Monday, August 17 th Day 4, 81 to go until the end of the semester!!! Essential Question of the Day: How will you as an individual make a difference in your world? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

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!!

“Lost Generation” Poem Everybody get out a pencil, highlighters, and a copy of the poem ready. ESSENTIAL QUESTION: How will I make a difference in my world?

Follow these instructions as you reread the poem silently. Diction: Specific Word Choice Syntax: Sentence structures Imagery: Images that appeal to the five senses

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

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!!

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

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)

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

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

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.

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

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.

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

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.

So what is my grade?

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

Wednesday, August 19 th Day 6, 79 to go until the end of the semester!!! Essential Question of the Day: How do writers combine diction, syntax and imagery to create a distinct tone and unique voice? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

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!!

“What’s in a Name?” handout… Team member #1: Read Speaker #1’s description out loud. Team member #2: As team member #1 reads, HIGHLIGHT the specific DICTION used by Speaker #1 to create his/her unique voice. Team member #3: As team member #1 reads, UNDERLINE and ANNOTATE next to the selection the specific SENTENCES Speaker #1 uses. Notice if they are short, long, complex, etc… Team member #4: As team member #1 reads, CIRCLE any imagery (words/phrases that appeal to the 5 senses) that Speaker #1 uses. AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s in a Name” with the Diction, Syntax, and Imagery your team members found. DECIDE AS A TEAM, What is the tone of the selection? What can you infer about Speaker #1?

“What’s in a Name?” handout… Team member #2: Read Speaker #2’s description out loud. Team member #3: As team member #2 reads, HIGHLIGHT the specific DICTION used by Speaker #2 to create his/her unique voice. Team member #4: As team member #2 reads, UNDERLINE and ANNOTATE next to the selection the specific SENTENCES Speaker #2 uses. Notice if they are short, long, complex, etc… Team member #1: As team member #2 reads, CIRCLE any imagery (words/phrases that appeal to the 5 senses) that Speaker #2 uses. AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s in a Name” with the Diction, Syntax, and Imagery your team members found. DECIDE AS A TEAM, What is the tone of the selection? What can you infer about Speaker #2?

“What’s in a Name?” handout… Team member #3: Read Speaker #3’s description out loud. Team member #4: As team member #1 reads, HIGHLIGHT the specific DICTION used by Speaker #3 to create his/her unique voice. Team member #1: As team member #1 reads, UNDERLINE and ANNOTATE next to the selection the specific SENTENCES Speaker #3 uses. Notice if they are short, long, complex, etc… Team member #2: As team member #1 reads, CIRCLE any imagery (words/phrases that appeal to the 5 senses) that Speaker #3 uses. AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s in a Name” with the Diction, Syntax, and Imagery your team members found. DECIDE AS A TEAM, What is the tone of the selection? What can you infer about Speaker #3?

“What’s in a Name?” handout… Team member #4: Read Speaker #4’s description out loud. Team member #1: As team member #4 reads, HIGHLIGHT the specific DICTION used by Speaker #4 to create his/her unique voice. Team member #2: As team member #4 reads, UNDERLINE and ANNOTATE next to the selection the specific SENTENCES Speaker #4 uses. Notice if they are short, long, complex, etc… Team member #3: As team member #4 reads, CIRCLE any imagery (words/phrases that appeal to the 5 senses) that Speaker #4 uses. AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s in a Name” with the Diction, Syntax, and Imagery your team members found. DECIDE AS A TEAM, What is the tone of the selection? What can you infer about Speaker #4?

Thursday, August 20 th Day 7, 78 to go until the end of the semester!!! Essential Question of the Day: How do writers combine diction, syntax, and imagery to create a distinct tone and voice? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

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!!

Friday, August 21 st Day 8, 77 to go until the end of the semester!!! Essential Question of the Day: How do writers combine diction, syntax, and imagery to create a distinct tone and voice? GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

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!!

If you have not finished presenting your “Descriptions by a Mystery Persona,” you will do this at the beginning of class… After the presentations, take out the handout entitled “Spotlight;” you probably grabbed it yesterday. I will read it out loud first; read along. In your note margin, write HOW you think the girl feels in the lunch room this first day of high school. Why do you think that is? After hearing the back story of the excerpt, write in your notes what the girl might be thinking and feeling, and explain why you think so. Is your impression of her behavior different after learning about her experience?

MARKING YOUR TEXTS…FOLLOW THESE INSTRUCTIONS: Write down the TONE of the piece in the notes, and highlight the tone word(s) you have chosen. Write down the girl’s VOICE, using several adjectives. Highlight her voice in a different color. Read through the excerpt silently; as you read, find at least TEN examples of diction (word choice) and syntax that build the girl’s VOICE. HIGHLIGHT these words, AND IN THE MARGIN, WRITE HOW THESE WORDS CREATE HER VOICE!! Read AGAIN, this time looking for FIVE examples of words or phrases that create the TONE of the piece. Underline or highlight FIVE examples of imagery; in the margins, explain why the imagery is effective.

Monday, August 24 th Day 9, 76 to go until the end of the semester!!! Essential Question of the Day: GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

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!!

Tuesday, August 25 th Day 10, 75 to go until the end of the semester!!! Essential Question of the Day: GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF THE CLASS

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!!