOUR FOCUS. THIS WILL HELP YOU LEAVE TIME TO COMPLETE THE REMAINING STAGES OF WRITING FOR DAY 1
REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY!!
Goal: Students will begin composing their own persuasive essays. They will brainstorm ideas and formulate their own response to the prompt.
1. Plan a response to the writing prompt.
2. Jot down notes about the points you wish to make.
3. Write an outline and begin a rough draft of your material
Choose one of the following prompts, indicating your choice at the top of your paper:
Prompt#1:
Some people have suggested that keeping animals in zoos is cruel to these animals. These people feel that animals have the right to live in freedom, as people in our country do. Do you agree or disagree with this position?
Write a letter to persuade readers to the local paper to accept your ideas and opinions. Explain why your ideas will benefit not only animals but also people.
Prompt #2
What do you enjoy about your favorite television show? Is it the kind program that is played? Are the actors unique? Is it set in a special location? Does the kind of show appeal to you (reality show, drama, comedy etc)? Why is this program so much better than others on tv?
Write an essay in which you try to persuade readers to watch your favorite television program. What ideas will you present to show that your opinion should be followed?
DIRECTIONS:
STATE YOUR OPINION CLEARLY
SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY\
CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION
SPEND 5-10 MINUTES SETTING YOUR FOCUS. THIS WILL HELP YOU LEAVE TIME TO COMPLETE THE REMAINING STAGES OF WRITING FOR DAY 1
REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY!!
Sunday, February 03, 2008
PERSUASIVE WRITING
Goal: Today students will begin writing a persuasive essay. They will learn the definition of persuasive writing as well as as its function.
Monday:
Plan your response to the writing prompt
Jot down notes about the points you wish to make
Write an outline and begin a rough draft of your material
1. Students will be placed in groups to brainstorm an argument for or against an issue which effects high school students
2. Students will take notes on a teacher-presented powerpoint. This will give students an understanding of the importance of persuasive essays.
3. Students will begin their own persuasive essays, the prompts, as well as directions, are as follows:
Select one of the following prompts: Please type the prompt at the top of your paper.YOU MUST SELECT ONE OF THE FOLLOWING PROMPTS:
Prompt#1:
Some people have suggested that keeping animals in zoos is cruel to these animals. These people feel that animals have the right to live in freedom, as people in our country do. Do you agree or disagree with this position?
Write a letter to persuade readers to the local paper to accept your ideas and opinions. Explain why your ideas will benefit not only animals but also people.
Prompt #2
What do you enjoy about your favorite television show? Is it the kind program that is played? Are the actors unique? Is it set in a special location? Does the kind of show appeal to you (reality show, drama, comedy etc)? Why is this program so much better than others on tv?
Write an essay in which you try to persuade readers to watch your favorite television program. What ideas will you present to show that your opinion should be followed?
DIRECTIONS:
STATE YOUR OPINION CLEARLY
SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY\
CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION
SPEND 5-10 MINUTES SETTING YOUR FOCUS. THIS WILL HELP YOU LEAVE TIME TO COMPLETE THE REMAINING STAGES OF WRITING FOR DAY 1
REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY
Standards:
1.4.11.C Write Persuasive Pieces
1.5.11.A Write with a Sharp Distinctive Focus
1.5.11.C Write with a controlled and/or subtle organization
Goal: Today students will begin writing a persuasive essay. They will learn the definition of persuasive writing as well as as its function.
Monday:
Plan your response to the writing prompt
Jot down notes about the points you wish to make
Write an outline and begin a rough draft of your material
1. Students will be placed in groups to brainstorm an argument for or against an issue which effects high school students
2. Students will take notes on a teacher-presented powerpoint. This will give students an understanding of the importance of persuasive essays.
3. Students will begin their own persuasive essays, the prompts, as well as directions, are as follows:
Select one of the following prompts: Please type the prompt at the top of your paper.YOU MUST SELECT ONE OF THE FOLLOWING PROMPTS:
Prompt#1:
Some people have suggested that keeping animals in zoos is cruel to these animals. These people feel that animals have the right to live in freedom, as people in our country do. Do you agree or disagree with this position?
Write a letter to persuade readers to the local paper to accept your ideas and opinions. Explain why your ideas will benefit not only animals but also people.
Prompt #2
What do you enjoy about your favorite television show? Is it the kind program that is played? Are the actors unique? Is it set in a special location? Does the kind of show appeal to you (reality show, drama, comedy etc)? Why is this program so much better than others on tv?
Write an essay in which you try to persuade readers to watch your favorite television program. What ideas will you present to show that your opinion should be followed?
DIRECTIONS:
STATE YOUR OPINION CLEARLY
SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY\
CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION
SPEND 5-10 MINUTES SETTING YOUR FOCUS. THIS WILL HELP YOU LEAVE TIME TO COMPLETE THE REMAINING STAGES OF WRITING FOR DAY 1
REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY
Standards:
1.4.11.C Write Persuasive Pieces
1.5.11.A Write with a Sharp Distinctive Focus
1.5.11.C Write with a controlled and/or subtle organization
Wednesday, January 30, 2008
5 Paragraph Essay
Objective: To familiarize students with INTRODUCTORY PARAGRAPHS
1. Students will write introductory paragraphs on three topics for possible use in a later paper.
Your favorite pastime
Your pet peeve
Music
Pizza
2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Tuesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Objective: To familiarize students with INTRODUCTORY PARAGRAPHS
1. Students will write introductory paragraphs on three topics for possible use in a later paper.
Your favorite pastime
Your pet peeve
Music
Pizza
2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Tuesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Tuesday, January 29, 2008
Peer Editing
2 Day lesson
Today we will be peer editing days for the PSSA prompts that were completed in class yesterday. We will be going over the writing rubric that the PSSA prompts are scored on. Everyone will get a copy of the rubric I will be breaking everyone into groups of four. Each person will read ALL of their partners' papers.
Be sure to compare the papers to every different aspect of the writing rubric. Be sure to also look for the following:
Spelling errors
Any changes in person, especially 2ND person (you).
Capitalization errors
Missing punctuation (periods, commas, question marks, etc.)
Run on sentences
Repetition
Proper Transitions between paragraphs
No contractions
No netspeak (lol, l8tr, u, cuz)
No slang
Aside from errors you will also be helping your partners by making sure that they have all of the elements of a 5 Paragraph essay within their paper. You will need to mark the following in your partners paper:
Thesis
Blueprint
Motivator
Clincher
Make sure that every supporting paragraph in your partners' paper follows their blueprint as well.
Be sure to ask your partners if the thesis and blueprint you pointed out in their paper was what they originally intended, if not find out what they really intended to write about so they can clarify when they rewrite their paper.
Whenever you find an error within a paper be sure to mark it.
If you feel that something is not right within a paper: turn the paper over, write down what is wrong and why you feel it is wrong, then initial next to your explanation.
Work together on this!!
One person should not be doing all of the work.
You will have one period once you have completed your proofreading to compile the results from all of your peers. You will then be allowed to work on revising your papers based on the feedback you received during the proofreading exercise. This paper will count as a 100 point test grade, so be sure to take this very seriously. I will be looking for everything mentioned above, so there is no reason that anyone should not do well.
Academic Content Standard:
1.5.11A Write with a sharp, distinct focus
1.5.11C Write with controlled organization
2 Day lesson
Today we will be peer editing days for the PSSA prompts that were completed in class yesterday. We will be going over the writing rubric that the PSSA prompts are scored on. Everyone will get a copy of the rubric I will be breaking everyone into groups of four. Each person will read ALL of their partners' papers.
Be sure to compare the papers to every different aspect of the writing rubric. Be sure to also look for the following:
Spelling errors
Any changes in person, especially 2ND person (you).
Capitalization errors
Missing punctuation (periods, commas, question marks, etc.)
Run on sentences
Repetition
Proper Transitions between paragraphs
No contractions
No netspeak (lol, l8tr, u, cuz)
No slang
Aside from errors you will also be helping your partners by making sure that they have all of the elements of a 5 Paragraph essay within their paper. You will need to mark the following in your partners paper:
Thesis
Blueprint
Motivator
Clincher
Make sure that every supporting paragraph in your partners' paper follows their blueprint as well.
Be sure to ask your partners if the thesis and blueprint you pointed out in their paper was what they originally intended, if not find out what they really intended to write about so they can clarify when they rewrite their paper.
Whenever you find an error within a paper be sure to mark it.
If you feel that something is not right within a paper: turn the paper over, write down what is wrong and why you feel it is wrong, then initial next to your explanation.
Work together on this!!
One person should not be doing all of the work.
You will have one period once you have completed your proofreading to compile the results from all of your peers. You will then be allowed to work on revising your papers based on the feedback you received during the proofreading exercise. This paper will count as a 100 point test grade, so be sure to take this very seriously. I will be looking for everything mentioned above, so there is no reason that anyone should not do well.
Academic Content Standard:
1.5.11A Write with a sharp, distinct focus
1.5.11C Write with controlled organization
Monday, January 28, 2008
Monday:
Plan your response to the writing prompt
Jot down notes about the points you wish to make
write an outline and begin a rough draft of your material
-Be sure to use the 5 paragraph essay form
Timed Prompt
-Writing a persuasive essay
1. Teacher read PSSA instructions to the class.
2. Students will write for 30 minutes on the following prompt:
Write a letter convincing the administration to change our current cafeteria system. (i.e. incorporate a fast food restaurant into our cafeteria, revamp the current lunch system, or allow students to leave school during lunch time)
*State your opinion clearly
*Support your opinion with specific details
*Present your ideas clearly and logically
*Use words and well-constructed sentences
*Correct any errors in spelling, punctuation and capitalization
HINT:
Allow 4-5 minutes of the session to set your focus. This will help you leave enough time to develop your content and organize your ideas during the 30 minute session
Because a clear focus will help you complete the other stages more easily and successfully, you should work carefully
Tuesday
review your writing prompt
review your outline and rough draft
revise and edit your rough draft
Plan your response to the writing prompt
Jot down notes about the points you wish to make
write an outline and begin a rough draft of your material
-Be sure to use the 5 paragraph essay form
Timed Prompt
-Writing a persuasive essay
1. Teacher read PSSA instructions to the class.
2. Students will write for 30 minutes on the following prompt:
Write a letter convincing the administration to change our current cafeteria system. (i.e. incorporate a fast food restaurant into our cafeteria, revamp the current lunch system, or allow students to leave school during lunch time)
*State your opinion clearly
*Support your opinion with specific details
*Present your ideas clearly and logically
*Use words and well-constructed sentences
*Correct any errors in spelling, punctuation and capitalization
HINT:
Allow 4-5 minutes of the session to set your focus. This will help you leave enough time to develop your content and organize your ideas during the 30 minute session
Because a clear focus will help you complete the other stages more easily and successfully, you should work carefully
Tuesday
review your writing prompt
review your outline and rough draft
revise and edit your rough draft
Friday, January 25, 2008
5 paragraph essay form
1. Students will review the form and technique for writing a 5 paragraph essay.
2. Students will become familiar with the various parts of the 5 paragraph essay
The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
(TRI Paragraphs)
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML- a second example
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
1. Students will review the form and technique for writing a 5 paragraph essay.
2. Students will become familiar with the various parts of the 5 paragraph essay
The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
(TRI Paragraphs)
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML- a second example
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
Thursday, January 24, 2008
Review PSSA format
1. Go to the PDE website and review rubrics, essay evaluations and test structure of the PSSA
2. Discuss the content of the exam: Discuss evaluation examples
http://www.pde.state.pa.us/a_and_t/lib/a_and_t/Gr11WritingSamp.pdf
1.5.11A Write with a sharp, distinct focus
1. Go to the PDE website and review rubrics, essay evaluations and test structure of the PSSA
2. Discuss the content of the exam: Discuss evaluation examples
http://www.pde.state.pa.us/a_and_t/lib/a_and_t/Gr11WritingSamp.pdf
1.5.11A Write with a sharp, distinct focus
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