|
Week/
Date
|
Literature
|
Assign. Due
|
Writing
|
Grammar Topic
|
|
Week 1
(1/19)
|
Introduction to The Strange Case of Dr. Jekyll and Mr.
Hyde
|
|
|
Comma: Compound Sentences
|
|
Week 2
(1/26)
|
Jekyll/Hyde: Ch. 1 – 2
(pg.1 – 11)
|
Answer 2 questions for Ch.
1 and 2 for Ch. 2.
|
Narrative Essay Pre-Write
|
Comma: Complex Sentences
|
|
Week 3
(2/2)
|
Jekyll/Hyde: Ch. 3 – 4
(pg. 12 – 17)
|
Be prepared to discuss the
study questions for
|
Narrative Essay Rough Draft
|
Comma: Intro Elements
|
|
Week 4
(2/9)
|
Jekyll/Hyde: Ch. 5 – 6
(pg. 18 – 24)
|
Answer 2 questions for Ch.
5 and 2 for Ch. 6.
|
|
Comma: Restrictive Clauses
|
|
Week 5
(2/16)
|
Jekyll/Hyde: Ch. 7 – 8
(pg. 25 – 35)
|
Be prepared to discuss the
study questions for
|
Narrative Essay Final Draft
|
Comma: Appositives & Parenthetical phrases
|
|
February 23
– No CHAT
|
||||
|
Week 6
(3/2)
|
Jekyll/Hyde: Ch. 9 – 10
(pg. 36 – 54)
|
Answer 2 questions for Ch.
9 and 2 for Ch. 10.
|
Theme & Character
Pre-Write
|
Comma: Series
|
|
Week 7
(3/9)
|
Short Stories: Gift of the Magi (p. 1); After Twenty Years (p. 21)
|
2 Short Story Chart
Worksheets
|
Theme & Character Rough
Draft
|
Comma: Interrupters
|
|
Week 8
(3/16)
|
Makes the Whole World Kin
(p. 85); A The Furnished Room (p. 23)
|
2 Short Story Chart
Worksheets
|
|
Comma:
Dates & Addresses
|
|
Week 9
(3/23)
|
Short Stories: Retrieved
Reformation (p. 49); The Pimenta Pancakes (p. 29)
|
2 Short Story Chart
Worksheets
|
Theme & Character Final Draft
|
End
Marks & Abbreviations
|
|
Week 10
(3/30)
|
Short Stories: The
Ransom of Red Chief (p. 71); Poems of Robert Service (handout)
|
2 Short Story Chart
Worksheets
|
News Story Pre-Write
|
Colon
& Semicolon
|
|
April 6 –
No CHAT
|
||||
|
Week 11
(4/13)
|
Poetry: Hughes (p. 51); Williams (p. 48); Frost (p. 44)
|
2 Poetry Analysis worksheets
|
News Story Rough Draft
|
Italics
& Quotations Marks
|
|
Week 12 (4/20)
|
Poetry: Wordsworth
(p. 12); Browning (p. 19); Bronte (p. 24); Hopkins (p. 31)
|
2 Poetry Analysis worksheets
|
|
Hyphens,
Parentheses & Dash
|
|
Week 13 (4/27)
|
Poetry: TBD
|
2 Poetry Analysis worksheets
|
News Story Final Draft
|
Punctuation
Review
|
|
Week 14 (5/4)
|
Poetry: T.S.
Eliot (Handout)
Poetry Presentations
|
|
Re-Write
Spring Writing Test
|
Grammar Test
|
|
Week 15 (5/11)
|
Poetry Presentations
|
|
|
|
Thursday, January 19, 2017
Spring 2017 Writing 1 Syllabus
Tuesday, December 20, 2016
Writing 2 -- Categories & Scores
Another e-mail about grades ...
This year I am using a new online grade book, My Gradebook, and similar to Engrade, I can group homework by categories. Below is an explanation of the categories.
Assignments: This category is mostly Quick Writes, but it also includes the Word of the Day Test. In part, you can view this as the classroom participation portion of the grade. The intent of these low key assignments is to engage students with writing and with one another. This category is also a catch-all for extra credit and miscellaneous assignments that don’t fit elsewhere.
Literature: These are all of the assignments related to our literature selection. They include study guide questions, vocabulary words, quizzes, tests, activities, etc. For the most part, this is a quantity-related score. If students did all of the assignments, their score is higher than if they had not done the homework. (Note: I allowed students to do extra study guide questions and vocabulary; if they missed the work for one week, they could do extra the next to make that up. That’s why you might see a high score in literature even though your students has “MIS” on some assignments.)
Grammar: This semester’s scores for the grammar portion of the class are a blend of quantity- and quality-related. For some of the work that the students assigned one another as part of their Parts of Speech presentations, I gave all of the students the same score. For work that I assigned, their scores reflect how much they got right and how much they got wrong.
Writing: The scores for this category reflect both quantity and quality. Students are given a base score for the outlines and rough drafts. Their final drafts are graded with a rubric; if they heed my comments and corrections, their papers are more likely to have higher scores.
As you can see, the different aspects of the class are weighed and scored differently. In other words, a 100% score for Quick Writes does not carry the same importance as 100% in writing or grammar or literature. Because we do a variety of activities and homework options, grading for this class is not a strict numbers issue. For that reason, I give the scores for the separate categories and then suggest a combined score.
Grades are coming soon,
Mrs. Prichard
Thoughts about grades
Dear Parents & Students,
I've just
finished calculating the grades for the first semester. Please remember that I am a “tutor,” and
these are suggested grades for you as homeschooling families to consider.
Before I send
the grades, let me share my thoughts about them. As I homeschooled, I
didn't give my children grades because I felt that grades were far too
subjective. Learning to write well is a process, and I am more concerned
that my students stay engaged in the process than I am in the final products.
Letter
grades are a funny thing. For some students, it becomes the only
motivation for doing well. For some, it becomes a measure of their worth
as a person or as an academic learner. I personally don't like these
"side effects" of the grading system. On the other hand, grades
can be a valid reward for working hard, being diligent, and understanding the
materials. Incentives and consequences
are a part of life; God uses them, too.
When
teaching students to be good writers, I give a lot of consideration for growth
and improvement. Each student has a starting place; over time I look for him or
her to learn the mechanics of grammar, good writing techniques, and analytical
thinking skills; they then move on from that original starting place.
For
this class, I gave points for attendance, participation, short assignments
and longer papers. I tend to be an "easy grader" and
like to see my students encouraged to do their best. Becoming a good writer is hard work, and too
often students are discouraged before they’ve given themselves a chance to
succeed.
Each
student (and their parents) will get an e-mail with percentages and
suggested grades for this semester. I will explain more about the
specific scores and categories in another e-mail.
Blessings,
Tammy Prichard
Saturday, December 17, 2016
Word of the Day -- Final Test
A. Match the words from the Words of the Day list
with its synonyms.
Discommode Picture
Enigma Burning
Yurt Puzzle
Potatory Trivial
Icon Attic
Caustic Cheerful
Trifle Drinkable
Garret Tent
Jocund Inconvenienc
B.
Fill in the blank with the missing words of the
sentence.
1. The Middle Eastern man wore a long, flowing
____________________.
2. The arrogant man was known for his
_________________________ behavior.
3. When I grow up, I want to be a ____________________
and go from monastery to monastery
4. Scrooge is a cross, ________________________ old man
who keeps to himself.
5. Jack _________________ jumped over the candlestick.
6. Santa’s sleigh was full and ___________________ with
toys for the Writing 1 class.
7. We could see for miles when we were on the
_________________________.
8. As it cooled, the gravy began to
____________________ in the pan.
9. She mixed _______________________ with herbs for a
delicious sauce.
congeal caftan yoghurt deftly braggadocious
laden
kop misanthropic gyrovague
C. Circle the correct answer to complete the
sentence
1.
A yeshiva is a place where students
a.
make yogurt.
b.
sing Christmas songs.
c.
study and learn about Jewish
religion.
d.
exercise their toe muscles.
2.
The curved tip on the wooden
handle of a knife is called a
a.
neb
b.
point
c.
flebber
d.
kabuzzle
3.
If you were a soldier with a shako, you would
wear it on your
a.
finger
b.
head
c.
feet
d.
elbow
4.
What can you fix sunny –side up?
a.
pizza
b.
an egg
c.
French fries
d.
Spaghetti
5.
Who would know the most about
tokamaks?
a.
chefs
b.
pre-school teachers
c.
nuclear scientists
d.
gardeners
6.
Mr. Jones held his umbrella and
poked me with the
a.
ferrule
b.
lovone
c.
halo
d.
waffle
7.
My father fixed the hinge by
putting the _______ in place.
a.
pintle
b.
plenty
c.
palladium
d.
plank
8.
A caldera is a
a.
basin-like volcanic crater
b.
peacock’s hiding place
c.
laptop adapter
d.
harp-like instrument
D.
True or False
________
1. An aglet is the plastic end of
a shoe lace.
________
2. “Fils” is used after a family
name to distinguish a son from his father
________
3. If you steal someone’s
thunder, you take them on a trip to the desert.
________
4. A minyan is required to
conduct a Jewish religious service.
________
5. To corroborate means to
confirm and validate.
________
6. A legatee is a dog with fewer
than four legs.
________
7. A yarlmulke is a multi-colored
cape worn by native Antarcticans.
________
8. A relievo is a painting that
is raised, giving the appearance of a third dimension.
________
9. A chimb is the metal rim of a
barrel.
E. Match the phrases with their meanings.
En clair French,
“That’s equal to me”
Idiot savant French, “learned idiot”
Idee fixe Incredibly fast
Ça m'est égal French, “in clear”
Exempli gratia French,
“fixed idea”
Greased lightning Latin, “for the sake of example”
Id est Latin, “that is”
F. Fill in the correct word that
forms a compound word with the 3 given words.
1.
__________ hunter, line, quarters
2.
bank, cook, text __________
3.
bull's, evil, private __________
4.
curtain, lightning, ram __________
G. Below are lists of synonyms. Cross out the two words in each line that
doesn’t fit in the line.
1.
say chat
verbalize forget articulate converse gossip talk
jump
2.
walk amble cry
move saunter shuffle hike
stroll slumber
EXTRA
CREDIT:
Of these 3 words, which do you like the
most and why? Make sure you give the
definition for the word.
Opisthenar Plaque Friable
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