--Pick up a copy of the "Writing--Crafting Introductions" document from the front table. Then, purposefully read the first page of the document and wait for me to give you further directions.
--PLEASE SEE ME AT THE END OF CLASS: Dakota D., Peter D., Victoria G., and Sierra G.
S. the C. (5-8 mins.)
--You should leave class today with...
- a sound understanding of what a hook is
- a sound understanding of what a bridge is
- a sound understanding of what a thesis statement is
- the ability to craft a hook, bridge, and thesis statement (and, therefore, an introduction!) for your "St. Lucy's Home for Girls Raised by Wolves" End-of-Mini-Unit Assessment/Writing Assignment"
- the wherewithal to find and access additional helpful materials for finishing your essay
- your best effort at a well-written essay closer to completion than it is currently
- i-Ready DONE!
--hook, bridge, thesis statement Q & A
Writing Workshop -- Crafting Introductions (15-25 mins.)
--oral reading of sample introductions
--share-out as per purposeful reading directions
--think-aloud:
- how I wrote my introduction
- how I developed my thesis statement
Independent Work Time (Writing Workshop & Progress Monitoring) -- End-of-Mini-Unit Assessment/Writing Assignment & i-Ready
--set the parameters for today's work
--continue working on your writing assignment--open up your MLA-formatted document saved to your username
Potential Goals:
- finish your first body paragraph (if you have not done so already)
- outline another body paragraph
- use a completed outline to write another body paragraph
- quick-write your hook via at least one method, then reread/revise/insert (your best option?) into your document
- rough out your thesis statement
Before You Leave
--fully shut down your laptop, shut the laptop, place the laptop in the proper slot, and plug the laptop in with the proper cord
HW
--The final draft of your well-written "St. Lucy's Home for Girls Raised by Wolves" Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment" essay typed in MLA format is due at the beginning of class next time (Monday, 12/8 [ACE]) or (Tuesday, 12/9 [BDF]). Remember that the following constitutes a well-written essay: introduction (hook, bridge, thesis statement), body paragraphs (topic sentence[s], details, tiebacks, concluding sentence[s]), and conclusion.
--A few reminders:
- The following policy is in place in our classroom as per the "Important Information" document that you read and had signed at the beginning of the school year:
- Long-term assignments (essays, presentations, projects, etc.) will be graded ten (10) points (or 10%) lower per day late, not per class day late. If you do not have a writing assignment completed on time, you will be required to come in for homeroom detention with me the following day to get assistance and work on completing the assignment. I expect you to continue coming in during homeroom until the assignment is completed. Failure to stay for homeroom(s) will result in a central detention. If after five days you still have not submitted a late long-term assignment, you will receive a “0” (though teachers in the English department have agreed to occasionally use our discretion here).
- The essay will be placed in your Cumulative Writing Portfolio (see corresponding blog post).
- The assignment sheet and rubrics are meant to help you succeed. Therefore, you should closely work with the assignment sheet and rubrics as you finish writing.
- Purposeful rereading of your work (for meaning, for organization, for spelling/grammar, etc.) is essential before submission.
- http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)
- http://writingcenter.unc.edu/handouts/conclusions/ (writing conclusions)
Backburner Goals (Mr. Martin's Note-to-Self):
- Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
