Ms. Knottingham

Depending on how many students turned in a final draft today, we did different things. 3rd period starting writing the first sentence of their summary for the short story Eleven, by Sandra Cisneros. If they didn't finish the first sentence in class, it is homework. The first sentence of their summary should include the title of the story and the author, as well as one or more of the following:

   -the main character

   -setting

   -the problem

   -a detail from the beginning of the story.

On Monday, we will finish the summary of the story and being discussing theme.

   

   

We started by introducing the new vocabulary words gene, progeny, and congenital. These words have a common word root that comes from the Greek noun genos, which means family.

We then discussed why conventions are important and brainstormed resources for checking spelling. Students also received a proofreading checklist and proofreading marks handout. The proofreading checklist is on the Documents page. However, I do not have an electronic copy of the proofreading marks sheet. 

Students had some time to proofread and edit in class.

Homework: The final draft of the story is due at the start on class on Thursday, 9/29 (A day)/Friday, 9/30 (B day).

I passed back first drafts. I gave students a few pieces of individual feedback. I also talked about a few patterns I noticed. I've uploaded that general feedback and you can view it on the Documents page. We looked at a revision model in our textbook and I also had an optional revision guide that the students can use to help them revise. That is also available on the Documents page.

Students had some time in class to work on revising their papers. 

Homework: A revised copy of their paper (second draft) is due Wednesday, 9/28 for A Day students. We will work on proofreading and editing those papers in class on Tuesday so that students can turn in a corrected, final copy on Friday, 9/30.

I passed back first drafts. I gave students a few pieces of individual feedback. I also talked about a few patterns I noticed. I've uploaded that general feedback and you can view it on the Documents page. We looked at a revision model in our textbook and I also had an optional revision guide that the students can use to help them revise. That is also available on the Documents page.

Students had some time in class to work on revising their papers. 

Homework: A revised copy of their paper (second draft) is due Tuesday, 9/27 for A Day students. We will work on proofreading and editing those papers in class on Tuesday so that students can turn in a corrected, final copy on Thursday, 9/29!

Learning Target: I can use my notes to write an effective summary.

We discussed the new due dates for the narrative assignment. Please see my Documents page for that checklist.

We reviewed and discussed a rubric for summaries. Students assessed a summary of Apples in the Snow.

Then, we went over strategies for writing an effective first sentece of a summary. Students wrote the first sentence of a summary of Eleven and we discussed it. Then students finished writing their summaries.

No new homework tonight. B day students will receive their first drafts back on Monday.

LT: I can use a rubric to indentify what is strong and what needs improvement in an essay.

Today, we graded a student story in our textbook using our 6 trait rubric.

Students turned in the drafts of their papers.

Homework: None for the students! My homework is to grade the papers I received on the rubric and get them back to the students so that they can make targeted improvements for their final draft.

I checked off the students' outlines. We discussed turning the outlines into a rough draft. Students should make sure to double space their writing so that it is easier to revise and edit. 

Homework: The first draft of your story -- you are turning the outline of your story into a draft of you story. In other words, now your story will be complete sentences and paragraphs. It will look much more like the story that you will end up turning in, except we aren't done with it yet. Due Monday (A Day)/Tuesday (B Day). Please make sure the draft is double-spaced so that it will be easy to revise later. 

Learning Targets: Writing -- I can organize my writing ideas using an outline; Reading -- I can identify the key elements of a story using a graphic organizer.

I checked off students' pre-writing webs and we identified the story elements in a short story in our textbook that was written by a student. I showed the students my process of turning my web into an outline and gave the students time to start their own outline in the worksheet I provided. Then, we started reading a story called Eleven, by Sandra Cisneros. We started filling out a graphic organizer of the story elements for that story and will pick up where we left off on Thursday/Friday.

Homework: Complete the outline using the worksheet I handed out. That outline is available on my Documents page. Due Thursday (A day)/Friday (B day).

Learning Target: I can use a graphic organizer to pre-write effectively.

Students received a description of their narrative assignment, a checklist, and a rubric today. All of these documents are available on the Documents page. 

We started pre-writing for their narrative assignment. I showed them the pre-writing that I had done using a web/cluster. The pre-writing does not have to be in the form of a web/cluster, but I think it is the most straightforward way to organize it.

Homework: Pre-writing for your story using a graphic organizer you create. Due Tuesday, 9/13 (A Day) or Wednesday, 9/14. If you want to do this electronically, see my links page and follow the link to bubblenotes. *Students do not have to get their assignment sheet signed. 

Pre-writing will be graded as follows:
 

Today, we discussed the classroom rules and their consequences, discussed our favorite stories and similarities between them, and started brainstorming ideas that we could write about. 

Homework: Visit my Teacherweb with a family member; return the letter home signed by family member indicating you've visited my site. *The letter home asked you to fill out an index card, but I didn't end up asking students to do that. I didn't send an index card home and you don't need to fill one out. Thanks!