Jump Off -- pick up quiz from the front table--DO NOT FLIP OVER
S. the C. -- agenda/rationale/HW, directions for after quiz, model directions for quiz with first error
GOALS:
--demonstrate understanding of first two comma errors
--hone textual evaluation/critiquing skills via practice--use the "pros" and "grows" framework
--build on each others' ideas to come to a common understanding of what a solid literary analysis essay looks like
--familiarize ourselves with Regents scoring standards (where is the bar?)/scale
--hone inferencing skills while "gearing up" for the Short Story Unit
Assessment -- Comma Usage--Introductory Elements/Transitional Phrases and Compound Sentences
--complete quiz--submit when finished
--pick up writing piece from the front table--read the prompt, and then read the sample essay--evaluate/critique the essay as per "pros" and "grows" framework
Transition -- form a circle
Writing Workshop -- Regents Part 4
--re-read the essay together with "pros" and "grows" framework in mind
--discuss the sample essay as per "pros" and "grows" framework--draw cards (though may break protocol)
--what makes a 6 a 6?--answer this question based on our discussion
--what distinguishes a 6 from a 5, 4, 3, etc.?--answer this question via inferencing
--Transition -- rubric up
--compare rubric to our work--flip rubric over and read commentary for sample essay
--for HW, read a Level 5, 4, or 3 essay and take notes (Mr. Martin will assign)--become an expert and be ready to discuss next class
WEBSITE: http://www.nysedregents.org/comprehensiveenglish/ (we are dealing with the June 2011 Scoring Key and Rating Guide)
Transition -- re-row desks
Looking Ahead -- "The Masque of the Red Death" Prereading
HW
--read a Level 5, 4, or 3 essay and take notes (Mr. Martin will assign)--become an expert and be ready to discuss next class
--take your TC/MDB essay home and improve it based on today's work
--FIND AND READ A SHORT STORY...
--enjoy the weekend!
