--Please pick up a copy of the "Rough Outline for Writing a Paragraph" example sheet from the front table. Spend the first few minutes of class reading the front and back of the sheet quietly and independently. What are some of your observations while reading?
--Please SEE ME before leaving class today:
- Abigail F.
- Rebecca L.
- Dakota S.
--briefly discuss the "Jump Off" via a drawing of cards
--You should leave class today...
- understanding the importance of completing a rough outline and knowing how to complete one effectively
- able to define the following:
- topic sentence(s)
- detail(s), piece(s) of evidence, example(s), direct quotation(s)
- tieback(s)
- all-encompassing concluding sentence(s)
- knowing how to convert a rough outline to a formal outline and having practiced doing so and, as such, with strategies for...
- writing (a) topic sentence(s)
- introducing detail(s), etc. with appropriate grammar
- writing tieback(s)
- writing all-encompassing concluding sentence(s)
- having reviewed how to parenthetically reference direct quotations
- with tips written down in your notes intended to help you avoid some of the common mistakes made in the past on this particular writing assignment
- with your formal outline ("A Paragraph's a Paragraph's a Paragraph!--Template...") (mostly?) completed
Transition
--Pick up each of the following sheets from the front table:
- "A Paragraph's a Paragraph's a Paragraph!" notes page
- "A Paragraph's a Paragraph's a Paragraph!--Template..." example page
Instructional Activity -- Crafting a Purpose-Driven, Tightly-Written Paragraph/Converting a Rough Outline to a Formal Outline
--purposeful oral reading "A Paragraph's a Paragraph's a Paragraph!" notes page
--"think-aloud" conducted for example page (application of notes page)- call attention to tips written on the front board
--share-out via a drawing of cards
- example paragraph shared and added to
--Take out your homework (rough outline for the "End-of-Mini-Unit Assessment" writing piece) and pick up a blank "A Paragraph's a Paragraph's a Paragraph"--Template..." sheet from the front table.
Application Activity -- Converting Your Rough Outline to a Formal Outline
--work quietly and independently for 10-15 minutes, keeping track of issues you are encountering, questions that you have, etc.
Closure -- Q & A
--address issues, questions, etc. via a drawing of cards until class ends
- additional tips, etc. written on the front board
HW (Class Preparation)
--Block 2 ACE/Block 2 BDF: Finish your formal outline for your "End-of-Mini-Unit Assessment" writing piece.
--Block 3 BDF: Finish your rough outline for your "End-of-Mini-Unit Assessment" writing piece. Then, convert your rough outline to a formal outline (as modeled today in class) using the "A Paragraph's a Paragraph's a Paragraph"--Template..." sheet.
--Block 2 ACE/Block 2 BDF: The "End-of-Mini-Unit Assessment" for "St. Lucy's..." will take place in class NEXT time (Friday, 12/15 [ACE]/Monday, 12/18 [BDF]), and you are free to use your formal outline and any additional planning that you bring with you to the test site.
--Block 3 BDF: The "End-of-Mini-Unit Assessment" for "St. Lucy's..." will take place in class on Wednesday, 12/20, and you are free to use your formal outline and any additional planning that you bring with you to the test site.
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
- "A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one" (George R.R. Martin, A Dance with Dragons).
