Writing Seminar 10A Assignments

On Friday, 11/30, we:

1. Finished the periodic assessment.

2. Worked on a prompt in class for a compare/contrast essay: "Today's teens are the most obese in America's history. Why has this become such a prevalent issue, and what can we expect as a result? Support your answer with details and examples."

3. We started with at thinking map in our journals.

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HW
Write a paragraph on the prompt above, 9 sentences, intro/conclusion, numbered, double-spaced.

On Thursday, 11/29, we:

Took the first part of the Periodic Assessment on Exposition. If you missed it, you must come in tomorrow in order to make it up while other students work on part 2. Both the Short Constructed Response and the Extended Constructed Response will be for grades in this class.

Parent Night tonight - free TWO participation checks for anyone who comes with their parents!

On Wednesday, 11/28, we:

Attended the Small Learning Communities (SLC) fair in the cafetorium. Be ready to make your SLC choice tomorrow!

On Tuesday, 11/27, we:

1. Did a peer/partner review on the compare/contrast paragraphs from the homework.

2. Partners also reviewed the essays for these four categories:
A. Introduction (1 point) - previews topic (what two things are being
compared/contrasted - 2 points), clearly says which is better (1 point)
B. Conclusion (1 point) - summariezes topic (what two things were
compared/contrasted - 2 points), clearly says which is better (1 point)
C. Three similarities (1 point each)
D. Three differences (1 point each)

3. We began another essay based on this prompt:
"Many schools are cutting the budgets for art and music classes. How are these two subjects related, and what makes them different? Which on should your school keep? Support your answer with details and examples."

4. We asked what was the style of the prompt, what thinking map should be used, and what were the key words, as well as what kind of details and examples might be helpful to prove our point.


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HW:
Finish the thinking map and paragraph from #3 above. 9 sentences in a list, including introduction and conclusion; 3 similarities, 3 differences.

On Monday, 11/26, we:

1. Did a peer/partner review on the Thanksgiving paragraphs.

2. Most partner reviewers agreed that the essays were missing one of the key elements from the key word list - meaning the answers were not COMPLETE, meaning the maximum score the essays would get on the CAHSEE was a 2 out of 4.

3. We finished our peer reviews and started another compare/contrast essay. Partners could choose any two things, as long as they were similar enough to ask the question, "which is better?" Examples included Ford/Chevy, McDonald's/In N Out, heavy metal/hip hop, cats/dogs, XBOX 360/PS3, football/soccer, meat/vegetables, Six Flags/Universal Studios, etc. Essays need to find three similarites, and three differences that help prove why one thing is better than the other. You may not choose to try to prove something offensive, such as trying to prove why one race, sex or religion is better than another.


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HW:
Finish the compare/contrast paragraph - 9 sentences in a list, including introduction and conclusion; 3 similarities, 3 differences.

On Wednesday, 11/21, we:

1. Used our journals to do a thinking map on the prompt: "Thanksgiving is an American Holiday. What three things are you thankful for, and how are these things different from and similar to people in other countries of the world? Support your answer with details and examples."
2. We asked what was the STYLE of the prompt (compare/contrast), what thinking map we should use (double bubble), and what were the key words (three things, thankful, similar, different, people/other countries, details and examples) to make sure your answer is complete.
3. We discussed how it is important to be COMPLETE and ORGANIZED on essay responses, or you will score no higher than a 2 out of 4 on the CAHSEE essay. We talked about how the key words helped us know what the question required from the answer in order to be complete.


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HW:
Finish the Thanksgiving paragraph - 8 sentences in a list, including introduction and conclusion.

On Tuesday, 11/20, we:

1. Did SSR
2. Discussed grades and had grades conferences.
3. Updated everyone on the Pizza Party Challenge
4. Used our journals to do a quickwrite to the prompt: "Describe your room at home. Provide as much detail as you think is necessary for someone to be able to picture your room accurately."
5. We then went back and discussed CAHSEE grading standards - getting a 0 (of 4) on your essay (not doing it) means you have to get 100% of the multiple choice questions correct in order to pass. Getting a 1 on your essay means you have to get 90% of the multiple choice questions correct in order to pass. A 2 means 80%; a 3 means 70%, a 4 means 60%.
6. We discussed that the average Poly student is getting a 1.7 on the CAHSEE essay; but that getting a 3 is not hard. A 3 means the essay is COMPLETE and ORGANIZED. Students agreed that the quickwrite was not complete or organized.
7. We started over by creating a circle map of everything in your room. Then we divided the things in the circle map into lists (e.g., "decorations" would include posters, pictures, paintings, murals, mobiles, etc.). We then made each object on each list more specific by asking "what kind?" For example, rather than "Posters," you would write, "Kobe Bryant NBA Poster." We then ranked each item in each list (e.g., ranking all your items on your "decorations list," starting at #1, and going down to least favorite item on that list; then doing it again for all the other lists).
8. We agreed we had a lot more data to be COMPLETE, but now we needed to organize. We began by brainstorming topic sentences. While sentences like, "My room is a reflection of me," are solid sentences (score of 2 or 3), we agreed that something that caught the reader's attention was better, such as, "My room is like an episode of Spongebob Squarepants," or, "The first thing you notice about my room is the fork stuck to the wall." You want sentences that intrigue the reader and make them want to keep reading.
9. Periods 1 & 2 then started working on taking the sorted lists and starter sentence and putting them into an eight (8) sentence paragraph.

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HW:
Periods 1 & 2 - write essay about room
Period 3 - write 3 "eye catching" topic sentences.

On Monday 11/19, we:

1. SSR
2. Reread SUPERMAN AND ME and discussed the structure of his essay; e.g., why does he write certain things in certain paragraphs?
3. We did a Write About about the essay, and did a Write About chart in pairs.

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HW:
None

On Friday 11/16, we:

1. Took TEST - Grammar Assessment #4 (the sentence and parts of speech)
2. Took TEST - Subject and Verb Test #3
3. Took TEST - Exposition Styles Test #1
4. Reviewed and corrected the tests.

No Homework.

On Thursday 11/15, we:

1. Did Subjects & Verbs Worksheet #12 (see folder). Remember, you are responsible for finding action verbs (I eat), linking verbs (I am hungry), and helping verbs (I was eating).

2. Did Expository Warmup #7 (see folder).

3. EXPOSITORY PARAGRAPH #1. We did a Self Assessment, where we wrote which style we used for our paragraph, then explained our rationale using evidence from our own paragraph (e.g., Problem/Solution; the problem is a student is failing class, the solution is that he goes to tutoring, does his homework, and comes to school every day). Next, the essays were distributed to someone else, who completed a Partner Assessment, where they tried to guess the style, and included rationales for their guess, using evidence from the text. We then did this a second time, with a different partner reading our essay. THIS IS A 40 POINT ESSAY PROJECT. If you did not make this class, you must see Mr. Herrold immediately to figure out how to make it up.


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HW:
THREE TESTS TOMORROW! Test will be Grammar Assessment #4 (the sentence and parts of speech), Subject and Verb Test #3, and Exposition Styles Test #1.

On Wednesday 11/14, we:

1. Did Subjects & Verbs Worksheet #10 (see folder), introducing the concept of helping verbs. Helping verbs are typically the same as linking verbs (to be, to do, to have), but they combine with an action verb to change the tense. For example, "I run" becomes, "I am running," or, "I was running," or, "I will run." On the worksheet, find the subject, the helping verb, and the action verb. Note that some helping verbs are more than one word; e.g., "I have been running" (have been is the helping verb, from "to have been.").

2. Did Expository Warmup #6 (see folder). We also clarified the difference between Description and Classification. Description is when you describe many features of ONE thing; e.g., a car has windows, doors, engine, mirrors, tires, seats, steering wheel, etc. Classification is like a list of closely related things; e.g., there are many types of cars, such as convertibles and hard tops, two door and four door, 4 cylinder or 8 cylinder, 2 wheel drive or 4 wheel drive, compact or full sized. All of those are TYPES of cars.

3. Reviewed SUPERMAN AND ME T chart, including going into more depth on the significance. For example, a quote would be the SAY, what that quote means in your own words would be the MEAN, and why that quote is significant or important would be the MATTER. Start a "Part II" T chart and include the MATTER to your original responses (number them so they match up to your first T chart responses).

4. Introduced a new assignment for homework - EXPOSITORY PARAGRAPH #1. Pick a topic (anything, as long as it's "PG"). Next, pick one of the expository styles (make sure you rank the six styles from easiest to hardest, and choose the style you think is easiest). Next, create a thinking map for your topic and style IN YOUR JOURNAL. Next, write an eight (8) sentence paragraph on your topic, using your style (use your thinking map as a guide). Write this on a SEPARATE PIECE OF PAPER. The first sentences should be the introduction, the last sentence should be the conclusion. Finally, do NOT use the words from the styles, e.g., do not write, "if your PROBLEM is that you're failing school, a SOLUTION is to go to tutoring," or, "I would like to COMPARE what makes football and baseball similar and CONTRAST how they are different." If you use any form of the words of the styles, you will receive no credit. THIS ASSIGNMENT IS REQUIRED TO PARTICIPATE IN THURSDAY'S CLASS.


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HW:
1. In your journal, finish the thinking map from Expository Warmup #6. Select the style, the corresponding thinking map, and then fill it in in your journal. The prompt: "Imagine you are making a movie. What would your movie be like?"
2. Complete the MATTER portion of your T chart for SUPERMAN AND ME (page 122 of the Blue Multicultural Reader).
3. Finish the thinking map for Expository Paragraph #1.
4. Finish Expository Paragraph #1.

On Tuesday 11/13, we:

1. Did Subjects & Verbs Worksheet #9 (see folder), introducing the concept of helping verbs. Helping verbs are typically the same as linking verbs (to be, to do, to have), but they combine with an action verb to change the tense. For example, "I run" becomes, "I am running," or, "I was running," or, "I will run." On the worksheet, find the subject, the helping verb, and the action verb. Note that some helping verbs are more than one word; e.g., "I have been running" (have been is the helping verb, from "to have been.").
2. Did Expository Warmup #5 (see folder). We also clarified the difference between Description and Classification. Description is when you describe many features of ONE thing; e.g., a car has windows, doors, engine, mirrors, tires, seats, steering wheel, etc. Classification is like a list of closely related things; e.g., there are many types of cars, such as convertibles and hard tops, two door and four door, 4 cylinder or 8 cylinder, 2 wheel drive or 4 wheel drive, compact or full sized. All of those are TYPES of cars.
3. Discussed grades from the two week mark, and which classes have the best attendance and best grade average.


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HW:
1. In your journal, finish the thinking map from Expository Warmup #5. Select the style, the corresponding thinking map, and then fill it in in your journal. The prompt: "Some people think writing well is extremely important, while others do not. In a well-developed essay, discuss some of the reasons why writing well is important and what can happen as a result."
2. Reading Sherman Alexie's essay SUPERMAN AND ME (page 122 of the Blue Multicultural Reader), use your journal to identify the Significant Sentences. Significant means that they are important to his message. Pick one per page, and make sure you include the page number and line of the sentence (only write the first FIVE words of the sentence itself). Then, create a T-chart, where you list the sentences in the left column, and write why you think they are significant in the right column.

On Friday 11/9, we:

1. Took TEST #3.
2. Corrected and reviewed the test.
3. Reviewed how to do Expository Warmup #4 (see folder), in partner groups.


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HW:
Enjoy the long weekend - see you Tuesday 11/13!

On Thursday 11/8, we:

1. Did Subjects & Verbs Worksheet #8 (see folder).
2. Reviewed how to do Expository Warmup #3 (see folder). We started by figuring out the topic or event of each selection. Then we tried using each thinking map to see which worked best. We also looked for key words which might indicate the style of exposition required.


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HW:
TEST TOMORROW!
1. Finish the thinking map from Expository Warmup #3, where your mission is to be a CIA operative who needs to get hostages to safety - find three REALISTIC problems you might encounter and use the problem/solution thinking maps to come up with three solutions to each problem (see folder).
2. Finish the worksheet Expository Warmup #4 (see folder), including using the appropriate thinking map to brainstorm solutions to the prompt at the end.

On Wednesday 11/7, we:

1. Did Subjects & Verbs Worksheet #7 (see folder).
2. Reviewed how to do Expository Warmup #2 (see folder). We started by figuring out the topic or event of each selection. Then we tried using each thinking map to see which worked best. We also looked for key words which might indicate the style of exposition required.


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HW:
Finish the worksheet Expository Warmup #3 (see folder)..

On Tuesday 11/6, we:

1. Did Subjects & Verbs Worksheet #6 (see folder).
2. Reviewed how to do Expository Warmup #1 (see folder). We started by figuring out the topic or event of each selection. Then we tried using each thinking map to see which worked best.


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HW:
Finish the worksheet Expository Warmup #2 (see folder)..

On Monday 11/5, we:

1. Discussed the absence policy (you must clear your absences at the 10th Grade Center). When absent, you cannot earn participation, and you cannot make up class work projects like the Spider-Man comic; being absent directly affects your grade. Additionally, until you clear your absence, I will not accept new work.
2. Did Subjects & Verbs Worksheet #5, introducing LINKING VERBS (see folder).
3. Introduced the six styles of Expository Writing. Remember, Exposition means explaining. There is a references sheet with all the styles, and blanks to draw in the thinking maps that go along with each style (see folder). We completed each thinking map and came up with examples on how to use each one, as well as identifying how we see the different expository styles in regular life.
4. Explained the homework worksheet, Expository Warmup #1 (see folder).


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HW:
Finish the worksheet Expository Warmup #1.

On Friday 11/2, we:

1. Subjects & Verbs TEST #1, and Grammar Assessment #2
2. We copied this sentence into our journals:
"Literacy can include more than reading and writing; for example, _________ and
_________ are also forms of literacy."

Fill in the blanks with two words from your literacy circle map from yesterday. Then, complete a Say/Mean/Matter (3 sentences) for each word. For example, if you used "signs" as one of your words, your sentences would be:

SAY: Signs are a form of literacy.
MEAN: A stop sign tells a driver when to stop.
MATTER: This system is a shortcut that helps communicate the rules of the road to drivers in a way that helps drivers keep their attention focused on driving.

Notice that the matter sentences focuses on literacy/communication, and doesn't simply say, "if there were no signs, people would crash." How does your chosen topic create literacy? You may not use the example.

3. We finished our Spider-Man narratives.

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HW:
Fill in the two blanks on the sentence in #2 above, and complete Say/Mean/Matter sentences (3) for both words.

On Thursday 11/1, we:

1. Subjects & Verbs Worksheet #4 (see folder)
2. We discussed the homework - What is Literacy? Answers included music, images, dance, clothing, food, sign language, speaking, facial expression, shapes and colors as all things that express meaning to us without using reading or writing. We also listened to a one minute selection by Chopin and individually wrote what emotion the music seemed to convey, to show a non-verbal form of literacy and communication.
3. In groups of four, we used a 6-page Spider-Man comic to create our own new story, based on the images (all the words were taken out), like Sherman Alexie learning to read by interpreting the pictures in a Superman comic book. Groups had to:
a. Put the six pages in the order they wanted
b. Use a scrap piece of paper to decide what the story would be, and what words to
put in the bubbles and boxes.
c. Add any boxes of text they wanted using four small stickies to be the boxes.
d. Fill the story into the comic page.
e. Add some color.

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HW:
Study for quiz tomorrow! Use page 26 in your journal (parts of speech), plus any worksheets from the week.

On Wednesday 10/31, we:

1. Stamped the quickwrite homework.
2. Subjects & Verbs Worksheet #3 (see folder)
3. Shared Literacy Experiences quickwrite homework.
4. Read SUPERMAN AND ME by Sherman Alexie in the blue book PERSPECTIVES IN MULTICULTURAL LITERACY (page 122).
5. In pairs, we circled or drew a box around sentences from the essay Superman and Me that showed something about the author. Then we wrote in the margins of the essay what the sentence meant or what it showed.
6. In pairs, in the journals, students created a T chart, where the left side showed WHAT we know about the author (the notes written by the students in the margins), and the left side showed HOW we know it (the evidence - the sentences we circled in the essay), including page numbers and what line the sentence started on (note that the lines of the essay are numbered).
7. We had a whole group discussion about what we learned about Sherman Alexie.

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HW: Quickwrite in journals:
What is Literacy? (you may not use "Reading" or "Writing" (One sentence in journal)

On Tuesday 10/30, we:

1. Stamped the quickwrite homework, including explaining how stamped grading works.
2. Passed out the blue book PERSPECTIVES IN MULTICULTURAL LITERACY
3. Selected SSR books and started SSR logs, including explaining expectations of what an SSR log should contain (you should talk about the main character, predict what might happen next, or respond to how the book makes you feel or think; it's not enough to write, "I'm bored," you must say why, e.g., "for six pages they have marched through the mountains, and I'm sick of it - I'm ready for them to start fighting!").
4. Subjects & Verbs Worksheet #2 (see folder)
5. We discussed Theme (the message about life contained in a story)

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HW: Quickwrite in journals:
Literacy Experience (One page of journal)
Describe your first meaningful literacy experience - was it the first book you read by yourself? The first book you liked? The first book you tried to read and didn't like? The first time you wrote a song or poem? The first letter you wrote? The experience can be positive or negative, but must be honest and include DETAILS.

On Monday 10/29, we:

1. Reviewed rules and grading expectations, including an overview of the participation grading system, passing papers out/in procedure
2. Subjects & Verbs Worksheet #1 (see folder)
3. Grammar Assessment 1 (see Mr. Herrold to make up)

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HW: Quickwrite in journals:
California Fires:
What 3 things would you save and why? Don't include family or pets, I assume you save them. Be specific (don't say "I save my stuff"). Use say/mean/matter:
SAY: I save my guitar.
MEAN: It is a Takamine acoustic steel six string given to me by my mother when I was 14.
MATTER: This is the guitar I used to write every song I ever wrote, and someday I want to give it to my son. My mother gave this to me when I kept borrowing hers, and it's the only thing she's ever given me that has meant so much to my life.