Studying for Friday's CRT

Click on the following links to review!

STATION A: Writer's Workshop WORD WALL CLASS SET
http://quizlet.com/47169620/test?matching=on&mult_choice=on&tf=on&prompt-with=1&limit=27

STATION D: Persuasive Writing Terms
 http://quizlet.com/52492312/test?matching=on&mult_choice=on&tf=on&prompt-with=1&limit=15

Monday's Agenda

1). Pre-write three maps for possible essay ideas for tomorrow's in-class essay (CRT Part I: On-Demand Persuasive 5 paragraph, minimum essay).  PRINT OFF EACH ESSAY AS YOU GO!  I HAVE HARD COPIES IF YOU NEED TO TAKE THEM HOME TO FINISH OR ARE HAVING TECHNICAL DIFFICULTIES.  Click on the link below to get started

  http://www.readwritethink.org/files/resources/interactives/persuasion_map/

__________________________________________________________________

2). Complete the study guide for Friday's CRT Part II (your received this last week).  It is due Friday right before your exam.

 3). Study your paper vocabulary flashcards your received last week or review on Quizlet http://quizlet.com/47169620/test?matching=on&mult_choice=on&tf=on&prompt-with=1&limit=27

4). Turn in any missing work for partial credit (grade sheets will be passed out today) and if you want to "cash in" any unused late passes, you can with your grade sheet (indicate which assignment/s you want to apply them to).

Word Wall Vocabulary Review Tools

If you want to have more fun while studying rather than just the flashcard set you received in class, click on this link to review via games or electronic flashcards.  http://quizlet.com/47169620/scatter

Pre-Write: Mapping/Outlining before you begin your rough draft

Our last piece of writing before your final essay exam, gives you more freedom and options as to what you'd like to compose to practice your skills in the six traits of writing.  You were given a long list of possibilities last week and we've conducted a variety of brainstorming activities to get the wheels turning. 

1). Read through your writer's notebook and the group piece we did on Friday.  

2). Choose which assignment option you'd like to complete based on your interest and comfort level.

3). Choose one of the following mapping/outlining options to conduct in our 15-minute brainstorm activity.  PRINT OFF YOUR MAP/OUTLINE/BRAINSTORM before you move on.  You will turn this in at the end of the class period for points

*Traditional Plot Diagram (short story options): http://www.readwritethink.org/files/resources/interactives/plot-diagram/

*Circle Plot Diagram (short story options): http://www.readwritethink.org/files/resources/interactives/circle-plot/

*Story Map (4 maps total-short story options):http://www.readwritethink.org/classroom-resources/student-interactives/story-30008.html

*Persuasion Map (nonfiction-persuasive options: http://www.readwritethink.org/files/resources/interactives/persuasion_map/

*Essay Map (nonfiction options): http://www.readwritethink.org/files/resources/interactives/essaymap/

*Making a newspaper/magazine article: http://www.readwritethink.org/files/resources/interactives/Printing_Press/

*Children's Book: http://www.readwritethink.org/files/resources/interactives/stapleless/

*Comic Book: http://www.readwritethink.org/files/resources/interactives/comic/

*Memoir (reflecting on a small time period of your own life/personal event): http://www.readwritethink.org/files/resources/interactives/graphicmap/

*Drama Map (Writing out a play/TV/Movie Script): http://www.readwritethink.org/files/resources/interactives/dramamap/

*Webbing (works for all options!): http://rwtinteractives.ncte.org/view_interactive.aspx?id=127

4). Using either Google Doc. or Microsoft Word, begin your rough draft today (we will also be composing Tuesday in class).  Have your pre-write next to you while you work.

5). Remember, you can write more than one option to reach your 3 page minimum (12 pt. font).  

6). Heading should look like this (in the top left hand corner)

First and Last Name

Writing Workshop 9-10

Title of Piece:_______________

Today's Date

__________________________________

7).  We will be working on rough drafts tomorrow as well, so when it is time to stop for today, simply make sure all of your work is saved.

Large Group Writing Activity

1). Open a Google Doc./Microsoft Word Document

2). Google Doc. = Label the Document "Class Writing"
     Word Doc. = Circle----Save As----"Class Writing"

3). Type your first name in the top left hand corner of the screen.

4). Click on the following link and find a first line that works best for you to get a story started:
 http://writingexercises.co.uk/firstlinegenerator.php

5). Type the first line onto your Google Doc/Microsoft Word doc.

6). Mrs. Enos will give you ten minutes to begin your writing. Once time is  up, we will rotate and read our peers' writings and add to them with the purpose of IMPROVING THE QUALITY of their story, and to KEEP THE PLOT MOVING.

7). You will be led back to your original computer near the end of class to reread, revise, and print your "group writing".

Wednesday: Station A

1). Click on the following link: http://writingexercises.co.uk/plotgenerator.php

2). Write down 6 different plot possibilities that include the following:

-Main Character

-Main Character 2

-Setting

-Situation

-Theme

-Characterization

*Click on the boxes until you find a combination you can work with and write your options in the six box grid in your notebook.

Giving Expression to Our Writing!

Today we will be recording our writing via a podcast using Audacity.  Here will be our agenda for today:

1). Go to Start ----- Programs ----Audacity

2). Mrs. Enos will check out a set of headphones to you.  Make sure the microphone function is on.

3). Mrs. Enos will pass out your final draft.  This is your "script" for when you record your voice.

4). You may do as many takes as you want before the bell rings.  You will want to save your final recording to your personal student folder.  We will be sharing these with peers tomorrow in class.

5). If you have time remaining, you may watch any of these video examples of pet peeve writings.  Pay attention to the speakers' organization within their speech.  Click on the approved link below (you'll have to scroll down a little bit when you get to the page to watch the pet peeve speeches):

-http://www.hffmcsd.org/webpages/sgale/index.cfm?subpage=6487

*Please only watch these three videos.

6).  If you have any missing work for me, please try to complete these items for partial credit.

7).  Work on your word wall assignment.

8). Review class vocabulary words on Quizlet. http://quizlet.com/47169620/writers-workshop-9-10-quarter-a-class-set-flash-cards/

 

Monday's Agenda: Word Choice, Voice and Sentence Fluency

1). Word Choice: You will be sharing your rough draft with a neighbor for feedback.  They will be highlighting for word choice corrections.

2). Sentence Fluency & Voice: I will be positioning you around the hallway lecture hall area to work on your voice and fluency of your written piece by taking the time to read it aloud to yourself and correct as you read.  It's much easier to HEAR and CATCH your errors this way.

3). You will then come into the B107 lab where I will give you my suggestions and corrections and we will compare your rough draft editing to mine and see if we're becoming more critical and observant of our own work.

4). You will log onto the computer, open up the electronic version of your rough draft and compose a final draft.

5). Print off your final draft and give to Mrs. Enos for safe keeping (We record ourselves tomorrow)!

6). Work on your notebook language lessons (due tomorrow)!

7). Work on your word wall (if not already done).

8). Review vocabulary on Quizlet http://quizlet.com/47169620/flashcards

Friday: Station A

In your Writer's Notebook you need to compose a Top 5 List of the most important tips that was mentioned about persuasive writing in the video (click on the link at the bottom of this post). 

 Simply write, "Video Notes" on the top of the page with today's date, number your paper #1-#5 (leave some space in-between numbers) and record your notes using complete sentences/detailed phrases.  

 Pause the video as needed.  Make sure you have headphones on and that they're plugged into the computer before beginning the video

 https://www.youtube.com/watch?v=J3COR_IKG2c

Thursday's Agenda

Please complete the following items in this order:

1). Complete your self-reflection for next week's conferences

  -Follow directions carefully

  -Address ALL the questions in elaborated, detailed, and complete sentences

  -Proofread your work thoroughly.  This piece of writing will be a representation of your independent writing skills and the time and commitment you put into your work.  What is your level of "want to"?

  -Print off one copy of your self-reflection and place it inside your manilla conference folder.

 

2). If you have not completed a rough draft of your Pet Peeve writing, you need to do this next and print off two copies to be directly handed to Mrs. Enos (do not put this in your folder).

 

3). Language Homework in your Writer's Notebook -Read the directions carefully before constructing your sentences with the provided sets of commonly confused homophones.

 

4). Complete your Word Wall assignment/s if you have not presented yet this quarter or have a zero in the grade book for this assignment.

 

5). Work on any missing work (check Powerschool) for me and turn it in (better late than never).

6). Review the class generated list of vocabulary words from this quarter by going here: http://quizlet.com/47169620/flashcards

Wednesday's Agenda

1). Finish rating your first two papers of the semester using the attached rubrics on the back of your "final drafts" of both your Goals Paper and your School Violence/Student Health Paper.  See Mrs. Enos if you need a highlighter. 

2). Type your P-T Conference Self-Reflection for next week.  Print off two copies and place in your conference folder.

3). Return your conference folder to Mrs. Enos before the end of class!!!!!

3). Complete your Writer's Notebook assignment on homophones.

4). Study the class's student-generated vocabulary list via quizlet: http://quizlet.com/47169620/flashcards

Monday's Agenda

Please do the following in this order:

1). Complete the rough draft of your Pet Peeve writing.  

         -Utilize your outline from last week and the peach-colored model paper to help prevent writer's block

          -Print off two copies of your rough draft by the end of class

 

2). Complete your Writer's Notebook assignments:

         -Language Lessons - Possessive Nouns

         -5 Example Hooks

3). Have a peer who is also done with his/her rough draft swap rough drafts and give feedback.

 

4). Study the class vocabulary list via Quizlet (click on the link)  http://quizlet.com/47169620/flashcards

When to Use an Apostrophe & Creating a Decent Hook

 

1). When do you use an apostrophe ( ' ) and when do you not?  Watch the video below to learn the answer:

https://www.youtube.com/watch?v=oDU3nBcv9Q8

2). Now complete your language homework in your writer's notebook (REWRITE THE SENTENCES COMPLETELY IN YOUR NOTEBOOK).

3. Watch the following video on hooks. https://www.youtube.com/watch?v=Rnq17dyxyu4 Then turn to a new page in your writer's notebook and create 5 hooks for your Pet Peeve writing.  Write an example for each of the following techniques:

-Metaphor/Simile/Analogy (rather than an inverted pyramid)

-Fact or Statistic (give credit to the source)

-Anecdote/personal experience

-Rhetorical Question

-Bold Statement 

*If you like one of these hooks better than the hook you created yesterday on your outline, change your hook in your outline.

4. Watch the following video about the difference between a thesis statement and a topic sentence. https://www.youtube.com/watch?v=Nx2-PcBzZjo

5.  Then reread your thesis you created on your outline yesterday.  Change/Rewrite/Edit to make it better than what we wrote down the day before.

6. Watch the following video on writing an introductory paragraph. https://www.youtube.com/watch?v=J3COR_IKG2c Then open a Google Doc. or Microsoft Word document and compose your introductory paragraph.  Look back on your outline from yesterday so you can check you have all the parts!  Make sure to save your work!

 

 

 

 

Six Traits of Writing, Persuasive Voice and Podcasts

Watch the following videos today in chronological order/as listed below:

*Video #1: (We will watch and discuss as a class)

 http://ed.ted.com/lessons/what-aristotle-and-joshua-bell-can-teach-us-about-persuasion-conor-neill

Ethos, Pathos, & Logos

*Video #2: Pet Peeves: 

Watch the following video to create a Top #15 list (you will add five of your own ideas onto the video's Top #10 list in your packet).

https://www.youtube.com/watch?v=bKfEWfrqqKc

*Video #3: Review the Six Traits of Writing:

-Watch the video and complete the skeleton notes.  Feel free to pause or re-watch the video as needed so you can fill in the blanks.

https://www.youtube.com/watch?v=oAp5w-ZKeXk&app=desktop

 

*Video #4: Sundae Metaphor:

Click on the link below to follow along a Prezi presentation (no sound on this one) that will take you through a sundae metaphor.  Label the parts of the sundae with the different six traits of writing.

 http://prezi.com/kf6sgzfdvt17/metaphor-six-traits-of-writing/

FINALLY: Create your own metaphor for the six traits of writing.  Image and explanation due tomorrow!!!!!!!!!!!!!!!!!!!!!!

 

Quizlet Vocabulary Tool

At the end of the quarter, you will have a test over all the Word Wall words we have been contributing to our growing list as a class.  If you click on the link below you can utilize Quizlet, an online vocabulary studying tool that we will use to prepare for this test.  Please access the link at anytime you want to study or prepare for this exam.  There are a lot of fun and interactive options for studying!  http://quizlet.com/47169620/writers-workshop-9-10-quarter-a-class-set-flash-cards/

Webbing out Your Ideas = Mind Mapping!

Sometimes it's hard to fill in an outline, because you're struggling to see your ideas.  We will be mind mapping/creating a web of ideas on two different writing prompts as a class to try to decide what our strongest arguments would be for a given writing prompt.  Let's click on the following link to get started.  http://www.bbc.co.uk/scotland/pinball/dotdash/

Hook Your Reader Into Your Essay in the First Paragraph!

Today we are going to practice creating engaging HOOKS (the very first part of your essay).  When you begin/open an essay, you need to immediately pull your audience in/grab your reader's attention.  Watch the link below to view an introduction of a hook's importance before we begin writing our own.

 https://www.youtube.com/watch?v=Rnq17dyxyu4

 

Friday's Agenda

After you have finished editing and composing a polished final draft of your persuasive business letter, please do the following:

1). Staple your score sheet, rough draft and final draft ALL TOGETHER and turn in to Mrs. Enos. YOU CAN TURN IT IN THE BEGINNING OF CLASS ON MONDAY IF YOU NEED TO WORK ON IT OVER THE WEEKEND.

2). If you have any missing assignments for Mrs. Enos, work on completing them and turning them in (remember, you were given two late passes to avoid taking a grade penalty).

3). Work on your word wall assignment (you have two due for the quarter).  Do you know when yours are due?

4). You have two approved interactive writing websites you can go to:

*Magnetic Poetry: http://magneticpoetry.com/pages/play-online

*Mad Libs: http://www.redkid.net/madlibs/

 *Analogies Challenge: http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm

*Comic Creator: http://www.readwritethink.org/files/resources/interactives/comic/

*Free Rice (get vocabulary answers correct = rice/food is donated to impoverished countries in need): http://freerice.com/#/english-vocabulary/1540

Future Goals Writing Prompt

What are your goals that you've set for yourself for the future?  You can either choose one goal and focus on three-four main points on how you plan to achieve this one ultimate goal OR you can write a persuasive essay about three short term to long term goals you have for yourself, why you've set these goals, what you hope to accomplish, and what you have to do to succeed.  Once you reach these goals, how do you think your life will benefit?  Think about all these areas of this topic when writing your essay: What are your personal life goals that you've set for yourself for the future? Today we are going to brainstorm in class.  You may fill out your web via the computer like last week (click on:  http://www.readwritethink.org/files/resources/interactives/persuasion_map/)  and email it to me at Laura.Enos@fpsmail.org or you may write out your ideas using a hard copy version of the brainstorming map that will be provided for you upon request. 

 

Tomorrow in class we will be in the lab.  You will be writing on this prompt COMPLETELY UNASSISTED as a pre-formative assessment to get a baseline as where you, individually are as a writer when you have to independently complete the task on your own in a timed period.  Good Luck!

Mapping Out a Persuasive Argument

Pre-writing is the first step a writer must take before starting a draft.  We will be using a mapping interactive today and many other times throughout the year.  Click on the link below to get started. 

Your goal would be to print out a completed map and turn into Mrs. Enos before the end of class. 

If you do not finish before it's time to go, please print off what you have so far, fill in the rest of the map via pencil/pen and turn it into Mrs. Enos on Monday at the beginning of class.

 

http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Class Syllabus (Welcome to class)!

Writing 9-10 Syllabus

Instructor: Mrs. Enos

Room: B106

E-mail: Laura.Enos@fpsmail.org

“Office Hours”:

7:15 - 7:45  AM (drop-in’s welcome); 3:15-3:45 PM (appointment preferred); TST (you must have a signed pass from me prior to the beginning of TST).

Welcome to Writing 9-10. In this class, you’ll develop your fluency, confidence, vocabulary, mechanics, voice, and tool box as a writer through a variety of classroom activities and writing opportunities. We will most likely all develop the undervalued ability to produce a not-so-great (you might not realize it now, but you will in nine weeks) first draft, but that’s okay, we will only get better!

Please read this syllabus carefully and keep it in your files for future reference.  Please have a parent/guardian read and sign the syllabus and bring the signature back to me by Friday.

Curriculum:

The lessons have been aligned with the Nebraska State Language Arts Standards http://www.education.ne.gov/READ/StudentFriendlyStandards/Brochure_High_School.pdf

Assignments Types:

Frequent writing and in-class work

-notes, word wall homework,Turn-it-in-Tuesday notebook, rough drafts, peer-editing, in-class activities (individual, small group and whole group), journal entries, and bell ringers

Formal essays and major projects

• The biggies: final drafts of your major essays, as well as end-of-quarter portfolio and presentation

Quizzes

• Regular vocabulary and proofreading quizzes; content will be based on concerns/red flags that show up in student writing (mini-lessons and practice will always take place before a quiz is administered--no pop quizzes)

Materials

Don’t forget to bring:

• Classroom folder with handouts, graded material,etc.  DON’T THROW ANYTHING AWAY UNTIL THE END OF THE NINE WEEKS!
• A pen (not yellow ink or a color that is hard to see) and a pencil
• One writer’s notebook (a notebook solely for my class - 1 subject notebook is fine)
• Your planner (you cannot receive a pass from me without it; where to write assignments and deadlines)
• An alert and positive attitude (let’s end our day on a happy note!)

Homework

Homework assignments (and other useful information) can be found on the class blog: www.writingwithenos.blogspot.com  Bookmark it and check it daily/when you can.

Homework in my class can fall into one of two categories: participation and graded. As a general rule, smaller and less formal assignments will be completed for participation and effort and larger, more complex assignments will be graded for quality of work.

Late work policy

It’s extremely important to take responsibility for your work in Writing 9-10. Please pay close attention to the following policy.

Late work: At the beginning of each semester, you’ll receive two late-work passes, good for one day-long extension on an assignment. These passes are intended to help you do the best work you can on those occasions when life gets in the way of school. Please notify me on the day the assignment is due if you plan to use a pass. Staple your late-work pass to the front of the late assignment when you submit it.

Please note that late-work passes may not be used for quizzes,  the final project-presentation or portfolio.

If you do not use all of your late-work passes in the quarter, you may turn the leftovers in for 5 bonus points on a daily assignment already in the gradebook. You may not use someone else’s extra late work passes (I do keep track and am very organized).

I maintain this policy because preparation and independence are important to my class (and to high school in general). However, I want to encourage you to learn from assignments even if you’re not prepared on the day they’re due.

Late work submitted without a pass will be penalized: One day late = 70% or less; Two days late = 50% or less.

Technical difficulties are not an acceptable excuse for late work. Always have a Plan B.  Work can be printed off, emailed to me, if all else fails, write it out on paper.  Make sure your work is ready well before class starts; always have a backup plan.

Your grade in this class is based on TOTAL POINTS.  Remember that getting an F (half the points)  is a far better choice than getting a zero (no points) – partial credit is better than none. This distinction makes and breaks grades.

Absences: If you’re absent, it’s your responsibility to find out what you’ve missed (approach me the next day when you come back and ask what you’ve missed). When you get back to class, please talk to me immediately about catching up.  Be familiar with the school’s policy (student handbook in your planner) on how many extension days are given for each day you’re absent from school.

The most important thing you can do if you’re having trouble with time management is to communicate with me. Problems happen; catching them early gives you a chance to solve them. If something’s going wrong, own it, talk to me ASAP, and we’ll make a plan.

Class Policies

A working classroom is a community. If one part is faulty, the whole can’t function properly. Every person in the room plays a part in making or breaking our dynamic.  What I ask you to bring to the room is: Respect.

To keep our community healthy, and to save us all some time, I’ve developed the following policy. Please read it carefully and keep a copy in your folder.

In the classroom

Students who are not living up to their potential greatness – having side conversations, falling asleep, interrupting, doing homework for another class, being insubordinate, etc.– will receive two friendly reminders to get back in the game. If these two reminders don’t help, I’ll ask students to step out of the classroom and speak to their assistant principal.

Some issues may advance up the trail more quickly. For instance, if you use vulgar language, or extremely inappropriate in your choices, argumentative, and/or are harming others or yourself, I reserve the right to ask you to step out immediately.

If I ever send you to the main office, please come chat with me before next day’s class so we can figure out how to make the next day better, start fresh, and move forward.

Food and drink

I request that you refrain from eating in class – it’s distracting and makes a mess (no need to invite the ants to come marching in).  If you have a medical condition that requires you to eat food, please talk to me or have your family communicate this to me and I will be more than happy to cooperate with your health needs.  Drinks are fine, but please keep it discreet and quiet.  Your beverages must have a lid.  Anything caffeinated must be of moderate size (20 oz. or less).  

Plagiarism

Plagiarism is the most serious academic offense you can commit. If you steal someone else’s work, words, or ideas, reuse a former piece of writing you used for another class, etc. you will receive an “F” on the assignment and it will go on your permanent record.  There is no need to risk failing a course.  You have your own great, original ideas to use when writing!

Plagiarism may take the form of:

• Direct copying (from a book, from the internet, from another person)
• Having someone else do work for you (a tutor, a relative, a friend, purchasing an essay off the internet)
• Failing to cite your sources in a research paper (We will not be doing a research paper in this course, but if you choose to quote someone in your persuasive essays, we need to make sure you are giving credit correctly).

If you’re uncertain about what constitutes plagiarism, feel free to bring me your questions.

Assessment

I’ll communicate with you regularly about what’s working and what isn’t. I’ll give you feedback (written and verbal) on your strengths and weaknesses, and let you know your approximate grade. (Please note that the grade will not be set in stone until the end of the nine weeks– there’s always time to improve up until then.) If you sense that a problem or a less-than-ideal pattern is developing, please take the initiative to come talk to me about ways we can improve the situation. Once again: personal responsibility is the key to success here.

Feel free to check in with me at any time if you’d like to know your current grade. Right at the beginning or end of class is a great time to ask.  Please don’t ask during the middle of a lesson or classroom activity.

Fremont High School’s Grade Scale

A = 100% - 93%

B = 92% - 86%

C = 85% - 78%

D = 77% - 70%

F = 69% - 0%

I really strive to make writing an enjoyable experience even if you personally loathe the activity.  It will be our job as a classroom community to support each other and help one another improve as individuals!  It should be a rewarding nine weeks!

Please have a parent/guardian sign the the following sheet, verifying that the syllabus has been shared with them and read.

I have read the Writing 9-10 syllabus and understand the instructor’s expectations of this nine week course.

________________________________ ____________

(student’s signature) (date)

I have read the Writing 9-10 syllabus in regards to my student’s education and expectations in this class.  

________________________________ _____________

(parent/guardian’s signature) (date)

________________________________________________________

Comments/Concerns/Something You’d Like Me to Know to Better Help your Child/Student (optional):