1. Monday, August 17 th Day 4, 81 to go until the end of the semester!!! Essential Question of the Day: How can the acquisition of English skills prepare me to influence my world? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

2. Warm ups… Please start the the warm-up as soon as you hear the bell ring. We will go over the answers after 5 minutes of class. Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!

3. We’ll spend HALF of the period finishing your posters from Thursday. Find the group of 4 that you worked with on Thursday. Posters are on the table in the front. Remember: the guiding question is : How does the acquisition of English skills prepare me to influence my world. Use this question to create the poster. Follow all directions on the handout to receive full points. A poster that contains all the required elements starts at an 85%; to reach the 90% and higher range, it must be especially creative and insightful. All group members names should be on the back of the poster for credit.

4. What is my responsibility to society (and the greater world)? “Lost Generation” Poem http://safeshare.tv/w/JGuKcPXxMF

5. Tuesday, August 18 th Day 5, 80 to go until the end of the semester!!! Essential Question of the Day: What do I have to do to earn the grade I desire in this class? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

6. Warm ups… Please start the the warm-up as soon as you hear the bell ring. We will go over the answers after 5 minutes of class. Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!

7. The 1-9 Rubric Inspired by the AP Writing Scoring Rubrics

8. Overview The 1-9 scoring rubric is currently in use by AP teachers at the high school campuses. It is a rubric designed by the College Board to encompass all elements of writing (ideas, organization, word choice, sentence fluency, conventions, and voice)

9. High-Level Papers/Products: These papers/products have accomplished all components of the task Low-Level Papers/Products: These papers/products have missed at least one or more component of the task (either through omission or execution) Contains elements of both high and low

10. Even scores are determined by content and organization Odd scores are determined by ‘maturity’ elements: sentence fluency, conventions, word choice, and voice

11. What about the 5? A score of 5 indicates levels of both ends of the rubric spectrum. It tunes in and out; they are in essence, the spotty signal papers.

12. Successful Satisfactory Inadequate Little Success Inconsistent Same content as 6, more mature writing Same content as 8, more mature writing Same content as 4, less mature writing Very little of the task is present to score

13. Task: In your team, match the sentences with their corresponding number. *The writing task was to write a sentence about a girl thinking about her favorite movie.

14. The girl thought contentedly about her favorite movie in preparation for the impending ice breaker activity. The happy girl was thinking about her favorite movie. The girl was thinking. The girl stood up. The intelligent girl was thinking thoughtfully about a movie. Thinking about her favorite film, the girl was blissful. In preparation for the impending collaborative strategy, the contented girl reflected on her recent film experiences and arrived at a favorite to share. The gyrl wuz thinking. Girl

15. Quick Quiz! As I read each statement, determine whether it is true, false, true with modifications, or unable to determine based on information provided. A paper without conventional errors is always going to score higher than a paper with a few errors. A paper that answers the prompt at a basic level is a 6. Conventional errors always place a paper in the lower half of the scale. A student who misunderstands the prompt but writes an excellent paper will receive a lower half score. Research has proven that the best way to give students as many comments as possible.

16. So what is my grade?

17. Using the rubric you just learned, assign a grade, 1-9, to the essays provided by me… Refer to the handout for the prompt, and evaluate based on the task Remember, a paper must answer the prompt to be awarded a 6 or above An inconsistent paper is a 5 Convention errors generally pull the score lower Great vocabulary and stylistic details pull a score higher

18. Wednesday, August 19 th Day 6, 79 to go until the end of the semester!!! Essential Question of the Day: Can I determine the grade an essay earns based on the 9 pt. AP Rubric? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

19. Warm ups… Please start the the warm-up as soon as you hear the bell ring. We will go over the answers after 5 minutes of class. Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!

20. Quick Quiz! As I read each statement, determine whether it is true, false, true with modifications, or unable to determine based on information provided. A paper without conventional errors is always going to score higher than a paper with a few errors. A paper that answers the prompt at a basic level is a 6. Conventional errors always place a paper in the lower half of the scale. A student who misunderstands the prompt but writes an excellent paper will receive a lower half score. Research has proven that the best way to give students as many comments as possible.

21. Today you will read and evaluate 3 AP essays… Each group will be given ONE copy each of 3 essays. 1.Have someone in the group read the essay out loud. 2.Based on the rubric training yesterday, determine the grade each essay would earn. 3.Write down the grade for each essay on a piece of paper, and give 3 reasons your group feels the essay earned the grade given. 4.Be ready to share your scores and rationale with the whole class after reading and evaluating each essay.

22. Thursday, August 20 th Day 7, 78 to go until the end of the semester!!! Essential Question of the Day: What steps do I need to take to write a successful argument essay? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

23. Warm ups… Please start the the warm-up as soon as you hear the bell ring. We will go over the answers after 5 minutes of class. Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!

24. 3 corners activity: Take out your notes on the essays you evaluated yesterday. If you believe 1A was the strongest essay, go to the corner by Mrs. Williams’ desk If believe 1B was he strongest essay, go to the corner by the trash can and back cabinet. If you believe 1C was the strongest essay, go to the corner by the freshmen board. Be prepared to give your reasons for grading the essays as you did.

25. Before you begin your timed write, let’s look at the prompt…take out the prompt and a Cornell Note page… Any questions with words? Write down what the prompt is asking you to argue on your Cornell Note page. Where do I find evidence to prove my point?

26. You are asked to give “evidence” for your position. Give your argument a foot to stand on by using TOES! TOES = Types Of Evidence Remember this acronym: Lovers of CHocolate Probably Seem Pretty Happy! For your evidence, find examples to back your claim in: Literature Current events and History Personal experiences Societal observation Pop culture AVOID the Hypothetical!!!

27. Friday, August 21 st Day 8, 77 to go until the end of the semester!!! Essential Question of the Day: What steps do I need to take to write a successful argument essay? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

28. Warm ups… Please start the the warm-up as soon as you hear the bell ring. We will go over the answers after 5 minutes of class. Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!

29. Continue writing your argument essay. Remember, give your argument a foot to stand on by using TOES! TOES = Types Of Evidence Remember this acronym: Lovers of CHocolate Probably Seem Pretty Happy! For your evidence, find examples to back your claim in: Literature Current events and History Personal experiences Societal observation Pop culture AVOID the Hypothetical!!!