Writing 1B Class Notes -- Week 6 (Sept. 26)

Greetings!

Again, another great class.  This group of students brings a lot of positive energy and attitudes to the class.  The prompt for our Quick Write today was the  190th anniversary of Scotland Yard.  We discussed detectives, law enforcement, mysteries, and perspectives about rules.  Students could take the topic(s) in any number of directions.

We skipped the Words of the Day this week because I knew that we already would have a full class.  We'll resume next week.  A new element that I'm adding to the class is the role of a "Class Scribe."  I recently purchased a Rocketbook, that is a digital notebook, and I want students to take turns taking handwritten notes, especially of the examples and diagrams that I put on the board.  Those notes then get shared to the Google Drive folder for the class and a link to them will be included with the Class Notes.

I handed back rough drafts of their Personal Essays.  Whenever I hand back rough drafts, I take a significant amount of time to go over common errors/mistakes so that we can make those mistakes into learning opportunities.  The two most common mistakes this week included the following: 

1. Having the right spelling but it's the wrong word (spell check and auto-correct can be helpful but not always trusted); e.g. costumer/customer, plane/plain, right/write, heard/herd
2. Formatting issues.

I took some time to discuss some new guidelines for formatting their papers, moving towards MLA formatted papers.  (Here is a video for formatting in Google Docs, and here is one for doing the same in Word.) Going forward, I would like the students to format their papers in the following way:  1 inch margins, 12 pt. font, double spaced, header in the upper right margin with last name and page number, and a heading on the left side with full student's full name, class name, teacher's name, assignment name, and date handed in. This document is a "sample."  

With all of our essays, I'm having the students designate a section of the note-taking to those "Watch Out For" points that I've noted in the comments section of my corrections.  Along with making revisions for their final drafts, I want students to fill out the little half-sheet titled, "My First 5 Errors."  For this worksheet, students should look at the first five marks that I made on their rough drafts and write what the error was and, if they know, what grammar rule is connected with the error.  Under the First 5 section is a place for them to write about what area they want to improve in.

Our Grammar topic this week included the Verbs Presentation by Philip.  He showed a familiar Schoolhouse Rock video about verbs.  We discussed action, linking, and helping verbs for a while.  On the Class Scribe notes, you will see the forms of the verb "to be" which we will work on memorizing:  am, is, are, was, were, be, being, and been. Philip had homework for the students that they were able to finish in class.  Next week Maggie will share about adjectives

We had another round of a Literature Circle for our discussion about Animal Farm.  I do a lot of talking in the class, so I enjoy the circles in which the students are responsible for moving the conversations forward and for making the thoughtful and rigorous.  We will be finishing the book, so next week we will also be wrapping up our discussions of the book as a whole.  (Note: Next week I will send home a Take Home Quiz and the following week they will get a final exam for Animal Farm, so they should get caught up on their reading if they are behind!)

Assignments for Next Week

-- Read Chapters 9 & 10

-- 3 Reader Responses & 3 Vocabulary Words

-- Personal Essay Final Drafts

-- My First 5 Errors worksheet

-- Verbs Homework (if not finished in class)

Links for This Week

Class Notes

Class Scribe Notes

Sample Google Doc with Formatting

School House Rock Verbs Video

How to Format a Google Doc in MLA

How to Format a Word document in MLA

Have a great weekend!

Blessings,

Mrs. Prichard

Writing 1A Class Notes -- Week 6 (Sept. 26)

Greetings!

Again, another great class.  This group of students brings a lot of positive energy and attitudes to the class.  The prompt for our Quick Write today was the  190th anniversary of Scotland Yard.  We discussed detectives, law enforcement, mysteries, and perspectives about rules.  Students could take the topic(s) in any number of directions.

We skipped the Words of the Day this week because I knew that we already would have a full class.  We'll resume next week.  A new element that I'm adding to the class is the role of a "Class Scribe."  I recently purchased a Rocketbook, that is a digital notebook, and I want students to take turns taking handwritten notes, especially of the examples and diagrams that I put on the board.  Those notes then get shared to the Google Drive folder for the class and a link to them will be included with the Class Notes.

I handed back rough drafts of their Personal Essays.  Whenever I hand back rough drafts, I take a significant amount of time to go over common errors/mistakes so that we can make those mistakes into learning opportunities.  The three most common mistakes this week included the following: 

1. Having the right spelling but it's the wrong word (spell check and auto-correct can be helpful but not always trusted); e.g. costumer/customer, plane/plain, right/write, heard/herd
2. Parallel structure.  If students have a list, all of the elements need to be in the same form, such as all nouns or all verbs with the same endings.
3. Formatting issues.

I took some time to discuss some new guidelines for formatting their papers, moving towards MLA formatted papers.  (Here is a video for formatting in Google Docs, and here is one for doing the same in Word.) Going forward, I would like the students to format their papers in the following way:  1 inch margins, 12 pt. font, double spaced, header in the upper right margin with last name and page number, and a heading on the left side with full student's full name, class name, teacher's name, assignment name, and date handed in. This document is a "sample."  

With all of our essays, I'm having the students designate a section of the note-taking to those "Watch Out For" points that I've noted in the comments section of my corrections.  Along with making revisions for their final drafts, I want students to fill out the little half-sheet titled, "My First 5 Errors."  For this worksheet, students should look at the first five marks that I made on their rough drafts and write what the error was and, if they know, what grammar rule is connected with the error.  Under the First 5 section is a place for them to write about what area they want to improve in.

Our Grammar topic this week included the Verbs Presentation by Ellie, Izzy, and Elliot.  They showed a familiar Schoolhouse Rock video about verbs and then presented their information with a slide presentation.  We played a game of Verbs Hangman that included action, linking, and helping verbs.  They also had some homework for the class. 

There was not enough time for our Literature Circles, so we will have the same groups and same roles for next week's discussion about Animal Farm.  We will be finishing the book, so next week we will also be wrapping up our discussions of the book as a whole.  (Note: Next week I will send home a Take Home Quiz and the following week they will get a final exam for Animal Farm, so they should get caught up on their reading if they are behind!)

Assignments for Next Week

-- Read Chapters 9 & 10

-- Prepare for Literature Circles

-- Personal Essay Final Drafts

-- My First 5 Errors worksheet

-- Verbs Homework

Links for This Week

Class Notes

Class Scribe Notes

Sample Google Doc with Formatting

School House Rock Verbs Video

How to Format a Google Doc in MLA

How to Format a Word document in MLA

Have a great weekend!

Blessings,

Mrs. Prichard

Writing 1B Class Notes -- Week 5 (Sept. 19)

Greetings!

We worked this week and covered a lot of material in class.  As always, we started our day with a Quick Write. Yesterday was International Talk Like a Pirate Day (here is the official website and here is a Wikipedia article and here are the Muppets!)  Most of the students were unaware of this notable event.  As an alternative, they could write about super heroes.  We also listened to Amy Walker's Tour of American Accents, and I challenged the students to try to write something as if it were some other accent. I look forward to reading their responses.

In connection with the returned homework, we discussed their Final Drafts of their Descriptive Essays.  As I grade the final drafts, I use a rubric for a more holistic look at their work.  (The rubric is attached and is on this blog post.)  For the first essay, I'm a pretty easy grader.  As we progress through the year, we will use these rubrics to set writing goals and students will use them to evaluate their own writing.  For example, in the Focus category, students will be thinking about whether their thesis statements are compelling and thought-provoking or simply a statement that combines the topic and opinion.

This week's Grammar topic of the Parts of Speech, Interjections, was brought to us by Aliena.  We watched a Schoolhouse Rock video, Interjections, and had a short teaching.  Then Alieana had a number of in-class activities for us to practice using interjections.  She did a great job, and I look forward to next week's presentation on Verbs by Phillip.  (The Adjectives presenter, Maggie, should be preparing for her presentation on 10/3.)

Rather than complete Reader Responses for our discussion of Animal Farm, the students chose to do another Literature Circle.  Therefore, as the students are reading through Chapters 7 & 8, they should be preparing for their assigned roles:

Discussion Director -- Maggie

Illustrator -- Phillip

Luminary -- Stephan

Word Nerd -- Alieana

Connector -- Brooke M. and Brad

Summarizer -- Brooke S.

Assignments for Next Week

-- Read Animal Farm Chapters 7 & 8

-- No Reader Responses

-- 3 Vocabulary

-- Prepare for your role in the Literature Circles

-- Interjections Homework

-- No writing homework

Links for This Week

Class Notes

Essay Rubric

Literature Circles

International Talk Like a Pirate

Talk Like a Pirate Wikipedia

Muppets Talk Like a Pirate

Tour of American Accents

Interjections

Parts of Speech Presentation Dates

Interjections -- Aliena (9/19)

Verbs -- Phillip (9/26)

Adjectives -- Maggie (10/3)

Nouns -- Stephan (10/10)

Conjunctions -- Brooke S. (10/24)

Adverbs -- Brad (10/31)

Pronouns -- Raya (11/7)

Prepositions -- Brooke M.  (11/14)

Have a great weekend!

Blessings,

Mrs. Prichard

Writing 1A Class Notes -- Week 5 (Sept. 19)

Greetings!

We worked this week and covered a lot of material in class.  As always, we started our day with a Quick Write. Yesterday was International Talk Like a Pirate Day (here is the official website and here is a Wikipedia article and here are the Muppets!)  Most of the students were unaware of this notable event.  As an alternative, they could write about super heroes.  I look forward to reading their responses.

This week's Words of the Day included:

watchword-- noun -- fr. Middle English, wacchen, to be awake and woord, word--  a word or phrase used as a sign of recognition among members of the same society, class, or group

perpendicularity-- adjective -- fr. Latin, perpindicularis, a plumb line-- the relationship between lines forming right angles

blithely-- fr. Old English, bliþe , joyous, kind, cheerful, pleasant--  without thought or regard; carefree; heedless

IMPORTANT NOTE:  I had told the students that there would be a test at the end of the semester for their words of the day.  Instead, we will have a test at the end of second semester for the second semester words.  The Words of the Day will include unusual foreign words and Latin roots. 

In connection with the returned homework, we discussed their Final Drafts of their Descriptive Essays.  As I grade the final drafts, I use a rubric for a more holistic look at their work.  (The rubric is attached and is on this blog post.)  For the first essay, I'm a pretty easy grader.  As we progress through the year, we will use these rubrics to set writing goals and students will use them to evaluate their own writing.  For example, in the Focus category, students will be thinking about whether their thesis statements are compelling and thought-provoking or simply a statement that combines the topic and opinion.

This week's Grammar topic of the Parts of Speech, Interjections, was brought to us by Bennett, Joshua, and Jesse.  We watched a Schoolhouse Rock video, Interjections, and had a slide presentation about the main points regarding interjections.  We had an in-class activity (a pretty challenging Word Fit) and a take-home assignment.  The group did a great job, and I look forward to next week's presentation on Verbs by Elliot, Izzy, and Ellie.  (The Adjectives group of Nalani, Gabbie P, and Josie should be preparing for their presentation on 10/3.)

We spent the remainder of the class dividing into 4 groups for next week's Literature Circles for our discussion of Animal Farm.  This is the first time that this class has done this kind of small group discussion.  In Literature Circles, each member is assigned a role.  As they read through the assigned portion of the book, students are to prepare for their individual roles:  Discussion Director, Illustrator, Luminary, Word Nerd, Connector, and Summarizer. The circles give a structure and framework to help the students with academic talk.  We will continue to use these circles throughout the year.

Assignments for Next Week

-- Read Animal Farm Chapters 7 & 8

-- No Reader Responses

-- 3 Vocabulary

-- Prepare for your role in the Literature Circles

-- Interjections Homework

-- No writing homework

Links for This Week

Class Notes

Essay Rubric

Literature Circles

International Talk Like a Pirate

Talk Like a Pirate Wikipedia

Muppets Talk Like a Pirate

Parts of Speech Presentation Dates

Interjections -- Bennett, Josh, Jesse (9/19)

Verbs -- Elliot, Izzy, Ellie (9/26)

Adjectives -- Nalani, Gabbie P, Josie (10/3)

Nouns -- Ethan, Carson, Mike, James (10/10)

Conjunctions -- Marie, Gabi, Alison (10/24)

Adverbs -- Maddy, Ashley, Faith (10/31)

Pronouns -- Tyler, Ingrid, Philip (11/7)

Prepositions -- Leighton, Levi, Logan (11/14)

Have a great weekend!

Blessings,

Mrs. Prichard

Writing 1 Essay Final Draft Rubric

Criterion	Incomplete (0)	Beginning (1 – 2)	Developing (3 – 5)	Proficient (6 – 7)	Advanced   (8 - 9)	Exceptional (10)
Focus:  Thesis, Intro, Concl.	Specific topic is unclear and no statement of an opinion or a stand. No introduction No conclusion	Specific topic is clear but no statement of an opinion or a stand. Brief introduction that doesn’t state the topic or subtopics Brief conclusion; abrupt ending	Thesis statement expresses the topic but not an opinion or a stand. Weak introduction that states the topic but is missing a clear thesis. The focus of the paper is unclear. Conclusion does not fully summarize the main points nor restates the thesis statement.	Thesis statement includes the topic and expresses a stand or opinion. Introduction states topic and thesis and gives direction to the paper. Conclusion reiterates main points and restates the thesis statement.	Clearly-stated topic and thoughtful thesis statement. Strong introduction with a thesis statement that grabs attention and directs the course of the essay. Strong conclusion that summarizes the main points and restates the thesis statement.  Satisfactorily wraps up the essay.	Clearly-stated, thought-provoking topic and compelling thesis statement. Excellent introduction with a thesis statement that grabs attention and directs the course of the essay. Excellent conclusion that summarizes the main points and restates the thesis statement.  Skillfully wraps up the essay.
Content	Contains mostly unrelated information No specific details, only generalities.	No major points to support the thesis are included.  No details related to the topic have been used; ideas are disconnected.	Some of the major points are covered. Some specific details are included. Lacks sufficient material to fully support thesis.	Many of the major points are covered. Many of the appropriate details are included with each point.	All major points are discussed. All points include some details.	All major points are thoroughly and insightfully discussed. All points are fully supported with strong details.
Organization	Ideas are arranged randomly.  There may be no division of paragraphs.	Ideas are slightly random with occasional orderly sections.  Inconsistent division of paragraphs.	Like ideas are grouped together, and paragraphs are present, but ideas within may not be organized logically.  Transitions may be lacking.	An apparent progression of ideas that allows the reader to move through the text without confusion. Sentences with paragraphs are organized and flow smoothly	A coherent progression of ideas that allows the reader to move through the text without confusion. Sentences within paragraphs flow smoothly with good use of transitions.	Expresses a clear, logical sequence of ideas within paragraphs and throughout the paper. Sentences within paragraphs flow effortlessly with excellent use of transitions.
Mechanics	Numerous errors; meaning of paper unclear	Frequent errors, seriously impairs flow & meaning of paper	Errors noticeable and occasionally detract from flow or meaning of paper	Some errors that are minor in nature and don’t detract from overall meaning of paper	Very few errors that are minor in nature and don’t detract from overall meaning of paper	Essentially faultless; errors may result from risk-taking and do not detract from the paper

Total Score – 40 possible points

Writing 1B Class Notes -- Week 4 (Sept. 12)

Greetings!

Again, another great class.  This group of students brings a lot of positive energy and attitudes to the class.  The prompts for our Quick Write today were taken from the National Days Calendar:  National Video Game Day, National Day of Encouragement, and National Milkshake Day.  As always, if none of those options triggered any productive thinking or writing, students could write about something else.  We had good discussions about all three topics.

We did not have any Words of the Day from the students because Stephan was providing words for the Literature Circle, so the rest of the class did not need to do any.  

During the Writing portion of today's class I collected the final draft of their Descriptive Essays.  For all of the essays that they will write they are required to hand in the rough drafts with the final drafts so that I can see the specific changes.  Those who didn't do that in class this week can send me a picture or scanned version of their rough drafts with my corrections.  A couple of students mentioned that they had thrown away their rough drafts, so I will correct their papers without them.  I also reminded them that they SHOULD NOT throw away any work from this class until the end of the semester; they should also save all of their essays until the end of the year.

In Writing 1, as soon as students finish one paper we start another.  Their new assignment is a Personal Essay.  We discussed a number of topics and thesis statements. I introduced my equation for a thesis statement and a template for thesis statements that include a plan for development.  

Equation:

     Topic/Subject

  +  Opinion/Stand

Thesis Statement

Template:

     (topic/stand)     is/are      (opinion/stand)     because      (reason #1)      ,      (reason #2)     , and       (reason #3)     .

We also  took time to discuss the elements of an introduction and conclusion.  The introduction should include a hook, a thesis statement, and a "road map."  The conclusion mirrors the introduction and should restate the thesis, summarize the main points, and leave parting thoughts with the reader.  

A significant portion of the class was given to the Literature Circle for Animal Farm.  Each student had prepared for his/her role in the group, and I intentionally stepped away so that they themselves had to propel the discussion.  They each made insightful comments and I was pleased with what I heard.  We will continue to do Literature Circles throughout the year, especially considering how well they did.  For next week, we will continue with the study guide/ala carte assignments and vocabulary in addition to taking a Take Home Quiz for chapters 1 - 4.  Note:  There has been some confusion about the assignments for the book.  When I give the assignment for "Reader Responses," that means their answers to the study guide questions or the ala carte responses.  Their vocabulary worksheets do not need to be handed in until the end of the book.

Our first Parts of Speech presentation, Interjections, will be next week.  When students present their part of speech, they should either bring copies of the homework (8 students and 1 teacher) OR email the homework to me by the Tuesday before class so that I can make copies.  If they are showing a video or slide presentation, they can use their own computers or email them to me.  I have links listed below of videos that students have done in the past for the parts of speech unit.  For further inspiration, students can also scroll for older blog entries (Sept. - Nov) for links to other student projects.  

Assignments for Next Week

-- Read Ch. 5 & 6 of Animal Farm

-- 3 Reader Responses

-- 3 Vocabulary Words

-- Personal Essay Rough Draft

-- Preparation for your parts of speech presentation

     -- Interjections (Aliena) next week

Links for This Week

Class Notes

Blog with Presentation Schedule

Adverbs Video

Nouns Video

Verbs Video

Personal Essay

Take Home Animal Farm Quiz (Ch. 1 - 4)

Have a great weekend!

Blessings,

Mrs. Prichard

Writing 1A Class Notes -- Week 4 (Sept. 12)

Greetings!

Again, another great class.  This group of students brings a lot of positive energy and attitudes to the class.  The prompts for our Quick Write today were taken from the National Days Calendar:  National Video Game Day, National Day of Encouragement, and National Milkshake Day.  As always, if none of those options triggered any productive thinking or writing, students could write about something else.  We had good discussions about all three topics.

This week's Words of the Day came from the students and included:

doled--verb --  fr. Middle English, dol, to share-- to distribute shares

muted-- verb -- fr. Anglo-French, ameutir, to make fluid-- to evacuate the cloaca (a bird's process of defecation) (Who knew??)

maxim -- noun -- fr. Latin, maximus, large, great-- a general truth, fundamental principle, or rule

During the Writing portion of today's class I collected the final draft of their Descriptive Essays.  For all of the essays that they will write they are required to hand in the rough drafts with the final drafts so that I can see the specific changes.  Those who didn't do that in class this week can send me a picture or scanned version of their rough drafts with my corrections.  A couple of students mentioned that they had thrown away their rough drafts, so I will correct their papers without them.  I also reminded them that they SHOULD NOT throw away any work from this class until the end of the semester; they should also save all of their essays until the end of the year.

In Writing 1, as soon as students finish one paper we start another.  Their new assignment is a Personal Essay.  We discussed a number of topics and thesis statements. I introduced my equation for a thesis statement and a template for thesis statements that include a plan for development.  

Equation:

     Topic/Subject

  +  Opinion/Stand

Thesis Statement

Template:

     (topic/stand)     is/are      (opinion/stand)     because      (reason #1)      ,      (reason #2)     , and       (reason #3)     .

We also  took time to discuss the elements of an introduction and conclusion.  The introduction should include a hook, a thesis statement, and a "road map."  The conclusion mirrors the introduction and should restate the thesis, summarize the main points, and leave parting thoughts with the reader.  

Our Grammar topic this week included .some short videos that previous classes have done for their parts of speech presentations.  Students are not required to do videos, but sometimes showing example of work others have done sparks new ideas for students. The links to those videos are listed below.  Our first Parts of Speech presentation, Interjections, will be next week.  When students present their part of speech, they should either bring copies of the homework (25 students and 1 teacher) OR email the homework to me by the Tuesday before class so that I can make copies.  If they are showing a video or slide presentation, they can use their own computers or email them to me.  

The literature discussion about Animal Farm centered on a group effort to complete a quiz on the first four chapters.  I divided the class into 6 groups, and they had to discuss the questions and find the answers in the book all together because they would all get the same grade.  I enjoyed hearing their conversations about the material they had read.  Note:  There has been some confusion about the assignments for the book.  When I give the assignment for "Reader Responses," that means their answers to the study guide questions or the ala carte responses.  Their vocabulary worksheets do not need to be handed in until the end of the book.

Assignments for Next Week

-- Read Ch. 5 & 6 of Animal Farm

-- 3 Reader Responses

-- 3 Vocabulary Words

-- Personal Essay Rough Draft

-- Preparation for your parts of speech presentation

     -- Interjections (Bennett, Josh, Jesse) next week

Links for This Week

Class Notes

Adverbs Video

Nouns Video

Verbs Video

Personal Essay

Take Home Animal Farm Quiz (Ch. 1 - 4)

Have a great weekend!

Blessings,

Mrs. Prichard

Animal Farm Quiz (Ch. 1 - 4)

Introduction and Preface

1.  Orwell wrote Animal Farm as a response to Communism in what country?

2.  Napoleon is a type for what real person in history? 

3.  Snowball is a type for what real person in history? 

Chapters I – IV 

1.      Before they change the name to Animal Farm, what’s the name of Mr. Jones’s farm? 

2.      Who is the old, prize boar who shares his wisdom with the animals? 

3.      What is the song that is taught to the animals? 

4.      Who is vain carriage-horse who doesn’t want to give up sugar and ribbons? 

5.      How many commandments do Napoleon and Snowball come up with and where do they paint them?

6.      What is Boxer’s personal motto? 

7.      Which animals become the best readers?

8.      What is Mr. Jones doing while the pigs are running the farm? 

9.      What happens at the Battle of the Cowshed? 

Personal Essay

Personal Essay

Definition

            In a Personal Essay, the writer tells a story about a series of events, a personal experience, or a topic of personal interest.  The writer needs to explain the event(s) clearly enough for the reader to follow what happened and when it happened or to understand the importance of the topic.  The writer also has to write with enough details to keep the reader’s attention and interest.  Your goal should be to develop an essay that informs and/or entertains, and that impels readers to think about their own lives.

           

Organization of a Personal Essay

Just about anything in your life that interests you, amuses you, angers you, or makes you think is a possible subject for a personal essay.  Dig as deep into your experience as you can.  As you think about a topic, event, person, or place of significance, look for an emerging focus, main idea, or viewpoint.

            A personal essay is a blend of narrative (sharing some aspect of your life) and analysis (commenting upon this time).

Thesis Statements

            The thesis statement of your essay presents the subject of the narration and its significance.  Your essay should reveal your attitude or opinion about the event.  Your essay can also tell a message or lesson related to the event.

Some Helpful Tips on Writing

– Decide on the story you want to tell, and think about what the story means to you.

– What attitude would you like the reader to learn by reading your story?  What feeling or attitude would you like the reader to have about the story you are telling?

– Outline what happened first, second, third, and so on.  Don’t forget important, specific details.  Divide the action into major blocks.  Determine the logical breaks.

– Focus on the people involved in your narrative, and try to describe them accurately.

– Include the feelings you experienced at different times in you story.

– Avoid stringing together a series of events without dramatizing any of them or showing their significance.

– Avoid a list.  Make sure the events are logically connected with appropriate transitions to help the reader follow the sequence of events.

Essay Guidelines

– Due dates:  Rough Draft due September 19; Final Draft due October 3.

– Essay length:  at least 300 words (about 1 page)

– Rough drafts can be typed or hand-written, but must be double-spaced.

– Final draft format:

– Typed (if this is not possible, please let me know)

– 1 inch margins

– Name and date on the upper right hand corner

– Number the pages on the lower right hand corner

– Title centered above the text of the essay