All students should write a complete rough draft using paragraph 1 on page 32. Incorporate the brainstorming words and phrases from the class activity on page 36. Remember, your completed OUTLINE is your springboard for writing the paragraph.
Level B should also brainstorm using page 37. This is in preparation for the other paragraphs that are NOT being written at this point.
On Tuesday, I will send home a vocabulary test to be returned next Friday. A few students have been studiously studying their vocabulary; in fact, our youngest student clearly outshone EVERYONE present in class today ... Congratulations, Jacob! You are reaping a reward of diligent study. I include this information knowing that weekends do not normally provide as much work time as the middle of the week, but I am giving a heads up to the fact that some students may have been thus far neglecting their vocabulary study and may want to get an earlier start preparing for next week's test.
Friday, September 30, 2011
Tuesday, September 27, 2011
Final Drafts of Lesson 3
Very simply - make the Final Drafts of the completed paper from Lesson 3. The students received the rough drafts back from me today with corrections and remarks in red ink.
Remember to use the Final Checklists (page 29 for Level A) (page 30 for Level B), but do not write on them. Attach them to back of the paper. They are for my grading use.
Please note that a few of the Level A students may have an erroneous marking on your paper making reference to a missing paragraph I...THIS IS MY MISTAKE, as Level A was not asked to do the first paragraph in this lesson.
Remember to use the Final Checklists (page 29 for Level A) (page 30 for Level B), but do not write on them. Attach them to back of the paper. They are for my grading use.
Please note that a few of the Level A students may have an erroneous marking on your paper making reference to a missing paragraph I...THIS IS MY MISTAKE, as Level A was not asked to do the first paragraph in this lesson.
Friday, September 23, 2011
Strong Emotion Words
Re-read lesson 4 paragraphs, circling the banned words as you read.
Cut out lesson 4 vocabulary words and study all 4 vocabulary lessons. Level B students should also be learning the similar words on the back of the cards. Of course knowing how to spell them correctly is important for everyone. This will also help with the students' reading skills.
Outline the required paragraphs. Level A is required to do paragraph 1 on page 32, but they are welcome to do the second and/or third paragraphs if they are ambitious. Level B is required to OUTLINE all 3 paragraphs. This work is due on Tuesday, September 27th.
It is very important that anyone with incomplete assignments have them caught up by this Tuesday. Our lessons are beginning to overlap, and incomplete work is just going to cause further hardship. Let's make the sacrifice needed to do what is needed over this weekend, please.
Cut out lesson 4 vocabulary words and study all 4 vocabulary lessons. Level B students should also be learning the similar words on the back of the cards. Of course knowing how to spell them correctly is important for everyone. This will also help with the students' reading skills.
Outline the required paragraphs. Level A is required to do paragraph 1 on page 32, but they are welcome to do the second and/or third paragraphs if they are ambitious. Level B is required to OUTLINE all 3 paragraphs. This work is due on Tuesday, September 27th.
It is very important that anyone with incomplete assignments have them caught up by this Tuesday. Our lessons are beginning to overlap, and incomplete work is just going to cause further hardship. Let's make the sacrifice needed to do what is needed over this weekend, please.
Wednesday, September 21, 2011
Lesson 3 Rough Draft Paragraphs
Students should now be ready to re-write the paragraphs for lesson 3.
Level A students do paragraphs II and III for lesson 3.
Level B students do all 3 paragraphs found in lesson 3.
Everyone should use the "rough checklist" on the right hand side of the "key word outlines" as they write each paragraph. This draft will not use the grading "final checklist" as this is not the "final draft."
Leave a blank space where a title would appear at the top of the whole paper, as we will cover that in class on Tuesday. Remember that the multiple paragraphs are not alienated from each other but together form a whole.
If you have any problems or questions, please do not hesitate to email or call me at home at 379-5880.
Level A students do paragraphs II and III for lesson 3.
Level B students do all 3 paragraphs found in lesson 3.
Everyone should use the "rough checklist" on the right hand side of the "key word outlines" as they write each paragraph. This draft will not use the grading "final checklist" as this is not the "final draft."
Leave a blank space where a title would appear at the top of the whole paper, as we will cover that in class on Tuesday. Remember that the multiple paragraphs are not alienated from each other but together form a whole.
If you have any problems or questions, please do not hesitate to email or call me at home at 379-5880.
Friday, September 16, 2011
Writing Dialogues for Paragraphs
First of all, some students do not have the SRN pages used for reference that should have been printed and placed in their ring-binders. Please look back through each blog post and print the needed SRN pages.
The banned words for Lesson 3 are: said, went, go, mean, and nice.
Level A - Write 2 pieces of dialogue, one for paragraph II on page 26 and one for paragraph III on page 27. Read the idea prompts on page 28 before you begin along with the original paragraphs themselves.
Level B - Write 3 pieces of dialogue, one for each of the three paragraphs on pages 24, 26, and 27. Read "Adding Dialogue" at the bottom of page 25 before you begin along with the original paragraphs themselves.
Extra Credit Points can be earned by any student who does some research on Anglo-Saxons of the 6th century and includes information they learned within their dialogue constructs.
Be sure to use the punctuation rules for writing dialogue found on SRN, page 67.
The quality of this assignment is important to the overall quality of the whole piece, so please be diligent so as not to have to do this over, which is too costly in time. This homework will be graded based on following the punctuation rules, creativity, and quality of content and fittedness for the paragraph.
The banned words for Lesson 3 are: said, went, go, mean, and nice.
Level A - Write 2 pieces of dialogue, one for paragraph II on page 26 and one for paragraph III on page 27. Read the idea prompts on page 28 before you begin along with the original paragraphs themselves.
Level B - Write 3 pieces of dialogue, one for each of the three paragraphs on pages 24, 26, and 27. Read "Adding Dialogue" at the bottom of page 25 before you begin along with the original paragraphs themselves.
Extra Credit Points can be earned by any student who does some research on Anglo-Saxons of the 6th century and includes information they learned within their dialogue constructs.
Be sure to use the punctuation rules for writing dialogue found on SRN, page 67.
The quality of this assignment is important to the overall quality of the whole piece, so please be diligent so as not to have to do this over, which is too costly in time. This homework will be graded based on following the punctuation rules, creativity, and quality of content and fittedness for the paragraph.
Tuesday, September 13, 2011
Polished Byzantine Paragraphs and Sensory Words
It is important for students to complete lesson 2 by "polishing" the final paragraphs. Review the returned critiqued paragraphs and make all needed changes and improvements.
Be sure to follow the MLA format found on student text page 18. The polished draft should NOT have underlining or the marking notes used for the final paragraphs. No checklist is needed for the polished copy either.
Level B students should have 2 paragraphs that form 1 piece of written work.
The polished copy should be accompanied by a copied or printed picture of the Hagia Sophia. Both the paper and the picture should be fined in the 1/2 binder inside a plastic cover with the picture on the front and the paper facing outward behind it.
Once you have completed this whole process, you will then have the procedure down for the future pieces of writing. We have begun work on lesson 3 in class; if your student did not finish their "brainstorming elements of style" portion, please have them complete just that part of lesson 3. Level A and Level B students have different pages for this and should already be at least partially completed.
Be sure to follow the MLA format found on student text page 18. The polished draft should NOT have underlining or the marking notes used for the final paragraphs. No checklist is needed for the polished copy either.
Level B students should have 2 paragraphs that form 1 piece of written work.
The polished copy should be accompanied by a copied or printed picture of the Hagia Sophia. Both the paper and the picture should be fined in the 1/2 binder inside a plastic cover with the picture on the front and the paper facing outward behind it.
Once you have completed this whole process, you will then have the procedure down for the future pieces of writing. We have begun work on lesson 3 in class; if your student did not finish their "brainstorming elements of style" portion, please have them complete just that part of lesson 3. Level A and Level B students have different pages for this and should already be at least partially completed.
Saturday, September 10, 2011
Completing Lesson 2
Students who did not complete the paragraphs in class on Friday should have those to turn in at the beginning of class on Tuesday. I need everyone to get caught up to be at the same place for us to proceed strongly on Tuesday.
Level A students should have completed pages 14 -15, which helps them to re-write the paragraph on page 14. That final paragraph must be done for Tuesday.
Level B students should have completed the same as level A along with an additional paragraph - which they accomplish through pages 16-17.
All Students should use the MLA format found found on page 18 when writing final and polished paragraphs.
All students should have the following elements in their paragraphs:
No banned words, listed in the text on pages 8 and 11.
They should seek to avoid state of being verbs, replacing these verbs with strong verbs. Suggestions for strong verbs can be found on the SRN pages 20-22 which you should print from that online resource, hole-punch, and put in your notebook.
They should seek to use strong adjectives. Suggestions for use can be found on pages 29-34 of the online SRN, also to print and have for reference in student notebooks.
They should use an -ly word. Suggestions for these are found on pages 25-26 of the online SRN.
They should seek to use vocabulary words.
They should look at the example clip of a paragraph on page 13 to follow the same notation guide - placing in the right hand margin of their page the abbrev. to point out each included element at the end of the line in which it occurs, and underline that featured element in their final paragraph.
Finally, the checklist on page 19 should be attached to Level A students' final paragraphs. The student should use the checklist to make sure they have used the above stated elements in their paragraph. The checklist on page 20 should be attached to the Level B students' final paragraphs. Level B are the 7th and 8th graders.
As a note, these paragraphs will not be permanently graded, but I will grade them only for the benefit of everyone learning how future grading will happen. When these final paragraphs are returned, please take note of how the checklist can be used as the standard to measure that the student is including the required elements for their written work. The list of elements will grow and change as we proceed through the book.,
Additionally, everyone find and copy or print a picture of the Hagia Sophia, to which these paragraphs are referring. When the students polish their paragraphs after receiving them back from me, the polished paragraph along with the picture should be placed in their slipcovers in the separate binder which will collect their polished papers throughout the year. I will take these up for review before the end of each grading period.
Students who already turned in their paragraphs may study their vocabulary words, the banned words, and the grammar rules. They may also go ahead and cut out the vocabulary words for lesson 3.
It would probably be most convenient for the whole SRN manual to be printed and placed in the student's ring-binder for reference. Besides the pages mentioned in this post, the other pages especially needed in the binder right now are pages 56, 67, and 92-93.
Level A students should have completed pages 14 -15, which helps them to re-write the paragraph on page 14. That final paragraph must be done for Tuesday.
Level B students should have completed the same as level A along with an additional paragraph - which they accomplish through pages 16-17.
All Students should use the MLA format found found on page 18 when writing final and polished paragraphs.
All students should have the following elements in their paragraphs:
No banned words, listed in the text on pages 8 and 11.
They should seek to avoid state of being verbs, replacing these verbs with strong verbs. Suggestions for strong verbs can be found on the SRN pages 20-22 which you should print from that online resource, hole-punch, and put in your notebook.
They should seek to use strong adjectives. Suggestions for use can be found on pages 29-34 of the online SRN, also to print and have for reference in student notebooks.
They should use an -ly word. Suggestions for these are found on pages 25-26 of the online SRN.
They should seek to use vocabulary words.
They should look at the example clip of a paragraph on page 13 to follow the same notation guide - placing in the right hand margin of their page the abbrev. to point out each included element at the end of the line in which it occurs, and underline that featured element in their final paragraph.
Finally, the checklist on page 19 should be attached to Level A students' final paragraphs. The student should use the checklist to make sure they have used the above stated elements in their paragraph. The checklist on page 20 should be attached to the Level B students' final paragraphs. Level B are the 7th and 8th graders.
As a note, these paragraphs will not be permanently graded, but I will grade them only for the benefit of everyone learning how future grading will happen. When these final paragraphs are returned, please take note of how the checklist can be used as the standard to measure that the student is including the required elements for their written work. The list of elements will grow and change as we proceed through the book.,
Additionally, everyone find and copy or print a picture of the Hagia Sophia, to which these paragraphs are referring. When the students polish their paragraphs after receiving them back from me, the polished paragraph along with the picture should be placed in their slipcovers in the separate binder which will collect their polished papers throughout the year. I will take these up for review before the end of each grading period.
Students who already turned in their paragraphs may study their vocabulary words, the banned words, and the grammar rules. They may also go ahead and cut out the vocabulary words for lesson 3.
It would probably be most convenient for the whole SRN manual to be printed and placed in the student's ring-binder for reference. Besides the pages mentioned in this post, the other pages especially needed in the binder right now are pages 56, 67, and 92-93.
Tuesday, September 6, 2011
Strong Verbs and -LY Words
Text Page 11 - Follow the instructions at the bottom of the page on -LY words. Print the list and do number 2.
Study the vocabulary words from lesson 1. Level B students also use the backs of those cards.
Read the text on page 12 and do the assignments listed on page 13, 1-4 and Level B students must also do 5. This work will take you through the same process we used in class today, and then you will also use these as helps to write your own paragraph. Level B students will write 2 paragraphs using pages 16-17 additionally.
Your paragraphs should be on a separate piece of paper, but they will not be the final draft.
Study the vocabulary words from lesson 1. Level B students also use the backs of those cards.
Read the text on page 12 and do the assignments listed on page 13, 1-4 and Level B students must also do 5. This work will take you through the same process we used in class today, and then you will also use these as helps to write your own paragraph. Level B students will write 2 paragraphs using pages 16-17 additionally.
Your paragraphs should be on a separate piece of paper, but they will not be the final draft.
Thursday, September 1, 2011
For the First Day !
The supplies needed are as follows:
1 ring-binder (about a 2" should be adequate for the year), with loose leaf notebook paper.
1 half-inch ring-binder, with clear sheet protectors (for final drafts of compositions).
a pen and a pencil
a tool to hold the 3x5" vocabulary cards: your choice of a large metal ring clip, a 3x5 card box, or those convenient ring binders made to hold 3x5 cards. It looks like this:
These will accompany the Student Book of Medieval History-Based Writing Lessons, of IEW.
1 ring-binder (about a 2" should be adequate for the year), with loose leaf notebook paper.
1 half-inch ring-binder, with clear sheet protectors (for final drafts of compositions).
a pen and a pencil
a tool to hold the 3x5" vocabulary cards: your choice of a large metal ring clip, a 3x5 card box, or those convenient ring binders made to hold 3x5 cards. It looks like this:
These will accompany the Student Book of Medieval History-Based Writing Lessons, of IEW.
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