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 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.
5. 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 had two quickwrite activities with an opportunity for students to share their writing with the class.
3. 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
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 rough draft and the outline on 4/19.
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 shared out their written reports on the "Slip or Trip" activity from last week, and I collected the assignment.
2. We had an in-class group activity in which students practiced their persuasion skills in 2 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 at least three 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:
-Students shared and compared the evidence they found in the "Slip or Trip" case from last week.
-Students then began working on a 2-3 paragraph report of their findings in the case. This report should include at least 3 pieces of evidence to support a claim. The claim should be an explanation of what really happened on that night between Queenie and Arthur.
-On Thursday, we did a quickwrite and also discussed the concepts of Ethos, Pathos, and Logos.
-For homework, students will need to finish any remaining work on their "Slip or Trip" reports. Additionally, students will need to choose one story from the textbook, and complete the questions that follow the story. Both of these assignments will be collected on Tuesday (3/20).
This week, we covered the following:
-Students turned in the final draft of the short story 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 worksheet 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 evidence for the activity. Then, each student began filling out an evidence chart.
-The completed evidence chart is due next class.
-The activity and evidence chart are attached below.
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 "After You Read" questions following the story. If that page describes any projects, full-length essays, or in-class activities, you can skip those.
c. Complete the attached Grammar Practice worksheet.
This week, we continued with our creative writing unit.
-We discussed storytelling elements and techniques.
-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, "All Summer in a Day," by Ray Bradbury. This story acted as a model example to learn from. We read it together as a class and analyzed the ways in which Bradbury 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 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. The idea for the short story 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 Hatchet.
-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).