P/S

1.  Journal-  What's your problem/solution plan-  Summarize what you intend.

1.5 Journal 2-  There are teenagers vandalizing my neighborhood... Plan out an essay for this topic....

2.  Tell your plan, not the teenager one, to another.

3.  Write your plan on the white board, somewhere.

4.  Essay checks.

5.  HW-  Have a draft of you P/S essay in class Friday.\

6.  If time allows-- Works Cited?

Essay 2 assigned.

1.  Do you trust experts?  What makes someone an expert?

2.  How can you tell if a website is viable for your research?

3.  Self-grading using the  6 traits.  Submit?

4.  Next essay and plan.

5.  HW-  Read this essay and come to class with your own plan for your essay. 

Want to watch it instead?  I don't know why you would, but, here. 

6. HW-  Mini responses:  How is this a problem /solution essay?  What's the problem?  What's the solution?

Partial Portfolio

Signed Syllabus

Thinking Skill notes

Diagnostic Essay

Lateral Thinking Skill ?’s

Hink Pink

Three stories and 5 TS questions for each

Writing Notes

Journals- (3)

Drafts- 2-3 of Descriptive

Origami Crane

Paper Air Plane

DFW TEST

15 ?’s

Notes Test

Emily Dickensen Fame is a bee in class work

Proverbs Practice
Plane Instructions

It's a take a breath day.

1.  Essay check 1

2.  Essay check 2

3.  Essay check 3

4.  Still want to submit?

List of grades in groups....

Groups and Drafts

1.  Journal-  Using the 6 traits rubric, grade your own draft.  Also, show me your draft when I visit your table.  Rubric is below.

2. Groups and readers.    List is on the board.

3. HW-  Revise your draft for submission on Friday.

Getting ready to draft

1.  Reading Test-

If "Ticket to the Fair" has a message, what is it and why?  Use examples from the essay to support your point.  The examples don't have to be direct quotes-  just what you remember from your reading.

2.  Switch questions and answer in class.

3.  Telling of stories.

4.  Tips for a good narrative/descriptive essay.

5.  Drafts due in MLA format in class on Wed.

Crane Inst.

http://www.origami-instructions.com/origami-crane.html

Design

Long Journal- Please work individually. 

This poem has a specific message to it's readers.  Tell us what it is and prove that you are right by quoting specific words in the poem to support what you think.  

Design

I found a dimpled spider, fat and white,
On a white heal-all, holding up a moth
Like a white piece of rigid satin cloth--
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches’ broth--
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.

What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.

HW-  Complete the DFW essay and the questions for another.

HW-  Think about your own descriptive essay topic, return with a plan like the plan I made in class.

Journal--  What does this mean, and why does it mean what it means?

the mexican cabdriver's poem for his wife, who has left him

We were sitting in traffic
on the Brooklyn Bridge,
so I asked the poets
in the backseat of my cab
to write a poem for you.

They asked
if you are like the moon
or the trees.

I said no,
she is like the bridge
when there is so much traffic
I have time
to watch the boats
on the river.

2. Voice work….

3. Sentence Fluency work….

3.5.  Comma work with sentence types.

 

4. HW-  Read this and create 15 thinking skill questions for another to answer.

2.  Notes Quiz

3.  Groups and grading...  Read this student essay and using the 6 traits rubric  below, give it a score from 1-36.

	6 Exemplary	5 Strong	4 Proficient	3 Developing	2 Emerging	1 Beginning
Ideas & Content @  main theme @  supporting details	·   Exceptionally clear, focused, engaging with relevant, strong supporting detail	·   Clear, focused, interesting ideas with appropriate detail	·   Evident main idea with some support which may be general or limited	·   Main idea may be cloudy because supporting detail is too general or even off-topic	·   Purpose and main idea may be unclear and cluttered by irrelevant detail	·   Lacks central idea; development is minimal or non-existent
Organization @  structure @ introduction @  conclusion	·   Effectively organized in logical and creative manner ·   Creative and engaging intro and conclusion	·   Strong order and structure ·   Inviting intro and satisfying closure	·   Organization is appropriate, but conventional ·   Attempt at introduction and conclusion	·   Attempts at organization; may be a “list” of events ·   Beginning and ending not developed	·   Lack of structure; disorganized and hard to follow ·   Missing or weak intro and conclusion	·   Lack of coherence; confusing ·   No identifiable introduction or conclusion
Voice @ personality @ sense of audience	·   Expressive, engaging, sincere ·   Strong sense of audience ·   Shows emotion: humour, honesty, suspense or life	·   Appropriate to audience and purpose ·  Writer behind the words comes through	·   Evident commitment to topic ·  Inconsistent or dull personality	·   Voice may be inappropriate or non-existent ·  Writing may seem mechanical	·   Writing tends to be flat or stiff ·  Little or no hint of writer behind words	·   Writing is lifeless ·  No hint of the writer
Word Choice @ precision @effectiveness @  imagery	·   Precise, carefully chosen ·  Strong, fresh, vivid images	·   Descriptive, broad range of words ·  Word choice energizes writing	·   Language is functional and appropriate ·  Descriptions may be overdone at times	·   Words may be correct but mundane ·  No attempt at deliberate choice	·   Monotonous, often repetitious, sometimes inappropriate	·   Limited range of words ·  Some vocabulary misused
Sentence Fluency @ rhythm, flow @variety	·   High degree of craftsmanship ·  Effective variation in sentence patterns	·   Easy flow and rhythm ·  Good variety in length and structure	·   Generally in control ·  Lack variety in length and structure	·   Some awkward constructions ·  Many similar patterns and beginnings	·   Often choppy ·  Monotonous sentence patterns ·  Frequent run-on sentences	·   Difficult to follow or read aloud ·  Disjointed, confusing, rambling
Conventions @age appropriate, spelling, caps, punctuation, grammar	·   Exceptionally strong control of standard conventions of writing	·   Strong control of conventions; errors are few and minor	·   Control of most writing conventions; occasional errors with high risks	·   Limited control of conventions; frequent errors do not interfere with understanding	·   Frequent significant errors may impede readability	·   Numerous errors distract the reader and make the text difficult to read