Writing 1 Class Notes -- Week 13 (April 23)

Greetings!

We had a good day "in class."  I know that this quarantine thing is getting old, for the students and their families. There's no instructional manual for this time -- except for the Word of God.

We started the class with a Quick Write.  Because April 23 is National Take a Chance Day, National Talk like Shakespeare Day, and National Poem in your Pocket Day, students could use any one of these as a prompt for their writing, and kudos if they could combine them.

After a quick homework check, we finished off our Words of the Day unit with a final "exam" in the form of a Bingo game (you can see the card here)  I used a mix of words and images on the card.  I gave definitions, the students figured out the word, and then they filled in their bingo cards.  It went well, from my perspective.

The Evaluation Final Draft is due this week, and we have one more writing assignment for the year -- the Essay Re-Write.  For this essay, they are to take one of their previously written essays and improve it.  Many times students write essays, get them graded, put them in a file, and forget about them.  I like to end the year by giving students a chance to show their learning through their own revising abilities.  They could choose their worst essays, the one they enjoyed and want to continue to add more information, or their very first one of the year.  They can add more information or revise their sentence/paragraph structures.  I especially asked them to look at their introductions and conclusions.  They had this week to re-do one of their essays and then hand it in next week.  This isn't the regular rough draft/final draft cycle -- just one revision on one essay.

For the last 2 weeks of the semester, we do one of my favorite activities -- the Poetry Jam.  Everyone in the class should prepare 2 poems to recite for the class, and then their team will present a poem as a group. If they want, they can do a duet with someone.  The rules for the Poetry Jam are simple:  poems must be at least 5 lines long; extra credit for original poems, extra credit for memorized poems,  poems can be from our book or from another source.  The students have been sent an email with their groups and email addresses.

The Grammar homework is a Sentence Patterns review that uses the introduction from an essay that a previous student wrote.  They are to identify the subject, verb, predicate noun, predicate adjective, direct object, indirect object, and prepositional phrases.  Next week, I will give them a take home test on sentence patterns.

It's good to see the faces of my students, even if it is just a video.  

Have a wonderful weekend!

Mrs. Prichard

Assignments for Next Week

-- Essay Re-Write

-- Choose 2 poems to recite

-- Work with your team for the group work

-- Finish the Sentence Patterns "Flash" paragraphs

Links for this Week

Class Notes

Sentence Patterns "Flash"  Paragraph (Google Drive)

Essay Re-Write 

Poetry Jam Rubric

Poetry Jam Rubric

Poetry Jam Rubric

	1	2	3
Level of Difficulty	Simple, Easy, Short	Somewhat challenging	Extremely challenging
Memorization	Not at all	Kind of	Absolutely
Physical Presence	No eye contact; stiff & uncomfortable	Comfortable & confident	Authoritative, compelling
Dramatic Voice & Articulation	Inaudible, distracted, over-emoting	Clear, adequate; not overly stylistic	Mastery of rhythm, skillful, reflects meaning

Original poetry = 1 extra point

Essay Rewrite

Definition

The purpose of this essay is to improve editing skills by rewriting a previously written essay.  Effective editing is a step-by-step process.  One key is to re-read a paper multiple times, looking for only one kind of error at a time.

Editing Plan

As you re-read your paper, look for any errors in the following areas:

·      Complete sentences:  Each sentence should have a subject, verb, and a complete thought.  Look for incomplete and run-on/comma splice sentences.

·      Parallel Constructions:  Faulty parallel construction leads to unclear and awkward sentences.

·      There are/is/was/will be, etc.:  Any sentences with this type of construction must be changed.

·      Punctuation:  Pay close attention to commas and ending punctuation.

·      Agreement:  Make sure all subjects and verbs agree; also look for noun/pronoun agreement.

·      Spelling:  With the spell check function for most word processing software, this is not as much of a problem as it used to be.  However, your computer will not know if you’ve put the wrong word in, or it may autocorrect and change the word from the one you intended.

·      Paragraph construction:  Each paragraph must have a main idea.  Make sure that all of the thoughts expressed in the paragraph are part of that main idea.  Do any sentences need to be moved to another paragraph?  Does the paragraph need to be divided into smaller paragraphs?

·      Organization:  Is the overall organization of the paper logical?  Does each point lead to the next?  Should it be rearranged?

·      Content:  The essay should give sufficient information to support your thesis. Have you included enough background information?  Have you satisfactorily covered the material?  As you re-read, look for ways to expand your essay.  Also, note any information that seems unnecessary. 

Thesis Development

Your essay should have a clearly defined thesis that you explain and support.  Sometimes a thesis is simple and straightforward; sometimes they are more complex.  Your reader should never be confused as to your topic and your decided opinion or stand on that topic.           

Essay Guidelines

– Due date:  April 30

– Essay length:  500 – 700 words (between 2 and 4 pages)

– 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

Writing 1 Class Notes -- Week 12 (April 16)

Greetings!

What a great, flexible, mostly engaged group of students.  I say "mostly" because sometimes it's hard to be sitting in the same room all day, looking at a screen, and keep paying attention.  They're doing great!  

Our Quick Write prompt inspired by National Laundry Day:  a picture of a woman in laundromat dryer.   I didn't get to hear much about what the students wrote, but they had a chance to share with one another in a Breakout Room.  (By the way, today was National Wear Your Pajamas to Work Day, which seems apropos for this quarantine season.)

For most of the semester, we've been doing Words of the Day to explore unusual words and etymologies.  Next week we will finish up this part of the class with a rollicking game of "Vocabulary Bingo."  To prepare for that, students should review the Words of the Day in order to be familiar with them. (No memorizing definitions is required.)

Following our beginning of class activities, we did a Homework Check.  On Wednesday I scanned and emailed homework that included the final drafts of their Jekyll/Hyde papers, various worksheets, and rough drafts of their News Stories.  As of late last night, I had the online grade book all updated.  Students have been emailing work in since our class time, so it is already not accurate.  When students hand in homework, the photos of worksheets and Quick Writes are clear enough for me to read, but not enough to be worth scanning and sending back.  

The class has done a good job with the News Story, and they are to do the final drafts for next week.  We also talked about bias in journalism.  They are to evaluate their own writing for bias. They should write a very short paragraph (3 - 4 sentences) about where there is bias in their news story.  At the bottom of the email is a link to free Newspaper templates.  If students want to present their news stories in a more creative way, they can feel free to do it.  They can also single space their final draft.

For the Poetry section of class, I sent students again to the Breakout Rooms to 1) choose 2 poems to discuss; 2) try to figure out why Mrs Prichard likes the poem "The Red Wheelbarrow" and 3) choose a poem to recite as a group.  While none of the groups figured out my quirky fascination for this poem, they were thoughtful and had good discussions.  Next week I will introduce our Poetry Slam -- a recitation competition.

Finally, for Grammar, I used my Aver document camera to show the Sentence Patterns Practice worksheet.  (This lesson was a mix of technology and old school underlining.)  We've been reviewing sentence patterns with the Edpuzzle videos.  The worksheets I've made can be finished with Word or Google Docs.

Blessings on all of you and your families.

See you next week!

Mrs. Prichard

Assignments for Next Week

-- Final Draft of the News story

-- Short paragraph about bias in your writing

-- Read the handout with T.S. Eliot, William Carlos Williams, and Lewis Carroll poems 

-- Grammar Worksheets:  

     -- Sentence Patterns Practice (4 bakers) # 9 - 15

     -- Complements Worksheet (both sides)

Links for this Week

Class Notes

Writing 1 Spring Words of the Day

Writing 1 Spring Google Drive folder

National Laundry Day

Complements Worksheet (you will have to make a copy to complete it online)

Sentence Patterns Practice  (you will have to make a copy to complete it online)

T.S. Eliot Poems

Wordsworth, Williams, and Carroll Poems

Writing 1 Class Notes -- Week 11 (April 2)

Greetings!

We've finished the second week of online classes.  I hope all is going well at your homes with the adjustment to a virtual classroom.  I know that some students are having technology challenges.  Please let me know if there are any difficulties that I might be able to help with.

Beginning of Class Activities

Whether we're in a building or on Zoom, we start our class with a Quick Write.  This week's prompts included the following:  1) What is an April Fool's prank that you've experienced or heard of; 2) What is a memorable childhood movie, either loved or hated; and 3) What was a favorite childhood read-aloud book.  Students were to type their Quick Writes into an email to me, or they could hand-write the Quick Write and take a picture and send it to me.  This week, when the students were done writing, I put them into Breakout Rooms to share what they wrote.  They seemed to enjoy these connections, so I will continue to do this in future weeks.

I've decided to forgo the Words of the Day section of our beginning of class activities, but that doesn't mean the we will not have a test on our words.  Students can start reviewing using the blog entry for the Writing 1 Spring Words of the Day.

Usually after the beginning of class activities we have a Homework Check-in.  It seemed so odd to me to have a pile of homework that had been corrected but that I couldn't hand back.  My hope is to be more paperless and to have more online options for the students to do work and to show their learning.  Until then we will still have some worksheets as part of our homework.  Students are to either take a photo or scan their work in.  (Remember to have sufficient light and resolution so that I can see and correct the homework.)  Before our next class I will have a scanned package of corrected homework.  

Writing 

For the Writing portion of the class, I reminded students that Rough Drafts of the News Story were due.  To turn them in, they can attach a Word or PDF document, share a Google Doc, or, if none of those is an option, copy and paste the essay into the body of an email.  Please, do not send documents from Pages or Open Office.

Literature

We then jumped into our Poetry Unit.  I started this section with two short videos:  Taylor Mali's Authority visual & spoken poem and the scene, "What will your verse be?" from the Dead Poet's Society. (Unfortunately, this sound from the second video was not good.)  My hope was to inspire them a little bit about the wonder of poetry, especially when spoken aloud.  Much like dramatic literature, poetry is meant to be heard as much as to be read.  I again divided the students into Breakout Rooms -- I'm loving this feature in Zoom -- to discuss these four questions:  1) What makes a poem a poem? 2) Why do you think poetry is important? 3) Why do people like/love/hate poetry? 4) What was your favorite poem for this week?  Why?  We used the Square Model for group discussion for this, and students took turns asking the question, then answering, then agreeing/disagreeing, and finally adding to the already spoken comments.  We've used this model before, and it helps to give everyone a chance to talk.  

Below you will find the poems assigned for our next class period.  Students must read all of the poems and then choose 2 poems to respond to. As we did for this week, students have options for how they can respond:  

• Fill out the Poetry analysis worksheet, 
• write a one-paragraph analysis, 
• make a video of yourself explaining the poem, 
• rewrite the poem, 
• write a poem about the poem, 
• illustrate the poem, 
• perform the poem, 
• interview someone about what they think about the poem, etc.  

You get the idea -- students can be creative about how they choose to respond to the poem, but they can also go the straightforward path and fill out the worksheet.

Grammar

Finally, for the grammar unit, I checked in to see how the Edpuzzle assignments were working.  Most of the students were able to access the videos, watch them, and answer the questions, but for some reason that I can't explain, some students couldn't.  For next week, I have 2 more review videos; students can either watch them on Edpuzzle or complete a Google Forms assignment.  (Both links will be listed below.)  

Note:  We will not have class next week because of the Easter break.

Again, the students were great with our new learning experience.  

Have a wonderful weekend and a blessed Easter!

Blessings,

Mrs. Prichard

Assignments for April 16

-- Read the following poems

     Wordsworth (p. 12) I Wandered Lonely as a Cloud and My Heart Leaps Up

     Browning (p. 19) How do I love Thee

     Bronte (p. 24) The Old Stoic

     Carroll (p. 29)  How Doth the Little Crocodile 

     Hopkins (p. 31)  God's Grandeur and Pied Beauty

     Burgess (p. 39)  Purple Cow and Cinq Ans Apres

-- Respond to 2 of the poems (see option ideas above)

-- Edpuzzle or Google Forms assignment

     -- Video -- Writing 1 - N-V-N Sentences on Edpuzzle or Google Forms

     -- Video -- Writing 1 N-V-N-N Sentences on Edpuzzle or Google Forms

 

Links for this Week

Class Notes

Taylor Mali poem

"What will your verse be?"

We Wear the Mask performance

Writing 1 Spring Words of the Day

Writing 1 Google Drive folder

(Grammar videos are listed in the assignments)

Writing 1 Class Notes -- Week 10 (March 26)

Greetings!

We started our adventure of online learning for Writing 1.  I was so blessed and impressed by this group of students.  I know it's going to get boring sitting in front of the computer for long periods of time, but they did a great job.  As the week's progress, I'll work out some of the kinks and find more ways to make the learning enjoyable and effective.  That said, it's important to remember that this is school even if you're curled up on a cozy couch or sitting in your bedroom.  The same rules about distracting technology use, respecting one another, and focusing on the what's going on in class apply.

After checking sound levels and admitting everyone to the room, we did our usual Quick Write.  For these Quick Writes, students can either write on a piece of paper and then take a picture of it and email it, OR they can type their responses directly into an email.  I gave them 3 prompts from which to choose:  1) What's the craziest thing you've done; 2) How are you staying connected with people during our "shelter in place;" and 3) If we're going to do our best to stay home, what last minute items do you need to purchase?

I had to adjust the presentation of our Words of the Day because the view of my whiteboard was not clear.  We used the Zoom chat feature for that.  These words came from Merriam-Websters March Words of the Day

fusty --  British : impaired by age or dampness : moldy;  rigidly old-fashioned or reactionary

crwth -- an ancient Celtic stringed instrument that is plucked or bowed

ambidextrous -- using both hands with equal ease or dexterity

retronym -- a term (such as analog watch, film camera, or snail mail) that is newly created and adopted to distinguish the original or older version, form, or example of something (such as a product) from other, more recent versions, forms, or examples

oleaginous -- 1 : resembling or having the properties of oil : oily; also : containing or producing oil; 2 : marked by an offensively ingratiating manner or quality

Writing

Most students had watched the video last week that gave an explanation of the next writing assignment -- a News Story.  In class we talked about possible topics, the differences between an objective point of view and a subjective one (That is, between just reporting the facts and giving editorial comments.   (I used the Breakout Room feature of Zoom to put them in small groups to discuss topic ideas.  In Zoom, I'm able to go from to room to room and listen to their conversations.  Having academic conversations can be difficult to get used to in this digital format, but I plan to use the Breakout Rooms every week.)  The Rough Draft and Pre-Write of the News Story are due next week.  Students can 1)share a Google Doc, 2) send a Word attachment, 3) send a pdf, or copy the text of the paper into an email if they are using Apple's Pages.

Literature

We have finished our short stories by O. Henry, and I'm a little disappointed that we couldn't have longer discussions about his stories.  They are fun and quirky and thought-provoking.  Now, we are onto Poetry.  For those students who picked up their packets from me on Tuesday or from Mrs. Johnson, you can read the poems from the book.  For the rest of you who have chose the digital option, the specific poems are listed below with links to websites.  The first task of the students is to read the handout, Interpreting Poetry.  Then students must read all of the assigned poems, and they are to choose 2 poems to respond to.  Here are their options for responding to the poems:

1.  Fill out a Poetry Worksheet for one or both (link to blog or use attached document below)

2.  Write a paragraph about the poem(s) that analyzes it using the ideas of Imagery, Sound, and Structure as explained in the Interpreting Poetry handout.

3.  Instead of writing a paragraph, record a video commentary about the poem.  Youtube LiveStream or some other app on a device is OK as long as it can be seen by me.

4.  Do a piece of art that connects with the content and meaning of the poem.  

5.  Find a recorded version of someone reciting the poem AND make a video of your recitation of the poem.

Grammar

I've put together some short videos to review what we've learned so far this year.  (The videos aren't professional quality, but they get the job done.)  Using Edpuzzle, students are to watch the videos and answer questions as they pop up throughout the videos.  This is their grammar homework for this week.  Here's what students need to do:

1.  Go to Edpuzzle and click on Student.  

2.  The next screen will ask for a class code.  The code for Writing 1 is kacittu.

3.  The next screen will have you sign in to the website, and then it will take you to class site with the assigned videos.

4.  Watch the videos and answer the questions -- there are 3 videos for this week.

5.  Note:  You will have to stay on the website; if you leave it, the video stops.  You can't fast forward, either.  I'm afraid you'll just have to do the whole assignment.

Assignments for Next Week

-- Write the Pre-Write and Rough Draft of the News Story

-- Read all of the poems listed below

-- Choose 2 poems and respond (see notes above)

-- Complete Edpuzzle assignment

Links for This Week

Class Notes

3/19 Quick Write -- National Let's Laugh Day

Interpreting Poetry

Poetry Worksheet

Edpuzzle

Writing 1 Google Drive

News Story

Poetry for Week 11 (April 2)  (Note:  I've added some poetry that wasn't on the syllabus)

Langston Hughes (p. 53) -- The Negro Speaks of Rivers

William Carlos Williams (p. 48) -- The Red Wheelbarrow

Robert Frost (44 - 45) -- Stopping by Woods on a Snowy Evening, and Fire and Ice, and  The Road Not Taken, and Acquainted with the Night

Paul Laurence Dunbar (p. 42 - 43) -- Life, and  We Wear the Mask

Carl Sandburg (p. 46 - 47) -- Fog, and Grass

News Story

Definition

            In a News Story, you learn as much as you can about a subject and present your findings in a way that makes sense and holds your reader attention.  Your story can be a report of an event, an interview, or a compiled report on an issue.

Gathering Information

You can consult a variety of sources about a timely, interesting topic.  Your sources may include books, articles, internet sources, interviews, etc.  Your goal is to bring together this information into a unified report that informs and/or entertains your readers.

Two steps:

• Collecting – Consult a number of sources, taking careful notes about your subject.  Be careful to be accurate with facts, figures, and quotations.
• Assessing – Come to some conclusion about the significance of the information you collected.  Let that conclusions be the thesis of your paper.  Then plan your report, selecting and arranging the facts to support this focus. 

Thesis Development

            Your thesis will be the ideas you’ve formed after collecting material.  The thesis may be about the value of the subject, the impact it has on society, the causes and effects related to it, the significance to others, etc. 

Organization

            A News Story can be organized in a number of ways.  If it is of an event, a chronological format can be used.  If this plan is used, the writer should continue to draw the reader’s attention not only to the progression of events, but also to the manner in which they support the thesis.  Sometimes a News Story is about various people, and separate paragraphs can be devoted to each person.  If an issue is discussed, the writer will need to break it into its primary components.   

Essay Guidelines

– Due dates:  Pre-Write due March 26; Rough Draft due April 2;  Final Draft due April 23

– Essay length:  500 – 700 words (between 2 and 4 pages)

– 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

– Note:  You may print the final draft in a more newspaper-like format.