Lessons for February 21 - 24, 2012

I apologize for the missing assignments for the last couple of weeks. I have been unable to get to the computer as much as usual. I will try to do better.

Quick Recap of Feb. 13 - 17: Because the issue paragraphs submitted did not demonstrate a full understanding of proper paragraph development and focus, we stepped back and went through the essay process, one step at a time, as a whole class. We spent this week discussing how to build an effective thesis statement, reviewing paragraph structure and how to develop ideas, preparing a proper outline for our issue essays, and composing our actual issue essays. These essays were submitted on Feb. 17th. Over the weekend, we began creating our essay bank cards to help us think through possible writing prompts.

Monday- Holiday! No school.

Tuesday - Students reviewed some basic usage errors that have been appearing in their writings. Today, they reviewed the following words: their, they're, there, its, it's, affect, effect, then, than, to, and too. For homework, students prepared sentences for lose, loose, your, you're, accept, except, who's, and whose. In class, we discussed components that make some of our most memorable readings exciting. We then compared those elements to the TEA Literary Essay rubric to demonstrate the overlap. Finally, we began reviewing a sample score 4 literary writing.

Wednesday - Today, we reviewed the homework sentences. Homework for tonight and tomorrow night was to read "A Celebration of Grandfathers" (starts on page 444 of your textbook). In class, we completed our review of the score 4 sample literary writing, reviewed the basic plot structure, and discussed strategies we could use to create an engaging plot for our literary "essays." Some of the tricks of the trade include foreshadowing, flashbacks, mood, irony, suspense, non-linear plot, and the use of dialogue. Students should try to incorporate at least three of these in their writings.

Thursday - Today, we will review once more how the score 4 writing sample incorporates various literary components to create an engaging plot and developed character. Then, students will review their "Environment" stories to see where specific strategies were used and where additional strategies can be utilized to improve the story.

Friday - Today, students will complete a quick reading quiz ("Celebration of Grandfathers") and begin writing and in-class literary "essay" which includes several of the strategies we discussed in class.

Behind one day . . .

We are behind one day because the DIDLS analysis of Anthem took longer than expected. We will begin "Beauty" tomorrow. Tonight, you need to define your new tone words.

Assignments for February 6 - 10, 2012

Monday -

• Complete the short response started last week




• Review revising and editing passage one in the workbook




• Begin tone word review activity

Tuesday -

• Complete revising and editing selection 2 (pgs. 131-132)




• Trade and grade "Hip Hop" short responses using the STAAR OER rubric. Revise OER to improve your score.




• Homework: Review tone words. Compose a full, properly formatted paragraph (topic: an issue about which you feel strongly). Any student who completed this as homework on Monday evening will not need to re-do this assignment.

Wednesday -

• Complete revising and editing selection 3 (pgs. 133 - 134)




• Complete class DIDLS analysis of Anthem excerpt




• Homework: Write a one-page story that illustrates the impact of environment on the people within it.

Thursday -

• Read Alice Walker's "Beauty" and discuss it's strategic use of narration woven in an expository writing




• Homework: Complete a short response for "Beauty" (Topic: How does Walker's perspective of her blind eye shift as the essay progresses?)

Friday -

• Complete discussion of "Beauty"

Assignments for Jan. 23 - 27, 2012

Reminders:

• The English I Super STAAR Academy will take place again this coming Saturday. Sessions start at 9:00 AM and continue through 12:30. Check the schedule for sessions offered this weekend. Hope to see you there!


• Be the Change projects will be carried out January 31st through February 3rd.


• No late work will be accepted.

Monday -
Students will discuss how to analyze the STAAR prompt page and analyze expository essays containing narrative components.

Tuesday -
Students will compose a timed, in-class essay.

Wednesday -
As a whole class, we will read and respond to student essays to discuss common strengths and weaknesses found in the student writings. Students will begin correcting grammatical errors found in their writings.

Thursday -
Students will swap essays with one another and prepare reverse outlines for the essays they are reviewing. Homework: Students will prepare a summary log of the weaknesses noted on their papers.

Friday -
Students will work independently on essay revisions, grammar logs, and development of ideas in their writings. Homework: Any essays needing revisions will be completed at home by Tuesday, January 31st.

Assignments for the Week of Jan. 16 - 20, 2012

****All pages needed for this project are posted in the column to the left and have the indicator of Be the Change on them.

Monday -
Holiday. No school.

Tuesday -
Read "Thirty-Eight Who Witnessed Murder" and introduce the Be the Change Project.
Homework: Consider ideas for your project. Jot down notes to share with your group tomorrow.

Wednesday -
Discuss the sample project and proposal; review the project requirements; and work on your proposal.
Homework: Write a paragraph of at least seven sentences in which you discuss how Martin Gansberg established his tone in "Thirty-Eight Who Saw Murder Didn't Call Police."

Thursday -
Complete proposal and begin preparing poster for your Be the Change Project.
Homework: Revise your paragraph from Wednesday's homework to include at least four different sentence types and two introductory sentence elements.

Friday -
Complete project proposals and posters.
Homework: Prepare for implementation of your project.

Homework for this weekend . . .

Don't forget to complete the homework this weekend: Read pages 598 - 612 in Write Source and complete the "Try It!" on pages 605 and 608.

Lessons for Jan. 9 - 13

Okay, I realize I've fallen behind. It's time to get myself re-acquainted with our blog. Here we go for the week:

Monday -
Review the TEA expository essay rubric in class. Students will re-create this rubric using their own words as homework.

Tuesday -
Students will read two expository essays in class. Using guided reading, students will identify the primary components of expository essays and discover what development of supporting ideas really is. We will apply the students' knowledge of the rubric to each of the essays read in class. For homework, students will read and label one additional essay and assess their "Honesty" essay based on the rubric to discover their own weaknesses.

Wednesday -
As a class, we will review the basic outline format and use it to outline the essays read in class yesterday. We will then use the reverse outlinning method to help students identify irrelevant details and organizational faux pas in their own writing. For homework, students will revise their essays to improve on their weaknesses.

Thursday -
Students will read "Hip Hop" as a class, stopping intermittently to discuss key ideas. For homework, students will prepare a short response for the selection.

Friday -
Using "Hip Hop" as a director, students will complete an in-class, timed expository writing.