Rough Drafts, Edits, and Revisions

Today was a continuation in the writing process started yesterday.  The students took the outlines and Double Bubble Thinking Maps they created yesterday about the stories we all read on Monday.  With “Thank You Ma’am” by Langston Hughes and “The Storyteller” by Saki as their source material, the students set about creating a rough draft of an essay comparing and contrasting the themes within the two stories.  Furthermore, they were asked to show how the authors of both stories conveyed these themes.  After a brief re-cap of yesterday’s writing tips and a Q & A session, the students had the rest of class to write their rough drafts, share them with a peer for editing, and make the necessary revisions.  Tomorrow, the students will type up their final drafts in the Essay Scorer program for instant grading.

Homework:

  • Finish any work not completed in class.
  • Continue work on Genius Hour project (DUE DECEMBER 12th, 2014).
  • Study for Friday’s Unit #2 Quiz.

PowerPoint:

Publishing the Argumentative Essays: Wednesday, October 8th, 2014

After a week of hard work, revising, re-evaluating, and researching the students published their work onto KidBlog.org.

First, they landed on the homepage of KidBlog.org and clicked either on the “Students” button or the “Login” button beneath the words “Create a Class.”  If they chose this option, they then had to type in my email address to pull up the directory of all of my KidBlog classes.

KidBlog Homepage

Next, they selected their class, either 3rd, 4th, 5th, or 6th period.  The “Orange Class” is my demo class to show them the ins and outs of how to use the KidBlog platform.

KidBlog Step2

The link of their specific class would then take them to the homepage of that class with a listing of all of the most recent posts.  From here, each student had to once again click “login” located at the top, right-hand corner of the page.

KidBlog Step 3

That link leads to this page where each student then had to choose his or her name from the drop down menu and enter their password.

KidBlog Step 4

The final logon page then shows the same master screen with all of the posts published for that class, but shows the student’s name in the top, right-hand corner.

KidBlog Step 5

By clicking on  “Control Panel,” each can access the dashboard from which they can create and submit their final drafts to begin the portfolio process.

Once the students finished inputting their essays, they then had the opportunity to comment on one another’s work using the “ABC” method:

  • Acknowledge something the author said
  • Build upon the author’s points with some interesting insight or thought
  • Conclude with a critical thinking question or one that arose while reading the essay.

Class-Specific Direct Blog Links: 

Homework:

  • Read for 30 minutes
  • Finish any work not completed in class.  Assignments not submitted by 8:30 a.m. Thursday morning will lose 10 points.

PowerPoint:

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

__________________

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

__________________

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

 

Wednesday, December 5th, 2012

It has been said that preparation is the key ingredient to success.  With the Writing Folio Mock Writing Assessment, the students had the opportunity to mimic the conditions of the actual 8th grade Writing Assessment that will be administered on January 23rd, 2013.  Much like the actual exam, the Writing Folio Mock Writing Assessment is hand-scored on a rubric similar to the one used by the State of Georgia for the GMWA (Georgia Middle Grades Writing Assessment).  We should receive the results of these writings within the month where they will be posted online for viewing. 

After 100 solid minutes of writing in the morning, my 6th and 7th period classes took part in an ELA review game which can be found here.  They were paired up based on mixed ability and interests to create a dynamic collaborative learning environment.

PowerPoint:

HOMEWORK: Complete any missing assignments (DUE FRIDAY) and read for at least 30 minutes.

Friday, November 9th, 2012

It took the students a bit longer than I had originally anticipated to complete their in-class essays.  Thus, I had them submit these plus their completed Unit One Study Guides as their Unit One Exam.

PowerPoint: Nov. 9. 2012 Write it Out! Part Trois and Exam Day

HOMEWORK: None

 

Thursday, November 8th, 2012

Today, after turning in their “Create-A-Quiz” assignments (worth a quiz grade), the students finished writing their in-class essays.  However before that, we all participated in an “Editing Round Robin” where each student edited a paragraph and then passed it to their right.  The group that finished first won a prize!  Thereafter, to review the writing process we had a “Rap-A-Long” to the song “Essay Swag” which can be found here.  In some classes, the bravest students had the opportunity to rap the verses while we all chimed in on the choruses.  Finally, the students completed their essays with as much assistance from me as they needed.  Those who struggled with organizing their essays were allowed to use the computers which were already on the site ReadWriteThink’s Essay Map Generator.

Editing Round Robin Handout: Edit a sample 4 paragraph Essay

PowerPoint: Nov. 8. 2012 Write it Out! Part Deux

HOMEWORK: Complete the Unit One Study Guide in preparation for tomorrow’s exam!

 

Wednesday, November 7th, 2012

The students were certainly charged up with energy after last night’s election results.  Thus, I took the opportunity to capitalize on that excitement with the essay topic they started in class today.  Before we tackled that, the students had 10 minutes to work on their “Create-A-Quiz” assignment in their groups.  We then moved into a review of the writing process‘ five parts: pre-writing, drafting (rough draft), revising, editing, and publishing (the final product).  Finally, the students began brainstorming on the topic below.  They will complete the in-class 5-paragraph essay tomorrow for a test grade.

TOPIC:

Each of you possess some of the qualities for a successful President of the United States.  Regardless of whether or not you were born here, write an essay persuading the adults of the United States to vote for you for President.  Be sure to explain at least three qualities you possess that would make you strong at the job.

PowerPoint: Nov. 7. 2012 Write it out!

HOMEWORK: Complete the “Create-A-Quiz” assignment.  This is due tomorrow and NO late work will be accepted.