Lesson:
We first went around the room asking the children what countries they had chosen and if they had begun their research. I recommended that they consult several sources, not all online. We talked about how to group related into together, and how to add more sentence variety and interest to their writing.
Then I asked the students to pull out the papers with the 3-words-per-sentence notes from last week, and we tried to recreate the original paragraph from their notes, which they did quite nicely.
When I asked what they thought of the paragraph we recreated, they correctly said it was boring, and even accurately identified some problems with it. We talked about how to improve it, and spent some time revising it to be more interesting and effective. The three biggest problems with the paragraph are things I also want the class to improve in this paper.
Organization --- Group related information together.
Lively Language --- Add vivid action verbs and descriptive modifiers to add interest.
Sentence Variety --- Rather than beginning all sentences with subjects, mix it up with different kinds if opening expressions. Try some adverbs, phrases, and clauses followed by a comma, before getting to the subject.
(I distributed handouts for this earlier in the year, and will be reviewing those often.)
Assignment:
Students will complete their expository reports on their chosen foreign countries. They may not report on the United States, nor write about ancient cultures.
See last week's blog post for more information about what to include. Remember to include a map and a Works Cited page. For help with formatting the Works Cited page, check out http://citationmachine.net/.
This week, we are emphasizing sentence variety.
Tuesday, February 24, 2009
7th - 8th Writing, February 20
Lesson:
We read aloud and critiqued student papers, looking especially for how well the students discuss the literary elements and incorporate snippets of text to support their observations and opinions.
In general, the students are progressing well. We will continue to practice this type of essay, since it is so common is high school and college.
Assignment:
The students will read, reread, and make notes on a well-written short story in preparation for writing their next literary analysis essay.
I prefer that the students' next story be a work of Poe, specifically The Cask of Amontillado, which can be downloaded here.
(I thank Janine Angrisano for emailing all the students the link and vocabulary list, since my printer is not working properly.)
We read aloud and critiqued student papers, looking especially for how well the students discuss the literary elements and incorporate snippets of text to support their observations and opinions.
In general, the students are progressing well. We will continue to practice this type of essay, since it is so common is high school and college.
Assignment:
The students will read, reread, and make notes on a well-written short story in preparation for writing their next literary analysis essay.
I prefer that the students' next story be a work of Poe, specifically The Cask of Amontillado, which can be downloaded here.
(I thank Janine Angrisano for emailing all the students the link and vocabulary list, since my printer is not working properly.)
Monday, February 23, 2009
9th - 12th Writing, February 20
Lesson:
At this level, most lessons involve discussion of the reading and writing the students have been doing. This is what we did this lesson, as well, discussing how to understand and write about characters, conflict, symbolism, irony, and ambiguities in literature.
Assignment:
Students are to read a short novel and make notes for analysis. I am suggesting The Giver by Lois Lowry. Written for junior high and up, this controversial book has won more acclaim (ten prestigious awards) and stirred more challenges (efforts to ban) than perhaps any other work in recent times. Its delicate treatment of important but disturbing themes has made it a "must-read" in almost every curriculum in the nation, including among many Christian homeschooling programs. It is easy to read, yet difficult to digest. All of that makes it ideal for literary analysis at this level.
I am providing copies for students to borrow and parents to review. Any parents who object to The Giver may offer alternate titles for analysis.
At this level, most lessons involve discussion of the reading and writing the students have been doing. This is what we did this lesson, as well, discussing how to understand and write about characters, conflict, symbolism, irony, and ambiguities in literature.
Assignment:
Students are to read a short novel and make notes for analysis. I am suggesting The Giver by Lois Lowry. Written for junior high and up, this controversial book has won more acclaim (ten prestigious awards) and stirred more challenges (efforts to ban) than perhaps any other work in recent times. Its delicate treatment of important but disturbing themes has made it a "must-read" in almost every curriculum in the nation, including among many Christian homeschooling programs. It is easy to read, yet difficult to digest. All of that makes it ideal for literary analysis at this level.
I am providing copies for students to borrow and parents to review. Any parents who object to The Giver may offer alternate titles for analysis.
Tuesday, February 17, 2009
7th - 8th Writing, February 13
Lesson:
This week, we discussed the story the students had read for their first literary analysis essay. We talked through the various literary elements such as point of view, nature of conflict, symbolism, and so on, and discussed how to feature those in their essays.
Assignment:
Students are to write five-paragraph literary analysis essays of the story they have analyzed. The three body paragraphs should discuss the author's use of setting, character, and theme, in that order. Other elements may be discussed in the intro paragraph or in whatever body paragraph suits best. Quoted excerpts are to be woven into the essay.
This week, we discussed the story the students had read for their first literary analysis essay. We talked through the various literary elements such as point of view, nature of conflict, symbolism, and so on, and discussed how to feature those in their essays.
Assignment:
Students are to write five-paragraph literary analysis essays of the story they have analyzed. The three body paragraphs should discuss the author's use of setting, character, and theme, in that order. Other elements may be discussed in the intro paragraph or in whatever body paragraph suits best. Quoted excerpts are to be woven into the essay.
9th - 12th Writing, February 13
Lesson:
For this class period, the students each read aloud for critique a paragraph from their literary analysis essays on The Curious Case of Benjamin Button by F. Scott Fitzgerald. We used the students' completed essays as a springboard for our discussion of how to integrate quoted excerpts of the literary work into their analyses.
Assignment:
I suggested several short stories for our next assignment, notably some by Poe. Students are to choose a short story, read it through at least several times to understand and make notes, and then write a finished five-paragraph literary analysis essay this week.
For this class period, the students each read aloud for critique a paragraph from their literary analysis essays on The Curious Case of Benjamin Button by F. Scott Fitzgerald. We used the students' completed essays as a springboard for our discussion of how to integrate quoted excerpts of the literary work into their analyses.
Assignment:
I suggested several short stories for our next assignment, notably some by Poe. Students are to choose a short story, read it through at least several times to understand and make notes, and then write a finished five-paragraph literary analysis essay this week.
Saturday, February 14, 2009
Co-op Newspaper Debuts
I would like to commend several students for their initiative in starting a co-op newspaper following our journalism unit. This promises to be a lively addition to the co-op, a good source of information and connection, and a marvelous way to showcase co-op efforts.
To Claire Barber, Erin Arbogast, Louisa Nickel, and Samantha Schaefer: Great work and congratulations on your first edition!
To Claire Barber, Erin Arbogast, Louisa Nickel, and Samantha Schaefer: Great work and congratulations on your first edition!
4th - 6th Writing, February 13
Lesson:
This lesson was divided into two parts. We spent most of the lesson going over our next project, which is a country report. After that, we devoted the last part of our class time to introducing an exercise from Andrew Pudewa's Institute for Excellence in Writing. We will continue both of these sessions over the next class period.
Country Report:
Obviously, to write a comprehensive report about any country would require much more time, effort, and page length than we are devoting to this assignment. Therefore, students will need to be selective in choosing information that is most important in helping fellow classmates learn what is essential and distinctive about their chosen countries. Though not all items on the following list would apply in equal depth to all countries, some important information to consider might include:
- Name of country (and any previous names)
- Location (continent, region [north/south/east/west], near neighbors, etc.)
- Landforms (coastal, peninsular, mountainous, desert, plains, etc.)
- Climate (temperate, tropical, arid, etc.)
- Natural Resources (oil, gold, minerals, timber, fishing, etc.)
- Population/Demographics (number, ethnic mix, old/young/ rural/urban, etc.)
- Language(s)
- History (settling/founding, invasion/war, dramatic turning points)
- Government (form [democracy, monarchy, dictatorship, etc.], capital)
- Religions(s) (Which beliefs? actively practiced? freedom of religion? etc.)
- Culture (way of life --- food, clothing, social structure, customs, etc.)
- Economy (income sources, financial condition)
- Special Features (places to visit, distinctive attributes, interesting facts)
Students should include a map on a separate sheet. This may be printed from an up-to-date internet source. The map source must be cited.
Assignment:
Students are to choose any current country; this is not a report on ancient countries or cultures. I suggested that the students may want to report on countries where their ancestors lived, or where the students have visited, or perhaps where they may know friends or missionaries; however, that is not a requirment.
As with the recent animal reports, students are to do light research into their chosen topics, taking simple notes, and crediting their sources. From those notes, student will write one to three long paragraphs about their chosen topic. These paragraphs are to:
~ begin with an interesting "hook"
~ include well-chosen details
~ flow smoothly in logical order
~ use effective transitions and a variety of sentence openers
~ demonstrate lively word choice
~ conclude gracefully
Students are to add a Works Cited page following their report. It will follow the guidelines in last week's post, moving more toward correct and complete MLA format. The best tool I know for easily formatting resources is http://citationmachine.net/.
To use that, click on the link here to access the site; then click on the words MLA in the top left column of the page that opens; then click on the words in the left column describing the type of resource you are using (book, magazine, online article, etc.). Enter the prompted data, then click the word Submit; the website will format the citation correctly.
Students will have two weeks to complete this assignment.
This lesson was divided into two parts. We spent most of the lesson going over our next project, which is a country report. After that, we devoted the last part of our class time to introducing an exercise from Andrew Pudewa's Institute for Excellence in Writing. We will continue both of these sessions over the next class period.
Country Report:
Obviously, to write a comprehensive report about any country would require much more time, effort, and page length than we are devoting to this assignment. Therefore, students will need to be selective in choosing information that is most important in helping fellow classmates learn what is essential and distinctive about their chosen countries. Though not all items on the following list would apply in equal depth to all countries, some important information to consider might include:
- Name of country (and any previous names)
- Location (continent, region [north/south/east/west], near neighbors, etc.)
- Landforms (coastal, peninsular, mountainous, desert, plains, etc.)
- Climate (temperate, tropical, arid, etc.)
- Natural Resources (oil, gold, minerals, timber, fishing, etc.)
- Population/Demographics (number, ethnic mix, old/young/ rural/urban, etc.)
- Language(s)
- History (settling/founding, invasion/war, dramatic turning points)
- Government (form [democracy, monarchy, dictatorship, etc.], capital)
- Religions(s) (Which beliefs? actively practiced? freedom of religion? etc.)
- Culture (way of life --- food, clothing, social structure, customs, etc.)
- Economy (income sources, financial condition)
- Special Features (places to visit, distinctive attributes, interesting facts)
Students should include a map on a separate sheet. This may be printed from an up-to-date internet source. The map source must be cited.
Assignment:
Students are to choose any current country; this is not a report on ancient countries or cultures. I suggested that the students may want to report on countries where their ancestors lived, or where the students have visited, or perhaps where they may know friends or missionaries; however, that is not a requirment.
As with the recent animal reports, students are to do light research into their chosen topics, taking simple notes, and crediting their sources. From those notes, student will write one to three long paragraphs about their chosen topic. These paragraphs are to:
~ begin with an interesting "hook"
~ include well-chosen details
~ flow smoothly in logical order
~ use effective transitions and a variety of sentence openers
~ demonstrate lively word choice
~ conclude gracefully
Students are to add a Works Cited page following their report. It will follow the guidelines in last week's post, moving more toward correct and complete MLA format. The best tool I know for easily formatting resources is http://citationmachine.net/.
To use that, click on the link here to access the site; then click on the words MLA in the top left column of the page that opens; then click on the words in the left column describing the type of resource you are using (book, magazine, online article, etc.). Enter the prompted data, then click the word Submit; the website will format the citation correctly.
Students will have two weeks to complete this assignment.
Monday, February 9, 2009
7th - 8th Writing, February 6
Lesson:
These students have been asking for some time to begin literary analysis, and, at last, we began.
For convenience, I am simply copying a previous blog entry I made about this topic.
These students have been asking for some time to begin literary analysis, and, at last, we began.
For convenience, I am simply copying a previous blog entry I made about this topic.
Lesson:
This week, we launched into literary analysis.
First, we discussed basic dramatic structure:
Exposition - intro to setting, main characters, situation (Older works often devote a chapter or more to this, though modern writers usually shorten this or skip it altogether to begin the story in medias res, in the middle of things.)
Complication - the inciting moment that sets up the conflict
Rising action - the unfolding of the conflict leading up to a crisis
Crisis - moment of decision when protagonist commits to a course of action
Climax - peak point of conflict; turning point
Falling action - unraveling/aftermath of conflict
Resolution - also called denouement; conclusion
Moral - sometimes clearly stated in older works; seldom included in modern works
Though not every story has all these elements fully developed, nearly every work will have rising action, climax, and resolution, at least.
In a short story, the dramatic structure is efficiently condensed, with nearly every word or detail packed with significance, which makes short stories an excellent genre for literary analysis.
Next, we defined and discussed essential literary terms and devices, such as:
setting
character (especially protagonist and antagonist)
theme
conflict (of various types, man vs. man, man vs. nature, etc.)
point of view
and more.
I explained the general structure of a five-paragraph literary analysis essay, with intro and concluding paragraphs framing the three body paragraphs devoted to setting,character, and theme.
Assignment:
Students are to select and analyze a short story. I suggested that students read their selections three to five times. The first reading is for the story itself; the subsequent readings are to ferret out the various literary elements, especially as they relate to setting, character, and theme. Students will make notes, highlight passages, etc., in preparation for writing an essay next time.
4th - 6th Writing, February 6
Lesson:
We spent part of this class period going over the list of sub-topics to include in this report, detailed in last week's blog entry.
We spent most of the time discussing the problems of plagiarism, including unintentional plagiarism, and the need to properly cite our sources, so that we are not using the ideas and information of others without giving them credit.
Thd students will eventually learn complete Modern Language Association (MLA) style parenthetical citation, but for now, we are beginning to learn how to compile a Works Cited page. Since the students are consulting a wide variety of resources, including non-standardized internet sites, they will encounter many variables, almost too many to teach in advance. For this assignment, I will be satisfied with almost any attempt to cite sources. As we work though the next few assignments, the students will improve correctness with practice and application.
A Works Cited page is simply a list of resources consulted and used in the report. Many of us probably learned to call this a bibliography. This will be a separate page from the report itself, with the student's last name and page number in the upper right margin. (If the student's paper is two pages long, the Works Cited will be page three, e.g., Winn 3. If more than one student has the same last name, also include the first initial after the last name.)
~ Center the words Works Cited on the top line (without underline or quotation marks).
~ Alphabetize the list of works cited by the first letter of each entry.
~ Begin each entry with the author's name, last name first. (Smith, John C.)
~ Then give the title of the work. Underline titles of books and magazines; put quotation marks around titles of articles.
~ Then follow with source information such as publisher, place of publication, and date of publication. (Consult handouts for exact guidelines.)
~ Indent all but the first lines of each entry.
~ Double-space the list.
Were my printer working as it should, I would have distributed handouts detailing standard MLA formatting. This will be corrected this week. In the meantime, here are some sites that explain the information:
From Duke University, this page contains links that thoroughly detail almost every possible variation.
This page simply and briefly covers the most common types of sources.
This page is somewhere in between the previous two.
This page is the most simple guide.
Here is a nifty website that actually formats proper citations for you. It provides a variety of styles; choose MLA.
Though this seems complicated (and it can be!), we will be taking it step by step, learning by doing. I am not asking the students to learn the full MLA documentation --- just the basics. I will be happy with author's name and work title, and website address where applicable, for now.
Assignment:
Each student is to complete a final draft of an animal report, including a separate Works Cited page. The body of each report is to be at least a good long paragraph, up to three paragraphs, and should fill at least three-fourths of a page to one and a half pages, double spaced. The Works Cited will be listed alphabetically on a separate page.
We spent part of this class period going over the list of sub-topics to include in this report, detailed in last week's blog entry.
We spent most of the time discussing the problems of plagiarism, including unintentional plagiarism, and the need to properly cite our sources, so that we are not using the ideas and information of others without giving them credit.
Thd students will eventually learn complete Modern Language Association (MLA) style parenthetical citation, but for now, we are beginning to learn how to compile a Works Cited page. Since the students are consulting a wide variety of resources, including non-standardized internet sites, they will encounter many variables, almost too many to teach in advance. For this assignment, I will be satisfied with almost any attempt to cite sources. As we work though the next few assignments, the students will improve correctness with practice and application.
A Works Cited page is simply a list of resources consulted and used in the report. Many of us probably learned to call this a bibliography. This will be a separate page from the report itself, with the student's last name and page number in the upper right margin. (If the student's paper is two pages long, the Works Cited will be page three, e.g., Winn 3. If more than one student has the same last name, also include the first initial after the last name.)
~ Center the words Works Cited on the top line (without underline or quotation marks).
~ Alphabetize the list of works cited by the first letter of each entry.
~ Begin each entry with the author's name, last name first. (Smith, John C.)
~ Then give the title of the work. Underline titles of books and magazines; put quotation marks around titles of articles.
~ Then follow with source information such as publisher, place of publication, and date of publication. (Consult handouts for exact guidelines.)
~ Indent all but the first lines of each entry.
~ Double-space the list.
Were my printer working as it should, I would have distributed handouts detailing standard MLA formatting. This will be corrected this week. In the meantime, here are some sites that explain the information:
From Duke University, this page contains links that thoroughly detail almost every possible variation.
This page simply and briefly covers the most common types of sources.
This page is somewhere in between the previous two.
This page is the most simple guide.
Here is a nifty website that actually formats proper citations for you. It provides a variety of styles; choose MLA.
Though this seems complicated (and it can be!), we will be taking it step by step, learning by doing. I am not asking the students to learn the full MLA documentation --- just the basics. I will be happy with author's name and work title, and website address where applicable, for now.
Assignment:
Each student is to complete a final draft of an animal report, including a separate Works Cited page. The body of each report is to be at least a good long paragraph, up to three paragraphs, and should fill at least three-fourths of a page to one and a half pages, double spaced. The Works Cited will be listed alphabetically on a separate page.
9th - 12th Writing, February 6
Lesson:
We covered the basic format for a five-paragraph literary analysis essay, then read through an example together.
After that, we discussed the short story which is the subject of this week's homework: The Curious Case of Benjamin Button.
Assignment:
Each student is to compose a five-paragraph literary analysis essay on this week's reading. As in our previous assignment, the three body paragraphs are to discuss setting, character, and theme; incorporate brief quotations of the work to support your statements. The other literary elements may be discussed either in the intro paragraph or in the body paragraphs, wherever they seem to fit best. The thesis statement should include the full title and author of the work.
We covered the basic format for a five-paragraph literary analysis essay, then read through an example together.
After that, we discussed the short story which is the subject of this week's homework: The Curious Case of Benjamin Button.
Assignment:
Each student is to compose a five-paragraph literary analysis essay on this week's reading. As in our previous assignment, the three body paragraphs are to discuss setting, character, and theme; incorporate brief quotations of the work to support your statements. The other literary elements may be discussed either in the intro paragraph or in the body paragraphs, wherever they seem to fit best. The thesis statement should include the full title and author of the work.
Monday, February 2, 2009
4th - 6th Writing, January 30
Lesson:
The journalism assignment led to some lively discussion which occupied the entire class period. I will be publishing a summation and follow-up to the journalism exercise later this week.
Assignment:
Going back to expository writing, students will prepare to write a report about an animal. This report is not meant to describe a particular animal, such as a pet; rather, this is meant to inform readers about a genus (such as elephants in general) or species (such as the Asian elephant). Since we have practiced writing the type of essay a student might need to produce for a history class, we are now practicing a typical science class essay.
At this point in the class, we are also bridging gently into longer, stronger, and more detailed academic writing.
NOTE: This assignment will take two weeks. For now, students should at least brainstorm, take notes, and organize ideas, perhaps even write a rough draft. After class this week, students will gather any additional info they need, then proceed through the steps to a finished report.
Information to cover might include:
Name Give including common and scientific names and any alternative names. (For example, the cougar, puma concolor, is also known as puma, mountain lion, or panther.)
Class State scientific class.(For example: mammal, bird, fish, reptile, amphibian, insect, spider, crustacean)
Anatomy and Appearance Describe distinguishing characteristics, such as shape, size, colors, covering, features, etc. (For example: four legs, two legs, no legs, wings? fur, feathers, scales? teeth, claws, horns, antlers, stingers? etc. )
Locomotion Tell how the animal moves. (Does it run, climb, swim, fly, dig, or jump? Is it fast or slow?)
Habitat and Range Identify continents, countries, regions, terrain, or ecosystems where it lives, such as:
~ Polar/arctic area
~ Mountain
~ Ocean
~ Desert
~ Savannah/grassland/prairie
~ Tropical rainforest
~ Woodland/forest
~ Tundra
~ Taiga
~ Wetland area/marsh
~ Pond
~ River/lake
~ Coral reef
~ Deciduous forest
~ Tide pool
Diet Explain what the animal eats and how it gets it food. (For example, is it carnivore [meat-eater], herbivore [plant-eater] or omnivore [both]? In the food chain, is it typically predator, prey, or both? Does it have unusual feeding habits? )
Enemies/Defense/Offense Identify any natural enemies the animal may have, as well as ways it attacks or defends itself. (Do other animals attack and/or this animal? Does anything else endanger this animal? Does it use camouflage, teeth and claws, armor, poison, etc.?)
Habits Note distinctive behaviors. (For example, does the animal hibernate? Or migrate? Is it nocturnal? Is it found alone, in herds, in packs, etc?
Life Cycle Explain how this animal lives and reproduces. (For example, does it lay eggs or give birth? How many young at once? Do family groups stay together, or are the young on their own? How long do they live?)
Environmental Impact Discuss how this animal interacts with humans, as applicable. (Are these endangered animals? If so, why? Are they useful [or harmful] to humans? If so, how? What impact would the extinction of this animal create?)
Individual Distinctives Explain anything else about this animal that makes it special or interesting.
Like all our assignments, students will need to:
~ brainstorm ideas and gather information
~ sort and sift those to choose the necessary and the best
~ arrange the chosen details in logical and balanced order
~ write a rough draft, placing those details into strong sentences
~ be sure to begin with an interesting topic sentence
~ be sure to end with a satisfying concluding sentence
~ add a title that draws the reader
~ check for active voice and lively language
~ check for sentence variety, using different openers and transitions
~ check for accuracy of fact, grammar, and spelling
~ produce smooth final draft
This time, remember, we have two weeks to accomplish this. Therefore, I will be expecting more from each student, in quantity, quality, or both.
The journalism assignment led to some lively discussion which occupied the entire class period. I will be publishing a summation and follow-up to the journalism exercise later this week.
Assignment:
Going back to expository writing, students will prepare to write a report about an animal. This report is not meant to describe a particular animal, such as a pet; rather, this is meant to inform readers about a genus (such as elephants in general) or species (such as the Asian elephant). Since we have practiced writing the type of essay a student might need to produce for a history class, we are now practicing a typical science class essay.
At this point in the class, we are also bridging gently into longer, stronger, and more detailed academic writing.
NOTE: This assignment will take two weeks. For now, students should at least brainstorm, take notes, and organize ideas, perhaps even write a rough draft. After class this week, students will gather any additional info they need, then proceed through the steps to a finished report.
Information to cover might include:
Name Give including common and scientific names and any alternative names. (For example, the cougar, puma concolor, is also known as puma, mountain lion, or panther.)
Class State scientific class.(For example: mammal, bird, fish, reptile, amphibian, insect, spider, crustacean)
Anatomy and Appearance Describe distinguishing characteristics, such as shape, size, colors, covering, features, etc. (For example: four legs, two legs, no legs, wings? fur, feathers, scales? teeth, claws, horns, antlers, stingers? etc. )
Locomotion Tell how the animal moves. (Does it run, climb, swim, fly, dig, or jump? Is it fast or slow?)
Habitat and Range Identify continents, countries, regions, terrain, or ecosystems where it lives, such as:
~ Polar/arctic area
~ Mountain
~ Ocean
~ Desert
~ Savannah/grassland/prairie
~ Tropical rainforest
~ Woodland/forest
~ Tundra
~ Taiga
~ Wetland area/marsh
~ Pond
~ River/lake
~ Coral reef
~ Deciduous forest
~ Tide pool
Diet Explain what the animal eats and how it gets it food. (For example, is it carnivore [meat-eater], herbivore [plant-eater] or omnivore [both]? In the food chain, is it typically predator, prey, or both? Does it have unusual feeding habits? )
Enemies/Defense/Offense Identify any natural enemies the animal may have, as well as ways it attacks or defends itself. (Do other animals attack and/or this animal? Does anything else endanger this animal? Does it use camouflage, teeth and claws, armor, poison, etc.?)
Habits Note distinctive behaviors. (For example, does the animal hibernate? Or migrate? Is it nocturnal? Is it found alone, in herds, in packs, etc?
Life Cycle Explain how this animal lives and reproduces. (For example, does it lay eggs or give birth? How many young at once? Do family groups stay together, or are the young on their own? How long do they live?)
Environmental Impact Discuss how this animal interacts with humans, as applicable. (Are these endangered animals? If so, why? Are they useful [or harmful] to humans? If so, how? What impact would the extinction of this animal create?)
Individual Distinctives Explain anything else about this animal that makes it special or interesting.
Like all our assignments, students will need to:
~ brainstorm ideas and gather information
~ sort and sift those to choose the necessary and the best
~ arrange the chosen details in logical and balanced order
~ write a rough draft, placing those details into strong sentences
~ be sure to begin with an interesting topic sentence
~ be sure to end with a satisfying concluding sentence
~ add a title that draws the reader
~ check for active voice and lively language
~ check for sentence variety, using different openers and transitions
~ check for accuracy of fact, grammar, and spelling
~ produce smooth final draft
This time, remember, we have two weeks to accomplish this. Therefore, I will be expecting more from each student, in quantity, quality, or both.
7th - 8th Writing, January 30
Lesson:
We started the class period discussing the student's journalist experiences, particularly how difficult it was for them to write objectively. This sparked a long discussion which took all our class time.
Later this week, I will post a summation of all the classes' feedback and discussions about journalism.
Assignment:
The assignment is just the opposite of objective neutrality. Students are to write a newspaper editorial OR persuasive essay taking and defending a strong personal position.
Since most of the class is also in the Starting Points class, they may combine the two by writing a five-paragraph essay that fulfills both class assignments.
We started the class period discussing the student's journalist experiences, particularly how difficult it was for them to write objectively. This sparked a long discussion which took all our class time.
Later this week, I will post a summation of all the classes' feedback and discussions about journalism.
Assignment:
The assignment is just the opposite of objective neutrality. Students are to write a newspaper editorial OR persuasive essay taking and defending a strong personal position.
Since most of the class is also in the Starting Points class, they may combine the two by writing a five-paragraph essay that fulfills both class assignments.
9th - 12th Writing, January 30
Lesson:
Most students were missing class, due to conflicting events such as a speech and debate tournament, so the class ended up being more of a tutoring session.
The rest of the class will need to read the homework assignment in time for our next class.
Assignment:
Students will read and analyze F. Scott Fitzgerald's short story The Curious Case of Benjamin Button. It can be downloaded here. Note literary elements, particularly those related to setting, character, and especially theme.
(Note: I have not seen the film, so do not know how it follows the story. I assume the movie adds in more. We are analyzing the written story, not the film.)
Most students were missing class, due to conflicting events such as a speech and debate tournament, so the class ended up being more of a tutoring session.
The rest of the class will need to read the homework assignment in time for our next class.
Assignment:
Students will read and analyze F. Scott Fitzgerald's short story The Curious Case of Benjamin Button. It can be downloaded here. Note literary elements, particularly those related to setting, character, and especially theme.
(Note: I have not seen the film, so do not know how it follows the story. I assume the movie adds in more. We are analyzing the written story, not the film.)
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