Category Archives: Grammar

Week 8 – Writing Workshop

One thing is for certain: Writing can always be improved.  This week, we are going to be making a short stop to focus on the rhetorical analysis writing in detail, one part of the paper a day.  The goal is to remind students of the elements of strong responses so they are prepared to build this into their essays as a whole. Ideas? As always, I’m open to your thoughts.


 

MONDAY

Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

  • Caught ‘Ya (L11.1-3)
  • Etymology (L11.4-6)
    • G/AF: Sentence Corrections with guided questions with assigned weekly partner
    • Share outs (based on pacing)

Multiple Choice Monday: Through the study of an AP MC reading selection (Prestwick The Scarlet Letter AP Test Questions 1-10), students will be able to correctly answer the question, including justification for the selected answer.

  • Student are given 13 minutes to read the text and answer the questions.
  • T will give correct answers and percentage of students who correctly answered the question. Students will have the opportunity to ask questions about what is unknown as needed.
  • Students will review answers and write corrections with argumentative stemFOR HOMEWORK if they desire earning back the missed points.
    • Frame: I chose ___ because ____. That is wrong because ____. The correct answer is ___ because ____. 

Writing Workshop: Through the review of the rhetoric précis, the student will be able to write a thorough introduction including a thesis with vocabulary from the prompt.

Note: Student essays are evaluating the rhetorical strategies that Paine employs to accomplish his purpose.

  • Students will review the outline completed over the weekend.
  • Students will review elements of an effective introduction by looking at seven examples from released AP exams and identifying strategies for an effective introduction.
  • Students will finalize the introduction paragraph using the sentences from their outline and critical attributes from class today.
  • Peer Review (Time Permitted): Students will review the introduction paragraph for grammar, usage, and mechanics.
  • Submitted paragraphs will be reviewed by the teacher and appropriate written feedback will be returned to students during class tomorrow.

HWK: Students will write two body paragraphs using information from their outlines.


 

TUESDAY

Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

  • Caught ‘Ya (L11.1-3)
  • Etymology (L11.4-6)
    • G/AF: Sentence Corrections with guided questions with assigned weekly partner
    • Share outs (based on pacing)

Thesis Statement Tuesday: Through the review of the three types of thesis statements, students will identify what their thesis statement is and use this to organize their paragraphs.

  1. Highlight your thesis statement. What type of statement is it? Are your main points clear? How could you improve it?
  2. Syntax Evaluation: How would you label the syntax of your thesis?

Writing Workshop: Through the review of TIQA and incorporating quotes, the student will be able to write body paragraphs for the analytical essay.

Writing Workshop:

  1. The class will sit in a circle and pass their first paragraph to the person on the left for peer review.
  2. Students will return their paragraphs and evaluate the quality of feedback before deciding what revisions should be made.

NOTE: Short share out for T is track common errors on the board.

  1. What is TIQA? Look at paragraph 1. Highlight AUTHOR’s words in green, direct quotes from PAINE in red, and paraphrases from PAINE in yellow. What color should be most common on your page? Why?
  2. For body paragraph 2, students will look for the errors discovered in part 1 and make those changes on their own. Additionally, students will evaluate TIQA in their own writing.

Reflection Closing: What errors do you commonly make? How can you work to correct these errors in the future? What TIQA-related changes did you make? How can this process help you writing the final body paragraph?

 

HWK: Finalize the body of your essay.


 

WEDNESDAY

Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

  • Caught ‘Ya (L11.1-3)
  • Etymology (L11.4-6)
    • G/AF: Sentence Corrections with guided questions with assigned weekly partner
    • Share outs (based on pacing)

Writing Wednesday: Through the study of The Art of Styling Sentences and the specific review of patterns 1-3, students will be able to write thorough and concise sentences.

  1. Students will identify the sentence parts of the given sentences.
  2. Students will label the pattern of the given sentence.
  3. Students will create an example for each of the sentence patterns in their paragraphs. (Ex, one pattern per paragraph.)

Cohesive Conclusions: Through the study of concluding paragraphs from actual AP essays, the students will be able to identify critical attributes of an effective conclusion and demonstrate mastery by writing an effective conclusion.

  1. Students will review and BAT a released AP writing prompt.
  2. Students will review sample released AP conclusion paragraphs for the prompt in order to identify critical attributes of the conclusion paragraph.
  3. Students will share the CA and evaluate them as a class to create guided questions.
  4. Students will write their conclusion paragraph.

Time Permitting, students will peer review the conclusion paragraph.

Closure: Finalize your essay to submit before class tomorrow.


 

THURSDAY

Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

  • Caught ‘Ya (L11.1-3)
  • Etymology (L11.4-6)
    • G/AF: Sentence Corrections with guided questions with assigned weekly partner
    • Share outs (based on pacing)

Tutoring Thursday: Through the study of AP Rhetoric, students will be able to correctly identify and explain the given device in the task cards. (Mastery 8/10)

I: Student are given 10 minutes to review the academic vocabulary associated with the excerpts on the task cards. This is designed to help reteach missed skills, and definitions of unknown words are encouraged for learning outside of class.

D/Ap: Students will rotate through stations to complete a minimum of ten task cards each for a grade. Mastery = 8 of 10.

Visual Rhetoric: Through the study of comics and visuals found on released AP exams, the student will be able to analyze the image to create a logical conclusion.

  1. T will model the process of see, infer, and conclude again for students.
  2. Class will discuss the depth of the responses.
  3. T will model taking the conclusion and creating a sentence using the designated pattern.
  4. Students will apply the model process to analyze the visual rhetoric and track conclusions in a variety of sentence patterns.

 

HWK: Take a break. If you did not submit your essay today, you BETTER have it tomorrow morning.


 

FRIDAY

Bell Ringer (15 minutes): Through the study of Litte Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

  • Caught ‘Ya (L11.1-3)
  • Etymology (L11.4-6)
    • G/AF: Sentence Corrections with guided questions with assigned weekly partner
    • Share outs (based on pacing)

Free Response Friday: Through the review of the student-created essay, students will finalize and submit the rhetorical analysis essay.

  • Students will type the finalized essay with Google Docs.

Sunday News, Monday Views: Through the study of current events, students will be able to rhetorically analyze a chosen article from the weekend news.

  • Students will pick an article and complete the analysis.
  • Monday: Ss will share to raise awareness of current events and build background knowledge to help prepare for the AP exam.

~Note: This assignment is weekend homework due at the start of EVERY Monday.

 

Tagged

AP Lang: Plans for Week 2

As should be expected, I had to make some modifications to the first week.  Alas, here’s the set for this week.  As you look at my plans, please keep in mind that this is the first time I’ve taught this course — the first time in 7 years it has been offered in my school — and I’m literally starting from scratch.

I welcome your feedback as I help prepare my students for success.

  Standards/Objectives Detailed Agenda
W2

M

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

 

Multiple Choice Monday: Through the study of an AP MC reading selection, students will be able to correctly answer the question, including justification for the selected answer.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Multiple Choice Monday: Released AP Exam 2007 MCQuestions from Joyce Carol Oates passage

I: Student are given 15 minutes to read the text and answer the questions.

(Ss may select one final answer or one of two for half credit.)

D/Ap: Students will review answers and write corrections with argumentative stem. (15 minutes)

 

Reflection Closure:

1. What do you notice about the MC testing? What will be a strength to help you? What will be an area to work on before the test?

2. How does last semester’s learning seem to fit into what you now know about this course?

 

W2

T

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Thesis Statement Tuesday: Through the study of an AP MC reading selection, students will be able to correctly answer the question, including justification for the selected answer.

 

Diction and Tone: Through the overview of diction and tone, students will be able to identify and analyze denotation and connotation of specific text examples.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Thesis Statement Tuesday: Released AP Exam 2007 from Joyce Carol Oates passage

I: Students are given a writing prompt to analyze and describe the task in his/her own words.

2. Students will identify possible evidence for the prompt.

3. Students will write a thesis statement for the prompt.

 

Diction and Tone Overview (Practice 1/2)

O: Ss will REVIEW diction and tone as literary devices supporting effective rhetoric.

D/App: Students will practice identification throughout the scaffolded lesson.

Closure: Think about your answers and T’s answers.   What do you notice? What did you do well? What changes might you need to make?

 

 

W1

W

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Writing Wednesday: Through the study of The Art of Styling Sentences, students will be able to write thorough and concise sentences.

 

Diction and Tone: Through the overview of diction and tone, students will be able to identify and analyze tone of specific text examples.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Writing Wednesday: Sentence Pattern 1

O: Ss learn sentence pattern one through short writing lecture.

D/Ap: Ss will create sentences using the pattern by arranging groups of words and when starting from scratch. Mastery 2/3 in each group.

 

 

Diction and Tone Overview (Practice 3/4)

O: Ss will REVIEW diction and tone as literary devices supporting effective rhetoric.

D/App: Students will practice identification throughout the scaffolded lesson.

Closure: Think about your answers and T’s answers.   What do you notice? What did you do well? What changes might you need to make?

 

W1

Th

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Tutoring Thursday: Through the study of AP Rhetoric, students will be able to correctly identify and explain the given device in the task cards. (Mastery 8/10)

 

Cycle 3: Through the study of The Crisis, students will be able to rhetorically analyze a given AP article, including analysis of diction and tone.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Tutoring Tuesday: AP Figurative Language Task Cards

I: Students are given 10 minutes to review the academic vocabulary associated with the excerpts on the task cards.   This is designed to help reteach missed skills, and definitions of unknown words are encouraged for learning outside of class.

D/Ap: Students will rotate through stations to complete a minimum of ten task cards each for a grade. Mastery = 8 of 10.

 

Vocabulary Assessment: Students will take a multiple choice assessment matching examples to the figurative language terms.

 

Diction and Tone Analysis

1. Students are given the text of “The Crisis” to look for 4 examples of diction that support the tone.

2. Students are to write a response describing the tone and providing textual evidence.

 

 

 

 

W1

F

Bell Ringer: Through the study of fairy tales, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

 

Free Response Friday: Through the study of The Art of Styling Sentences, students will be able to write thorough and concise sentences.

 

Sunday News, Monday Views: Through the study of current events, students will be able to rhetorically analyze a chosen article from the weekend news.

~Note: This assignment becomes weekend homework due EVERY Monday.

 

Bell Ringer: 15 minutes

Caught ‘Ya (L11.1-3)

Etymology (L11.4-6)

~ G/AF: Sentence Corrections with guided questions with assigned weekly partner

~ Share outs (based on pacing)

 

Free Response Friday: Students will respond to an essay question as much as possible with a 15 minutes time frame.

1. Students will review the prompt and thesis from Thesis Tuesday.

2. Students will create a quick outline.

3. Students will begin writing their essay.

 

Sunday News, Monday Views:

O: Ss will learn the assignment expectations. (10 minutes)

D/App: Students will pick an article (5 minutes) and complete the analysis (15 minutes).

E: Ss will share with a partner for feedback (5 minutes each) and make revisions before submission (6).

 

HWK: Students will use the article from Mr. Goff to prepare for ethics overview.

 

Tagged

End of the Week Update 1/7

Screen Shot 2016-01-08 at 12.05.43 AM

We actually did fairly well with pacing and made it through the plans as I had them set. Sort of. We had class meetings called, so I had to cut something. I decided to cut out the extra part of the class designed to fit the weekly structure.

The Caught ‘Ya bell ringer and etymology system is still working fantastically.  I love this system. As long as I teach, I will never, ever, ever use another system. The data speaks volumes.

We did, however, find time for a task card review of the definitions of the primary elements of figurative language that I want them to have mastered. I made them from scratch, and I promise I will put them in my TPT store and link them here this weekend.  Right now it is just the term and definition, but it will grow into identifying the examples and creating their own examples through the next few weeks. After all, you have to start somewhere.

For instruction, we did a SOAPSTone analysis of “Tribute to a Dog” as planned.  You can find this text at the website below.  We were able to read and annotate the text, move into a discussion about what he said, how he said it, and how it affected the audience.  Then, we completed a SOAPSTone analysis.  First, I had them complete the analysis individually. Next, they shared and compared with a partner.  Then, I had them write a paragraph to explain the differences in the student work and what changes they thought they might need to make to increase the quality of their analysis.  Then, I did what I think was the most powerful part: I showed them my answers and we discussed each of them in detail.  Why did this matter? Well, it allowed the students to see the expectations for college-level responses over the minimalist approach they normally take.

Text Resource: http://pne.browardschools.com/teachers/FOV1-00157D17/Tribute%20to%20the%20dog.pdf

In looking at student work, I needed them to focus on thesis statements and topic sentences, so I added the instruction of using the prompt as a sentence starter for the response into the lesson for tomorrow. And tomorrow we are going to watch a clip from The Colbert Report and do a SOAPSTone on that.  This will allow me to address satire, parody, and mockery in a quick blurb about a topic that is relevant to them.

Considering the learning regarding the depth of the SOAPSTone itself, I’m going to model it, but then I’m going to have students do it individually so I can collect that before I show them my answers.  For closure, they are going to complete a reflection on the quality of their work and how it has changed during the week. They will list differences in their work and my work in order to create a plan for achieving at a hirer level in the coming weeks.

Hopefully, this was as effective in the long terms as it appears to have been for the last few days.  If not, I’m sure they will get it. They are going to SOAPSTone the crap out of EVERY SINGLE TEXT WE READ. #sorrynotsorry #youllthankmeoneday

.