Over these last weeks of onsite classes, we covered the following:
1. I collected the textbook short story questions that were assigned on 5/3 (see previous post).
2. Students turned in the final drafts of their Argumentative Essays on 5/15
3. We completed several Quickwrite assignments, all of which were turned in on 5/24.
4. Students worked on an activity analyzing author bias and logical fallacies in a news article. The assignment sheet is attached below.
5. We watched a TED Talk, and students responded to and discussed the ideas presented in the talk (attached below). Students turned in the response questions after our discussion.
6. Students also completed SBAC and NWEA testing. If you have not finished either of these tests, your EP should be in touch with you to arrange a time to finish them.
7. I handed out a final project assignment. Student began working on this project in class. It is attached below and due on June 8th.
This week, we covered the following:
1. I collected the meeting week homework (see previous post for assignments).
2. We reviewed the MLA formatting for Works Cited pages and in-text citations. For the final draft of the Argumentative Essay (due 5/15) students will need to have in-text citations and a Works Cited page. Let me know if you need help with either of these things.
For your Works Cited page, I recommend using this resource (be sure to select 'website document' in the left column): https://www.calvin.edu/library/knightcite/index.php
3. Next, we learned about logical fallacies. See below for info and instructions for our in-class activity:
Fallacies are common errors in reasoning that will undermine the logic of your argument. Fallacies can be either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim.
-Read through the different types of logical fallacies and their examples.
-In groups of 2-5, choose 3 logical fallacies.
-For each fallacy, write a short product advertisement that contains the logical fallacy.
-Next week, we will share out as a class and guess the fallacy in each example.
4. For homework, choose 1 story from your textbook, and complete the response questions that follow the story.
During these two weeks, we continued with our argumentative writing unit.
I collected the Argumentative Essay rough drafts and outlines on 4/19.
I also collected the LP 5 Quickwrites.
The meeting week homework is attached below.
Students and Parents,
This week, we continued with our unit on argumentative writing. We covered the following:
1. Students turned in the textbook literary response homework from last week.
2. We had an in-class group activity in which students practiced using Ethos, Pathos, and Logos in 3 fictional scenarios.
3. We then began the initial steps of our argumentative essay preparation:
a. Students had the option to choose a topic from a list I provided (attached below) or create a topic with teacher approval.
b. Students then researched and gathered sources of information on their topics. Students will need 4 - 8 solid sources, which they will be using to support their ideas in their papers.
c. Lastly, I handed out an outline for students to organize their ideas for the paper.
Homework: by the time we get back from Spring Break on 4/10, students should have their online sources chosen for the argumentative essay. They should also have the outline finished. Students do not need to begin writing their essays. We will pick up with that when we return to class.
Students and Parents,
This week we covered the following:
-We discussed the case of Mr. Xavier. Students shared their evidence and conclusions from the case and then turned in their written reports.
-We reviewed/discussed the concepts of Ethos, Pathos, and Logos. The examples I used in class are available in the Resources section of my website (top right of this page).
-Students then defined Ethos, Pathos, and Logos in their own words and created original examples (form attached below).
-We discussed student definitions and examples, and I collected the form.
-Students also began a group activity
-For homework, students will need to choose one story from their at-home textbooks and complete the Response to Literature questions that follow the story. This will be collected on Tuesday (3/20).
This week, we covered the following:
-Students turned in the final draft of the creative writing assignment. Students also had an opportunity to read each other's work so that I wouldn't be the only audience for their creative efforts.
-Students also turned in the rest of their meeting week homework (the Grammar Practice worksheets and textbook story response from my previous site post).
-We then began our unit on argumentative writing. We started with a mystery-solving activity to explore the concepts of claim, evidence, and warrant (or explanation), which are crucial to writing convincing arguments. Students worked in groups to collect and discuss evidence for the activity. Then, each student began drafting a report of his/her findings. The report is due next class.
-The attachment below contains the assignment sheet (pg. 2) as well as some additional evidence (pg. 1).
-The questions for the report are on the right side of pg. 2. Your report should be at least 3 paragraphs long and should contain a detailed analysis of at least 3 pieces of evidence.
During these two weeks, we completed the following:
1. Students finished the pre-writing step of the creative writing assignment. This assignment was submitted, or checked off, for a grade. If you did not yet get this to me, please do so ASAP.
2. Students worked on the rough drafts of their short stories. The rough drafts were due on 2/20.
3. We had a peer critique session in which students gave and received feedback on their short stories from at least two other students.
4. Students completed the last Quickwrite of the Learning Period and turned in their LP 4 Quickwrites. If you did not yet turn in your Quickwrites, please get them to me ASAP.
5. I checked out a class textbook to each student and gave the homework for meeting week. It is listed below. All homework is due on 3/6.
a. Finish editing and revising the final draft of your short story writing assignment. Turn in the final draft on Tuesday, 3/6.
b. Select one story from your textbook that seems interesting to you. Read the story and complete the page of "Responding to Literature" questions following the story. This includes the "Analyzing Literature" and "Literary Elements" sections. If that page describes any projects, full-length essays, or in-class activities, you can skip those.
c. Complete the attached Grammar Practice worksheet for your grade level.
This week, we continued with our creative writing unit.
-We continued our discussion of storytelling elements and techniques.
-We read and discussed a model short story: LINK TO STORY
-Students responded to the following questions:
“Ruthless” by William de Mille
-Students then began the prewriting step of the creative writing assignment (attached below).
-If you have finished with your prewriting, you may begin working on the rough draft of your story.
The prewriting is due on Tuesday (2/13), and the rough draft will be due on 2/20.
This week, we began our unit on creative writing.
First, we read and analyzed a short story, "Lamb to the Slaughter," by Roald Dahl. This story acted as a model example to learn from. We read it together as a class and analyzed the ways in which Dahl incorporated the basic elements of successful storytelling. Then, students worked on the response questions, and we discussed them together as a class. The story and questions are attached below.
Next, we completed an idea-generation exercise for our own creative writing. Students wrote to four images to help come up with ideas that could potentially be developed into a short story or screenplay idea.
Lastly, I handed out the creative writing assignment (attached below), and discussed the requirements of the assignment. For homework, students are to brainstorm ideas that they might like to turn into a short story or screenplay. The idea for the short story/screenplay can be drawn from any previous quickwrites, from our idea-generation activity, or simply from the imagination. We will begin working on the prewriting steps of the assignment next week.
This week, students worked on the final drafts of their literary analysis essays on Antigone.
-We discussed the issues/room for improvement present in a large portion of the rough drafts.
-We had an in-class peer critique session.
-I gave students one-on-one support and essay feedback as requested.
The final draft of the essay is due Tuesday of next week (1/30).