--Take out your HW (essay outline) and place it in the black basket on the front table.
--Pick up an index card from the front table. Then, complete the two tasks below:
- #1: For your assigned word, write a sentence on the front of the index card properly using the word. Write with "voice," and include enough context to clearly show that you have incorporated the "whimsical word" into your vocabulary. (If you need to determine the meaning of your word, please do so via a SmartPhone or a dictionary from the back of the classroom.)
- Column 2: festoon (v.)
- Column 3: finagle (v.)
- Column 4: flagitious (adj.)
- Column 5: flibbertigibbet (n.)
- Column 6: flummoxed (v.)
- #2: On the back of the index card, develop a plan for using one of the Unit #5 vocabulary words within the essay that you are currently outlining/drafting. For example, if I was completing this same task for the Unit #4 list, I might write the following on the back of my index card:
- In one section of my essay, I am discussing Hemingway's rise to fame as an author. I can write something along these lines: Hemingway first gained the esteem of critics with his work...
--go over the Choosing the Right Word ("50/50") vocabulary exercise (pages 65 and 66) by sharing both the circled word and underlined context clues three-in-a-row style
--"whimsical words" sentences and application of words in own writing plans shared via a drawing of cards (5 total)
--For HW, finish preparing for the Unit #5 vocabulary quiz, which will take place at the beginning of next class (Friday, 1/9). Make sure to familiarize yourself with the "Whimsical Words." REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--During today's Writing Workshop, we will work on:
- analyzing how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
- analyzing how an author's ideas or claims are developed and refined by particular sentences or paragraphs of a text.
- delineating and evaluating the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- participating effectively in one-on-one or group discussions, building on others' ideas and expressing our own clearly and persuasively.
- developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- producing clear and coherent writing in which the development, organization, andstyle are appropriate to task, puprose, and audience.
--peer outlines delivered to student pairs (and one threesome)
Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--key ideas for part of today's work (same as last class):
- The thesis statement (or argument...whatever you'd like to call it) must present a meaningful and complex idea.
- The evidence gathered via active/critical/purposeful rereading must be both strong and thorough.
- The explanations about the significance of these pieces of evidence in terms of your thesis/argument must be both clear and convincing.
- Overall, the essays that you are currently working on, in their finished forms, must communicate complex ideas effectively. No barriers should exist between you and your audience.
- Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"? IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "Your thesis statement is making me think 'so what?' If both Santiagos learn important life lessons, who cares? What does that tell me as a reader about life lessons? And, what specific life lessons are being conveyed to each?").
- Are the pieces of evidence selected both strong and thorough? Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details? AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "You might want to consider using...").
- Are the tiebacks written both clear and convincing? If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is reponsible, but you as the reader can help! IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S OUTLINE NEXT TO THE TIEBACK. AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED. ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to Santiago, but how so?).
--in partnerships (or threesomes), meet and discuss feedback--help each other be better!
--Transition--return to desks and take out a clean sheet of lined paper
--view TEDEd video about introductions: http://ed.ted.com/lessons/the-power-of-a-great-introduction-carolyn-mohr
--go through slides about writing introductions
--quick-write introductions
Closure -- Quick Write Share (time permitting)
HW
--Finish preparing for the Unit #5 vocabulary quiz, which will take place at the beginning of next class (Friday, 1/9). Make sure to familiarize yourself with the "Whimsical Words." REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Make any necessary revisions to your outline as per today's peer feedback block.
--Finish writing and revise your introduction. It would be a good idea to have one of your peers take a look and offer suggestions for improvement prior to next class.
--Come to class next time with both your introduction and outline, as we will have computer access for typing purposes. It would be a good idea to bring a flashdrive.
--Finish your work with Article of the Week #11, which is due at the beginning of class next time (Friday, 1/9). This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
--One-pagers are due at the end of class on Tuesday, 1/20 for those students who have yet to complete one. We will use some class time on that Tuesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
