Bundle 3 - Expository Writing & Multimedia Project
_BUNDLE RESOURCES
Monday, 12/12
Agenda: Expository Writing - exposing expository essays
Aim: How can we develop an outline for our thematic essay?
Check-in: A Block Doppler - whats our class temperature?
Procedure:
- How can question development help us produce essay evidence?
Work Period:
- Students complete Thematic Outline worksheet
Summary: Review Doppler 340
Homework: Complete Thesis Outline Handout Body Paragraph Sections
Tuesday, 12/13
Agenda: Expository Writing
Aim: How can we develop an outline for our thematic essay?
Check-in: A Block Doppler - whats our class temperature?
Procedure:
1- Review Requirements for Body Paragraphs 1 & 2
* Topic Sentence
- BIG idea of the paragraph
-Statement that supports the THESIS - proves your statement
* Evidentiary Statements
-Facts from reliable sources - statements that prove your answer
-Your Analysis of the evidence - analysis is explanation NOT just opinion
* Transition Sentence
-Statement that moves from one paragraph to another
-Allows for smooth transition between paragraphs, avoids "abrupt ending"
2- How does this relate to - The Common Core Writing Standards - click here
Work Period:
- Review Exemplar Grade 12 Informative Writing - click here
- Students pick out exemplary characteristics based on knowledge of our writing rubric - click here
- Review Annotated Notes
Wednesday, 12/14
Agenda: "Wrap it up" Wednesday
Aim: How can students package their knowledge of a "It"
Check-in: What do you think makes David cry today?
Procedure:
- Review Check-In
- From our responses can we generate questions we have? - ex, "do you think David was ever afraid to have his own children?"
Work Period:
- Class read: Epilogue, page 155
- Students wrap up A Child Called It - study guide questions answering the questions in notebooks
- Discuss answers in literature groups - does student analysis match? are their any differences?
Summary: - Chapter 7 Study Guide - whats your temperature? Post on Engrade assignment
Homework: 1st Draft of Expository Essay Due Monday, 12/19 - IN CLASS. Typed, double spaced. 12 pt font
Thursday, 12/15
Agenda: Thinking Perspectives : Thesis Thursdays
Aim: What information can we take from "Perspectives" (pg 161) for our expository writing piece?
Check-in: Chapter 7 Quiz - click here
Procedure:
- Author Perspectives
Work Period:
- Class read: "Perspectives", page 161
- Students wrap up A Child Called It - study guide questions answering the questions in notebooks
- Discuss answers in literature groups - does student analysis match? are their any differences?
Summary:
Homework:
(1) Final Draft of Expository Essay Due Monday, 12/19 - IN CLASS. Typed, double spaced. 12 pt font
(2) Complete questions 1-10 for "Perspectives" section in A Child Called It - study guide questions
Friday, 12/16
Agenda: Pre-Writing Party - TGIF!
Aim: How can we begin to construct our expository essays?
Check-in: What is your biggest challenge so far in preparing your essay? - research, planning, topic, format, etc?
Procedure:
- Students look at student work and discuss key characteristics:
1 - Exemplar
2 - Mid-Level
Work Period
- Students review Rubric
- Review Outline for essay:
I. Introduction
II. Body 1 - Connection to Real World
III. Body 2 - Connection to "It"
IV. Body 3 - WILDCARD! - your choice - any form of connection you feel your paper needs to inform/meaning
V. Conclusion
Monday, 12/19
Agenda: 12/19 Manic Monday! - 12/20 - Temperature Tuesday - 12/21 - "W"ubric Wednesday
Aim: David Pelzer - Fact or Fiction?
Check-in:
12/19 - How easily are we persuaded by what we read online?
12/20 - What was the most "persuasive" argument you read yesterday in support OR opposition to Pelzer?
12/21 - "Bump Up" - bump up a section again to work on your 3rd section - you should have a total of 9 arguments
Procedure:
- Understanding the Organizer - how to effectively take persuasion/argument notes - click here
- Recalling persuasive arguments, exit pass, lingering questions...
- Elements of a Rubric - key ideas & details, analysis, development of ideas, powerful persuasion, meaning - Check your Arguments - do you have these?
Work Period
- Controversy Pelzer Page
- Students utilize the 2 column organizer above to look for arguments that support & oppose Pelzer's story
Summary - Think-Pair-Share
To what extent were you persuaded by what you read? - HOT-WARM-COLD
Homework - Notebook checks continue tomorrow - Epilogue & Perspective Questions due (1-14) in Notebook 12/19
Thursday, 12/22
Agenda: Tune-Up Thursday
Aim: What arguments would we use to develop our persuasive argument?
Check-in: Stream of Conscious writing: 10 minutes - "David Pelzer: Fact or Fiction" - Publish on Engrade
- Engrade Assignment - "Pelzer: Fact or Fiction SOC"
Procedure:
- Discuss/Share SOC
- Students read "stand out" peer responses
- Popcorn - Arguments in support or opposition
Work Period
- Students take a stand and make an argument - - Pelzer: FACT or FICTION
- Writing in NB under argument chart. Students take a position in a developed paragraph citing 2 arguments
Summary - Lingering Questions
Homework - Common Core Task 3 Planning Sheet Past Due
Friday, 12/23 -
Agenda: Finish Up Friday
Aim: How can we utilize our arguments to format for our persuasive essay?
Check-In - List your position and your 3 strongest /most persuasive arguments.
Procedure:
- Format & Rubric - click here
- Students use the Persuasive Map
Work Period
Format for Essay
Introduction - State a strong thesis & mention the main points the reader should expect
Body 1 - 1st Argument that supports your Thesis
Body 2 - 2nd Argument that supports your Thesis
Body 3 - Mention & Disprove strongest counter argument
Conclusion - Restate thesis and main points
WELCOME BACK
1/3/12
Agenda: Socratic Seminar
Aim: What are the key strategies to running an effective socratic seminar?
Check-In: Why do you feel there is a high emphasis on "student driven" discussion & questioning, rather then lecture style type teaching?
Procedure:
- Check-In & Agenda Discussion
- Actively Read "It" Socratic Seminar Handout & Discuss - click here
* Definition? Key ideas? Elements/Characteristics? Process? Your thoughts/questions?
-Overview of expectations & rubric
- 2 sets of groups - 2 seminars
* Group 1 will Seminar Wednesday, Group 2 will Seminar Thursday
Work Period:
- Importance of student driven questioning : why its not a debate?
- Students work individually on questions for seminar based on their reading of novel - click here
Summary: Popcorn
Homework: 1) Persuasive Essay Due by end of day Thursday - 2) Common Core Game Board 1/4 - 3) Be Seminar Ready
Additional Resources:
(video)Interview on Larry King - click here
(video)"My Story" - Dave on his "Self-Help" Radio Show - click here
(video)Dave Pelzer at the 2005 National Book Festival - click here
Interview with the Guardian - click here
Pelzer recalls his final meeting with his father & mother. Truth or Fiction? - click here
1/9/12 & 1/10/12
Agenda: Examining Poetry
Aim: How can we identify theme, interpret mood/tone, and characterize the author's purpose through choice and perseverance?
Check-In (1/9): Think of a time when you've had to make a choice or persevere through a set of obstacles. Pair with your teammate and share that experience and how your decision affected or changed your life, or changed the next few events in your life. For example: When I was younger I chose to attend the same College that my sister was attending. That experience helped me build a closer relationship with my sister which ultimately led me to the job I have today. Had I chosen my other College option, I may not have been able to get a job during such a difficult economic time.
Check-In (1/10): Finish this sentence using your knowledge of poetry, and our discussion from yesterday about Robert Frost's "Stopping by Woods on a Snowy Evening". In order to identify a theme for a poem, it is necessary to...
Procedure:
1/9
- Read "Stopping By Woods..." silently http://www.poets.org/viewmedia.php/prmMID/20519.
- Students identify a possible theme. Once you've come up with a possible theme, find a line or phrase that supports your theme of the poem. (Review Theme if necessary: The controlling idea of a poem is the idea continuously developed throughout the poem by sets of key words that identify the poet's subject and his attitude or feeling about it)
1/10
- Review Definitions of Theme, Mood, Tone & Authors Choice
- Identify each in the poem
Work Period
1/9
- Group Share-out: Theme ideas and support statements for those ideas to be shared through "Poppin' Post-its"
- Examples of Poetic Themes - click here
1/10
- Analyze Discussion of Poems - click here
* Explain in your notebook which idea you agree with mostly and why?
- Read "The Red Wheel Barrow" http://writing.upenn.edu/~afilreis/88/wcw-red-wheel.html
- Identify possible theme and use detail from the poem to support your answer -Discuss Imagery with your partner and the different mental pictures "The Red Wheelbarrow" may create for you (the reader)
Summary:
1/9 Think-Pair-Share : Summarize the theme of this poem and how Frost relates this poem to making choices.
1/10 - Post on engrade discussions a response to the following prompt: What might Robert Frost have been saying about life in this poem? What imagery did William Carlos Williams use in "The Red Wheel Barrow" that creates a mental picture for the reader?
Homework: 1) Essay Overdue! 2)Final Exam "A Block" is Friday, D BLOCK ONLY - Engrade Post above
1/11/12
Agenda: Examining Expository Writing
Aim: How can we improve our writing for the final based on our class rubric?
Check-In: Prediction - which areas of the rubric do you feel you fell most short? Link to Expository Rubric
PROCEDURE:
- Examine essay with rubric
* what stands out in terms of grade & performance?
* what is unclear?
* what adjustments would you make now that you examined rubric more closely?
WORK PERIOD
- Students make corrections in writing groups
Homework: Students can make self corrections to essays for increase in score
1/12/12
Agenda: Examining Persuasive Writing
Aim: How can we improve our writing for the final based on our class rubric?
Check-In: Prediction - which areas of the rubric do you feel you fell most short? Link to Persuasive Rubric
PROCEDURE:
- Examine essay with rubric
* what stands out in terms of grade & performance?
* what is unclear?
* what adjustments would you make now that you examined rubric more closely?
WORK PERIOD
- Students examine their essays through additional rubric - Link to Persuasive Argument Rubric
* What are the stand out differences? What did you notice?
Homework: Study for Final Exam
Week of 1/17/12
Agenda: Author Study
Aim: What evidence from an author's life can give us a prelude to their writing?
Check-In: (1) Pass up Notebooks for "Notebook Check"
Procedure
- Review protocol of handouts
- Review resources provided
Work Period
- Students complete Author Study Handout on Sharon Creech using the following websites:
Summary - Think-Pair-Share
Homework - Study for Final
Monday, 12/12
Agenda: Expository Writing - exposing expository essays
Aim: How can we develop an outline for our thematic essay?
Check-in: A Block Doppler - whats our class temperature?
Procedure:
- How can question development help us produce essay evidence?
Work Period:
- Students complete Thematic Outline worksheet
Summary: Review Doppler 340
Homework: Complete Thesis Outline Handout Body Paragraph Sections
Tuesday, 12/13
Agenda: Expository Writing
Aim: How can we develop an outline for our thematic essay?
Check-in: A Block Doppler - whats our class temperature?
Procedure:
1- Review Requirements for Body Paragraphs 1 & 2
* Topic Sentence
- BIG idea of the paragraph
-Statement that supports the THESIS - proves your statement
* Evidentiary Statements
-Facts from reliable sources - statements that prove your answer
-Your Analysis of the evidence - analysis is explanation NOT just opinion
* Transition Sentence
-Statement that moves from one paragraph to another
-Allows for smooth transition between paragraphs, avoids "abrupt ending"
2- How does this relate to - The Common Core Writing Standards - click here
Work Period:
- Review Exemplar Grade 12 Informative Writing - click here
- Students pick out exemplary characteristics based on knowledge of our writing rubric - click here
- Review Annotated Notes
Wednesday, 12/14
Agenda: "Wrap it up" Wednesday
Aim: How can students package their knowledge of a "It"
Check-in: What do you think makes David cry today?
Procedure:
- Review Check-In
- From our responses can we generate questions we have? - ex, "do you think David was ever afraid to have his own children?"
Work Period:
- Class read: Epilogue, page 155
- Students wrap up A Child Called It - study guide questions answering the questions in notebooks
- Discuss answers in literature groups - does student analysis match? are their any differences?
Summary: - Chapter 7 Study Guide - whats your temperature? Post on Engrade assignment
Homework: 1st Draft of Expository Essay Due Monday, 12/19 - IN CLASS. Typed, double spaced. 12 pt font
Thursday, 12/15
Agenda: Thinking Perspectives : Thesis Thursdays
Aim: What information can we take from "Perspectives" (pg 161) for our expository writing piece?
Check-in: Chapter 7 Quiz - click here
Procedure:
- Author Perspectives
Work Period:
- Class read: "Perspectives", page 161
- Students wrap up A Child Called It - study guide questions answering the questions in notebooks
- Discuss answers in literature groups - does student analysis match? are their any differences?
Summary:
Homework:
(1) Final Draft of Expository Essay Due Monday, 12/19 - IN CLASS. Typed, double spaced. 12 pt font
(2) Complete questions 1-10 for "Perspectives" section in A Child Called It - study guide questions
Friday, 12/16
Agenda: Pre-Writing Party - TGIF!
Aim: How can we begin to construct our expository essays?
Check-in: What is your biggest challenge so far in preparing your essay? - research, planning, topic, format, etc?
Procedure:
- Students look at student work and discuss key characteristics:
1 - Exemplar
2 - Mid-Level
Work Period
- Students review Rubric
- Review Outline for essay:
I. Introduction
II. Body 1 - Connection to Real World
III. Body 2 - Connection to "It"
IV. Body 3 - WILDCARD! - your choice - any form of connection you feel your paper needs to inform/meaning
V. Conclusion
Monday, 12/19
Agenda: 12/19 Manic Monday! - 12/20 - Temperature Tuesday - 12/21 - "W"ubric Wednesday
Aim: David Pelzer - Fact or Fiction?
Check-in:
12/19 - How easily are we persuaded by what we read online?
12/20 - What was the most "persuasive" argument you read yesterday in support OR opposition to Pelzer?
12/21 - "Bump Up" - bump up a section again to work on your 3rd section - you should have a total of 9 arguments
Procedure:
- Understanding the Organizer - how to effectively take persuasion/argument notes - click here
- Recalling persuasive arguments, exit pass, lingering questions...
- Elements of a Rubric - key ideas & details, analysis, development of ideas, powerful persuasion, meaning - Check your Arguments - do you have these?
Work Period
- Controversy Pelzer Page
- Students utilize the 2 column organizer above to look for arguments that support & oppose Pelzer's story
Summary - Think-Pair-Share
To what extent were you persuaded by what you read? - HOT-WARM-COLD
Homework - Notebook checks continue tomorrow - Epilogue & Perspective Questions due (1-14) in Notebook 12/19
Thursday, 12/22
Agenda: Tune-Up Thursday
Aim: What arguments would we use to develop our persuasive argument?
Check-in: Stream of Conscious writing: 10 minutes - "David Pelzer: Fact or Fiction" - Publish on Engrade
- Engrade Assignment - "Pelzer: Fact or Fiction SOC"
Procedure:
- Discuss/Share SOC
- Students read "stand out" peer responses
- Popcorn - Arguments in support or opposition
Work Period
- Students take a stand and make an argument - - Pelzer: FACT or FICTION
- Writing in NB under argument chart. Students take a position in a developed paragraph citing 2 arguments
Summary - Lingering Questions
Homework - Common Core Task 3 Planning Sheet Past Due
Friday, 12/23 -
Agenda: Finish Up Friday
Aim: How can we utilize our arguments to format for our persuasive essay?
Check-In - List your position and your 3 strongest /most persuasive arguments.
Procedure:
- Format & Rubric - click here
- Students use the Persuasive Map
Work Period
Format for Essay
Introduction - State a strong thesis & mention the main points the reader should expect
Body 1 - 1st Argument that supports your Thesis
Body 2 - 2nd Argument that supports your Thesis
Body 3 - Mention & Disprove strongest counter argument
Conclusion - Restate thesis and main points
WELCOME BACK
1/3/12
Agenda: Socratic Seminar
Aim: What are the key strategies to running an effective socratic seminar?
Check-In: Why do you feel there is a high emphasis on "student driven" discussion & questioning, rather then lecture style type teaching?
Procedure:
- Check-In & Agenda Discussion
- Actively Read "It" Socratic Seminar Handout & Discuss - click here
* Definition? Key ideas? Elements/Characteristics? Process? Your thoughts/questions?
-Overview of expectations & rubric
- 2 sets of groups - 2 seminars
* Group 1 will Seminar Wednesday, Group 2 will Seminar Thursday
Work Period:
- Importance of student driven questioning : why its not a debate?
- Students work individually on questions for seminar based on their reading of novel - click here
Summary: Popcorn
Homework: 1) Persuasive Essay Due by end of day Thursday - 2) Common Core Game Board 1/4 - 3) Be Seminar Ready
Additional Resources:
(video)Interview on Larry King - click here
(video)"My Story" - Dave on his "Self-Help" Radio Show - click here
(video)Dave Pelzer at the 2005 National Book Festival - click here
Interview with the Guardian - click here
Pelzer recalls his final meeting with his father & mother. Truth or Fiction? - click here
1/9/12 & 1/10/12
Agenda: Examining Poetry
Aim: How can we identify theme, interpret mood/tone, and characterize the author's purpose through choice and perseverance?
Check-In (1/9): Think of a time when you've had to make a choice or persevere through a set of obstacles. Pair with your teammate and share that experience and how your decision affected or changed your life, or changed the next few events in your life. For example: When I was younger I chose to attend the same College that my sister was attending. That experience helped me build a closer relationship with my sister which ultimately led me to the job I have today. Had I chosen my other College option, I may not have been able to get a job during such a difficult economic time.
Check-In (1/10): Finish this sentence using your knowledge of poetry, and our discussion from yesterday about Robert Frost's "Stopping by Woods on a Snowy Evening". In order to identify a theme for a poem, it is necessary to...
Procedure:
1/9
- Read "Stopping By Woods..." silently http://www.poets.org/viewmedia.php/prmMID/20519.
- Students identify a possible theme. Once you've come up with a possible theme, find a line or phrase that supports your theme of the poem. (Review Theme if necessary: The controlling idea of a poem is the idea continuously developed throughout the poem by sets of key words that identify the poet's subject and his attitude or feeling about it)
1/10
- Review Definitions of Theme, Mood, Tone & Authors Choice
- Identify each in the poem
Work Period
1/9
- Group Share-out: Theme ideas and support statements for those ideas to be shared through "Poppin' Post-its"
- Examples of Poetic Themes - click here
1/10
- Analyze Discussion of Poems - click here
* Explain in your notebook which idea you agree with mostly and why?
- Read "The Red Wheel Barrow" http://writing.upenn.edu/~afilreis/88/wcw-red-wheel.html
- Identify possible theme and use detail from the poem to support your answer -Discuss Imagery with your partner and the different mental pictures "The Red Wheelbarrow" may create for you (the reader)
Summary:
1/9 Think-Pair-Share : Summarize the theme of this poem and how Frost relates this poem to making choices.
1/10 - Post on engrade discussions a response to the following prompt: What might Robert Frost have been saying about life in this poem? What imagery did William Carlos Williams use in "The Red Wheel Barrow" that creates a mental picture for the reader?
Homework: 1) Essay Overdue! 2)Final Exam "A Block" is Friday, D BLOCK ONLY - Engrade Post above
1/11/12
Agenda: Examining Expository Writing
Aim: How can we improve our writing for the final based on our class rubric?
Check-In: Prediction - which areas of the rubric do you feel you fell most short? Link to Expository Rubric
PROCEDURE:
- Examine essay with rubric
* what stands out in terms of grade & performance?
* what is unclear?
* what adjustments would you make now that you examined rubric more closely?
WORK PERIOD
- Students make corrections in writing groups
Homework: Students can make self corrections to essays for increase in score
1/12/12
Agenda: Examining Persuasive Writing
Aim: How can we improve our writing for the final based on our class rubric?
Check-In: Prediction - which areas of the rubric do you feel you fell most short? Link to Persuasive Rubric
PROCEDURE:
- Examine essay with rubric
* what stands out in terms of grade & performance?
* what is unclear?
* what adjustments would you make now that you examined rubric more closely?
WORK PERIOD
- Students examine their essays through additional rubric - Link to Persuasive Argument Rubric
* What are the stand out differences? What did you notice?
Homework: Study for Final Exam
Week of 1/17/12
Agenda: Author Study
Aim: What evidence from an author's life can give us a prelude to their writing?
Check-In: (1) Pass up Notebooks for "Notebook Check"
Procedure
- Review protocol of handouts
- Review resources provided
Work Period
- Students complete Author Study Handout on Sharon Creech using the following websites:
Summary - Think-Pair-Share
Homework - Study for Final
