Post date: Sep 15, 2015 6:34:59 AM
posted Sep 6, 2015, 9:26 AM by Kurt Reynolds
College Comp 1
Monday 9.14
Learning Target - When I leave Mr. Reynolds’ room, I will have practiced and applied the skills descriptive writing in my third (and final) rough draft, 1.3 (describe a favorite place).
Classroom Tasks -
* Return 1.1 and 1.2
* Go over the good, the bad, and the ugly from 1.1 and 1.2.
* Share descriptive example of Paret the club fighter.
* Discussion of descriptive skills.
* MLA format reminder.
Homework -
None.
Evidence -
I know I have met the learning target in Mr. Reynolds’ room because have practiced and applied the descriptive skills (using key details, hitting the senses, dialogue, interesting leads, and showing more than telling) in my 1.3 essay, and I will have begun revising 1.1 and 1.2 per his comments on them.
Tuesday 9.15
Learning Target - When I leave Mr. Reynolds’ room, I will have analyzed descriptive elements of past students rough drafts, and I will have begun to apply those to my own writing as I revise for theme #1.
Classroom Tasks -
* look at past student examples of description.
* key not on show vs. tell and exploding the moment.
Homework -
Choose either 1.1 or 1.2 or 1.3 to develop into a second draft for Wednesday. Bring that draft in ready to share in peer editing groups.
Evidence -
I know I have met the learning target in Mr. Reynolds’ room because I will have analyzed other peer examples for their effective use of descriptive techniques. I will also review the key elements of description via a final key note on them and then also begun applying them to my second draft for theme #1.
Wednesday 9.16
Learning Target - When I leave Mr. Reynolds’ room, I will have had my theme #1 peer edited and I will have been able to practice my peer editing skills on their essays as well.
Writer’s Workshop format (Classroom Tasks)
* Peer editing
* Discussion and analysis of Voice.
Homework -
Revise theme #1 into a third and final draft, due Friday.
Evidence -
I know I have met the learning target in Mr. Reynolds’ room because I will see how descriptive my peers determined my theme #1 to be via the peer editing process. I then will have a final opportunity over the next two days to revise that essay before submitting it on Friday.
Thursday 9.17
Learning Target - When I leave Mr. Reynolds’ room, I will have been introduced to the full writing workshop format for the first time.
Writer’s Workshop format (Classroom Tasks)
* Daily Agenda (2 minutes) - Quickly draw their attention to the learning targets and quickly go over final expectations for theme #1.
SSR (13 minutes) -
I will pass around the clipboard for students to log their pages.
Quick writes/notebook work (15 minutes) - Introduce the 111 things about me assignment.
Students can begin adding to their list as I do the same on the overhead projector.
* Minilessons (15 minutes) -
* Students will work on a couple assignments from Voice Lessons.
Writing Workshop (30-35 minutes) -
* Students will have time to revise theme #3. I will individually conference with them checking their leads, how well they hit the senses, and their use of sensory details.
* Students will be given highlighters to note each of the categories they hit above (hitting the senses and sensory details).
* Closing (3 minutes) - Ask students to share a line they are proud of.
Homework -
Theme #1 is due on Friday.
Add to their list of 111 things.
Evidence -
I know I have met the learning target in Mr. Reynolds’ room because I appllied the skills and techniques of effective descriptive writing (imagery, show vs. tell, dialogue, hitting the senses, key details) to both of my descriptive drafts.
Friday 9.14
Learning Target - When I leave Mr. Reynolds’ room, I will have been introduced to the elements of narrative. I will have reviewed them and applied them to popular examples. I then will begin writing two more "snap shot moments" and weaving them together to form a coherent narrative.
Writer’s Workshop format (Classroom Tasks)
* Daily Agenda (2 minutes) - Quickly draw their attention to the learning targets and remind them that they need to choose one of their three rough drafts to bring to fruition through the full writing process.
SSR (13 minutes) -
Reading from their free reading books.
Quick writes/notebook work (15 minutes) - Add to their list of 111 things.
* Minilessons
* I will model connecting scenes together to create a coherent narrative.
Writing Workshop (45 minutes) - Students will create at least two "snap shot" moments that they can build a narrative around. If they want to use 1.1, 1.2, or 1.3 for this, they can.
* Closing (3 minutes) - Ask students to share topics or moments.
Homework -
Read "The Storm" for both descriptive elements and also effective use of narrative.
Evidence -
I know I have met the learning target in Mr. Reynolds’ room because I will be able to illustrate various techniques of effective descriptive writing in my final draft of descriptive essay #1 as well as applied the full writing process (including peer revision) to my final draft of descriptive essay #1. I will also have met the learning target by applying what I know of effective descriptive writing to the drafts of other students during the peer revision process.