--Pick up a copy of the grading sheet from the front table. Spend the first 8-10 minutes of class closely reading through both the front and back of the sheet. As you read the front of the sheet, engage in purposeful reading as per the following question: What questions do you have about any of the items on this section of the grading sheet? As you read the back of the sheet, engage in purposeful reading as per the following question: What distinguishes a 5 from a 6 in each of the five categories?
S. the C.
--During today's Writing Workshop, we will continue working on the following standards:
Grade 10 students:
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the Language standards below.)
- Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use parallel structure.*
- Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
- Use a colon to introduce a list or quotation.
- Spell correctly.
- Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
--discuss the grading sheet as per the purposeful reading questions
--Pick up the "Writing Skills--A Handbook" sheet from the front table. As you look through the sheet, fill in as much as you can based on prior knowledge. This will save us time going through the sheet together!
Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--discuss front page of "A Handbook"--create a sample Works Cited page
--discuss back page of "A Handbook"--look at the following sample essay: http://www.fountainheadpress.com/signs/supportmaterials/AE_Martian%20Essay.pdf
--read through some of the sample essay with M, D, O, L, C in mind--strengths? weaknesses?
--independent work time--revise/add to essay draft based on today's instruction
--The final version of your essay (your absolute best effort) is due at the beginning of class next time (Monday, 12/2/2013). Strive for mastery!
--Bring your vocabulary book to class next time.