--All students who did not attend the field trip must turn in the "Milne Library Ticket-Out-the-Door" assignment (completed using a database source from the Livonia High School Library) by placing the assignment on the front table.
--Complete the incorrect sentence identification as per the PowerPoint slide directions.
S. the C.
--agenda/HW
--rationale behind bulk today's lesson: addressing the "Want to Know"s!
Writing Workshop #1 -- Tuesdays with Morrie Analysis Essay
--just a reminder that much of this information pertains to our next writing assignment as well!
--oral reading of two sample essays--what am I trying to prove?
--take a look at what sentences from J.O. are indeed incorrect--how did I do?
--What are the "big three"?--I am successful if at the end of today's class, I am better at identifying and fixing errors related to the "big three"? My proof will be my (partially) revised essay.
--volunteers go up to the front board and revise sentences:
- #1/3 (why?, rule reviewed and written on front board, RE-READING method modeled, independent work time for revision purposes, three cards to share revisions)--point out #2
- #5 (SEE ABOVE)--point out #4
- #7/8 (SEE ABOVE)--point out #6
Writing Workshop #2 -- Arguing for a Position Research Paper: Writers at Work
--What next? Take a look at:
- Chris Nguyen's notes/thoughts
- Mr. Martin's notes/thoughts
HW Time
--independent, quiet work time (revisions OR reading/notetaking [though you should be done!] OR synthezing notes)
**Mr. Martin will call up students one at a time to check the homework (evidence of purposeful reading for a total of six sources)**
HW
--The due date for submitting a revised writing piece to the Cumulative Writing Portfolio is tentatively March 27th, one month from today (but you REALLY do not want to wait due to our other major writing assignment taking place concurrently!).
--Beginning next week, we will outline our essays in earnest--be prepared!
--Bring your vocabulary book to class on Monday.
