WELCOME BACK! Tuesday-Friday, January 8th-11th, 2013

I hope everyone had a safe and wonderful Winter Break!

Tuesday:

On this first day back for the students, we did a writing strategy recap.  As a whole group, we looked at a sample expository writing prompt and broke it down using TAPP-F.  This strategy helps the students look at the key points in a writing prompt to determine what it is that they need to do in order to be successful.

  • T=Topic
    • This is where the students take a topic in its entirety and summarize it in one to two sentences.
  • A=Audience
    • According to the writing prompt (topic), who is going to read the essay/letter/speech?
  • P=Purpose
    • Why is this essay/letter/speech being written?  Is it to persuade or to inform/explain?
  • P=(Organizational) Pattern
    • How should you organize your writing? Should it be organized in:
      • chronological order (in order of time)?
      • logical order (in order of what makes the most sense to you)?
      • cause and effect order (where the cause of something is discussed first and then its effects)?
      • problem and solution order (where the problem is presented and then you discuss a possible solution)?
      • comparison and contrast (where two or more things are discussed for how they are similar and dissimilar)?
  • F=Format
    • In what form are you writing?  Is it supposed to be:
      • a letter?
      • an essay?
      • a speech?

The students had to dissect and brainstorm using TAPP-F on the topic below:

Lunch GMWA writing topic

HOMEWORK: Read for 30 minutes and write an introduction paragraph based on the topic presented in class.  Read for 30 minutes.

PowerPoint: Writing Strategy Recap 1.8.13

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Wednesday:

In class, each student continued formulating and organizing their ideas using a graphic organizer to map out their body paragraphs.  I provided some assistance by guiding them through the process using the ELMO document camera.

HOMEWORK: Complete the body paragraph sections in the graphic organizer provided in class. Read for 30 minutes.

PowerPoint: Body Paragraphs 1.9.13

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Thursday:

Having mapped out the body paragraphs both in class and for homework the previous night, the students began work on sculpting a strong conclusion.  With the time remaining in class, each student then took what they wrote in the graphic organizer the night before and translated it into a rough draft.  Those who did not finish in class had to complete it for homework, due at the beginning of their class period on Friday the 11th.

HOMEWORK: Complete the rough draft of the letter to the principal.  Read for 30 minutes.

PowerPoint: Conclusions 1.10.13

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Friday:

The week wrapped up with practical application of all of the skills practiced this week in the form of a timed writing.  As a reminder, the students used the acronym of T-BOW ( (c) 2013 Me) to guide them through the writing process.  T-BOW represents:

  • T=TAPP-F (see above under “Tuesday”)
  • B=Brainstorm
  • O=Organize (see above under “Tuesday” as well)
  • W=Write

All of the drafting homework from the previous days this week were due at the beginning of each class with no late work being accepted (except in rare circumstances).

HOMEWORK: Read for 30 minutes.  Remember, this upcoming Tuesday is our next Library Day!  Find your library books and have a wonderful weekend!

PowerPoint:  Timed Writing Day 1.11.13

 

Friday, October 5th, 2012 in Summation

Ahh, the end of the week.  Friday was our usual assessment day where the students took an open-note quiz on sentence trees, dependent clause types, and independent versus dependent clauses.  The students then created a 1-page essay during the remainder of class to the topic below:

Topic: A lot of schools hand out “Participation Awards” or “Perfect Attendance” certificates at award ceremonies.  However, there are those who think that this encourages people to not try their hardest.  Therefore, at an award ceremony, is it better to recognize everyone for trying or should only the people who did the best be recognized?  Write an essay to convince Mr. Bivens to agree with you.  Be sure to include specific details to support your claim.

For the students who finished the 1-Pager essay, they were directed to begin working on creating sentences for the Sentence Auction taking place on Monday.

HOMEWORK: No homework.  Have a wonderful weekend!

PowerPoint: 10-5-12 Quiz Timed Writing Mission Completion Day

Sentence Auction Guidelines

Friday, September 28th, 2012 Recap

What a busy week this has been!

On Friday, the students took a quiz on brainstorming, TAPP, and clauses.  Overall, the students did well.  These scores will be used to determine the students’ groups and pairings for next week’s activities.

Once the students finished, they had the opportunity to begin brainstorming on a topic of their choice from the ones below (1st and 2nd periods did not have the opportunity to do this):

1. Should state colleges be free to attend?
2. Should all American citizens have to complete a year of community service?
3. Should students be required to take Spanish classes?
4. Should the voting age be lowered to thirteen?
5. Should the driving age be raised to twenty-one?
6. Should immigrants who came to the U.S. illegally be given legal status if they have been here for a certain number of years? (this one was created by a student in 2nd period)

The plan right now is for these brainstormed ideas to serve as the basis for a writing assignment next week.

HOMEWORK: None.  Have a wonderful weekend.

PowerPoint: 9-28-12 Assessment Day

Wednesday, September 26th, 2012

Wednesday plunged us deep into class discussions on the following topics:

  1. Should college athletes be paid for playing?
  2. Should the elderly receive free bus rides?
  3. Should state colleges be free to attend?

The students really enjoyed discussing these and their opinions varied widely.  It was quite exciting!  We then took a step back to channel these ideas into a mind map and just practiced brainstorming.  In fact, the students were able to use the points brought up in discussion to assist them.

HOMEWORK: Complete week-long assignments

PowerPoint: (Forthcoming)

Wednesday, August 29th, 2012 Summarized

On Wednesday we finished up where we left off with regard to ethos, pathos, and logos from Tuesday’s lesson.  The students then created a bubble map to illustrate their claim and three supporting details to support their claim.

  • Ethos: “street cred” or a speaker/author’s level of credibility with the audience
  • Pathos: connecting with emotion, using emotionally charged words and language
  • Logos: logic, facts, examples, and statistics

HOMEWORK: None today.

PowerPoint: PERSUASIVE: pathos, ethos, & logos 8/28/12