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March 27, 2006
Today in class we started with a warm-up. This warm-up was; Appetizers – pg. 46 Students will read and discuss the keys to effective writing. We will then determine which ones we need to complete now. Students will then read “Getting the Big Picture” on page 233. Review what specific information must be included in each paragraph. The class will take out a sheet of notebook paper and fold it into fourths. Label each section with the 4 ways to start an opening paragraph. Students will write 4 different lead paragraphs for their persuasive paper.
1. Ask a question
2. Quote someone
3. Share an experience
4. Give background information
Students will ask their writing buddy which lead is the most effective for the essay.
Students will write the 1st draft of their beginning paragraph to their problem-solution persuasive essay. Be sure to: Use the lead that your writing buddy suggested
introduce the problem,
put your opinion statement as the last sentence, and
make sure this paragraph has 5-7 sentences.
The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Students will complete the 1st draft of their problem-solution persuasive essay. Be sure to:
• Use the lead your writing buddy suggested
• Introduce the problem
• Put your opinion statement as the last sentence
• Make sure this paragraph has 5-7 sentences.
Posted by at 05:12 PM
Today in class we began with a warm up. The warm up had to do with, identifying the best summary and recognizing the authors point of view. We then started to write four beginning paragraphs. This way you could see what one you would like to use. We did this for the rest of class.
For homework tonight, make sure that you finish writing your four beginning paragraphs. Also make sure that you read for thirty minutes and create an entry on your reading log.
Posted by at 01:31 PM
March 26, 2006
Today in class we started with a warm-up. This warm-up was; Why is it necessary to write clear and focused statements? Students then read and discussed the necessity of writing clear and focused statements on pg. 231. An opinion statement names the problem and proposes a solution. Students will use the following formula to write an opinion statement. Students will see the example of a completed Organized List for a persuasive essay. We then used the following directions to guide them in generating an organized list for their essay:
Directions Organized List
Write your opinion statement.
Summarize the problem.
List facts and details.
Propose the solution.
List facts and details.
Continue the solution.
List facts and details.
Students reading logs were taken up for a grade.
The homework over the weekend is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Students will need to complete their organized list. This list will be used as a guide with the writing of this essay.
Posted by at 08:11 PM
March 23, 2006
Today in class we started with a warm-up. This warm-up was; What is the purpose of an opinion statement? Since a problem can be solved with several possible solutions, making a list of possible solutions would be beneficial. You will need to begin with a sentence starter. Students will need to use a sentence starter to state their problem and ends with “unless” or “until.” They will be able to refer to their research paper and write as many solutions as they can. Put a star by the solution you feel is most suitable for your paper. Students will now need to figure out how the solution will work. In order to persuade your reader to believe in your solution, you will need to complete the following chart:
5W’s and H Chart
Gathering Details About the Solution:
Who-
What-
When-
Where-
Why-
How-
The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To complete the Sentence Starter Solutions and the 5W’s and H Chart.
3. Be sure to fill out your reading logs because Msr.Abrams will be cheking them tomorrow.
Posted by at 07:35 PM
March 22, 2006
Today in class we started with a warm-up. This warm-up was ;What is a problem-solution persuasive essay? Studentswill then read and analyze the example of a persuasive (or problem-solution) essay on pages 225-226.
When analyzing the piece of writing, students will be asked to answer the following:
1. Paragraph 1: What is the problem?
2. Paragraph 2: Why is it important?
3. Paragraph 3: What is a solution? Why will it work?
4. Paragraph 4: How can the reader help?
5. Paragraph 5: Why might someone think the solution will not work?
6. What does the writer want the reader to do?
7. What details convince the reader to take the problem seriously?
8. What details persuade the reader to help solve the problem?
9. Which paragraphs deal with the problem?
10. Which paragraphs deal with the solution?
11. What words or phrases make the voice of the writer persuasive?
We then reviewed the keys to effective prewriting on pg. 227.
We then got out our concept maps, and compared it to the concept map (called a “topics cluster” in Write Source). Using the information on our concept map, students then completed a gathering chart. You will need to refer back to your research paper for more information.
The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. To complete the gathering chart that was started in class.
Posted by at 07:35 PM
March 21, 2006
Posted by Abrams at 03:54 PM
March 20, 2006
Today in class we started with a warm-up. This warm-up was; Why is it important to make sure you have content and organization when writing an informational piece? Students then shared their night write from last Friday with their table groups. We then read “How to Read Nonfiction” reviewing for: Purpose and audience, Content and organization,and Response and evaluation. Students then read and discussed the information on pg. 21-22 on response and evaluation. After reading pages 21-22 students then anwered the following questions;
1. What is the author’s purpose?
2. Did the author achieve her purpose?
3. Give specific examples from the article to support your answer.
4. What are some of the strengths in this article?
5. What are some of the weaknesses of this article?
The homework for tonight is:
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Anwser the following questions for the night write:
What is the author’s purpose?
Did the author achieve her purpose?
Give specific examples from the article to support your answer.
What are some of the strengths in this article?
What are some of the weaknesses of this article?
Posted by at 04:53 PM
Today in class we began with a warm up. The warm up was, Why is it important to make sure you have content and organization when writing an informational piece? After we did our warm up, we then moved on to working in our Nonfiction books.
For homework tonight, answer 8 questions that are on the worksheet given to you last week. Also make sure that you read for thirty minutes and create an entry on your reading log.
Posted by at 01:31 PM
March 16, 2006
0. Clear Focus. Persuasive writing is clearly focused when the writer takes a clear stand. You can easily see what the topic is and can sum up the writer’s position in one sentence.
0. Strong Support. A position has strong support when the writer backs it up with specific reasons, evidence, or examples.
0. Great Beginnings. A great beginning captures your attention. It sets up the writer’s position on a topic and gives you an idea of what is coming next.
0. Logical Order. Writing has a logical order when the writer presents his or her thoughts in a way that is easy to follow and makes the argument strong.
0. Memorable Endings. Memorable endings come at just the right place, make the argument feel complete, and stick in your mind.
0. Precise Words. Precise words are exactly right and make it easy for you to understand what the writer means. Nouns are specific, and verbs are lively.
0. Vivid Images. Writing has vivid images when the words paint a picture in your mind. They make it easy for you to imagine what is being described. They help make the writer’s argument convincing.
0. Individual Voice. Writing has an individual voice when you feel that the writer is speaking directly to you or to a specific audience. You sense that the writer cares about the topic and is saying what he or she really thinks.
0. Easy Flow. Writing has an easy flow when the sentences work together in a way that matches the topic. The writing is easy to read aloud and sounds good to your ear.
Good Ideas. Writing based on good ideas grabs your attention. The writer presents a topic worth caring about. Or the writer makes you think about a familiar topic in a new way.
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm
http://www.orangeusd.k12.ca.us/yorba/problem_solution.htm
http://library.thinkquest.org/J001156/forms%20of%20writing/em_persuasive.htm?tqskip1=1
http://teacher.scholastic.com/activities/writing/minilessons.asp?topic=Persuasive
http://teacher.scholastic.com/activities/writing/draft.asp?topic=Persuasive
http://teacher.scholastic.com/activities/writing/revise.asp?topic=Persuasive
http://teacher.scholastic.com/activities/writing/edit.asp?topic=Persuasive
http://teacher.scholastic.com/activities/writing/review.asp?topic=Persuasive
Posted by Abrams at 03:31 PM
March 15, 2006
Today in class we started with a warm-up. This warm-up was What are the elements in a nonfiction writing piece? Students will share their responses on Anticipation Guide for Cyberspace with their table group. Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story. Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.
The homework for tonight is :
1. Read for 30 minutes and fill out an entry in your reading logs.
2. Select a topic that you already have a great deal of knowledge or have recently researched.
Posted by at 07:44 PM
March 13, 2006
Today in class we started with a warm-up. This warm-up was Appetizers – pg. 46. Students received a Anticipation Guide for Cyberspace. With a partner students will complete the 1st column of the Anticipation Guide. The student responses will be shared with the entire group. We then had an introduction of the nonfiction story “Where Is Cyberspace?”. Students will read the pasage and get a sense of the author’s purpose, content, and organization of a piece of nonfiction. Students will learn how to evaluate and respond to nonfiction writing. Students will preview the story to by answering the following questions:
What is the article about?
What can I learn from reading “Where Is Cyberspace?”
The homework for tonight is:
1.Read for 30 minutes and fill out an entry in your reading logs.
2. Using the Night Write from the weekend add 15 minutes more to the writing.
Posted by at 06:08 PM
March 12, 2006
Materials:
Best Nonfiction – 1-5
Warm Up:
Appetizers – pg. 46
Handouts:
Anticipation Guide for Cyberspace
Activity 1:
With a partner students will complete the 1st column of the Anticipation Guide. The student responses will be shared with the entire group.
Activity 2:
Review computer terms:
World Wide Web
Internet
Hypertext markup language
Activity 3:
An introduction of the nonfiction story “Where Is Cyberspace?” will be given. Students will get a sense of the author’s purpose, content, and organization of a piece of nonfiction. Students will learn how to evaluate and respond to nonfiction writing.
Activity 4:
Students will preview the story to by answering the following questions:
What is the article about?
What can I learn from reading “Where Is Cyberspace?”
Homework:
Read for 30 minutes and record the following on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Using the Night Write from the weekend add 15 minutes more to the writing.
Posted by Abrams at 07:52 AM
Materials:
Best Nonfiction – 1-5
Handout:
Anticipation Guide For “Where Is Cyberspace?”
Warm Up:
Write 5 facts you know about cyberspace.
Activity 1:
Give One Get One
Students get up and give an answer to the warm-up question with another student. The “giver” then gets an answer from that person. This activity continues until each student has a total of ten items on their list.
Activity 2:
Students will read their chapter book for 30 minutes to identify the following in their reading:
Conflict
Issue
Protagonist
Antagonist
Resolution
Activity 3:
Students will read “Where Is Cyberspace?” and focus on answering the following questions:
Why did the author write this article?
Who is the author’s intended audience?
What information does the article present?
How is the information organized?
How well has the author presented the information?
Has she answered any or all of the questions that you have about cyberspace?
Has she achieved her purpose for writing the article? Why or why not?
After reading “Where Is Cyberspace?” students will skim through the article and correct and/or verify the statements on the Anticipation Guide for “Where Is Cyberspace?”
Homework:
Read for 30 minutes and record the following on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Using the Night Write from Monday add 15 minutes more to the writing. Does this piece of writing look like you have written for 45 minutes?
Posted by Abrams at 07:51 AM
Materials:
Best Nonfiction: 1-17
Handouts:
Anticipation Guide for Cyberspace
Night Writes for the rest of March
Warm Up:
What are the elements in a nonfiction writing piece?
Activity 1:
Students will share their responses on Anticipation Guide for Cyberspace with their table group.
Activity 2:
Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story.
Activity 3:
Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write: March Night Writes
1. Select a topic that you already have a great deal of knowledge or have recently researched.
2. Write a few sentences that describe your audience and your purpose for writing. Do you want to address people who share your enthusiasm for your chosen topic or those who are unfamiliar with it? Do you want to inform, persuade, or entertain?
3. What is the approximate age of your intended audience?
4. Use a concept map, or web, to organize your ideas about your topic. Write your topic in the center square. Then add the subtopics (key words from your research paper) you wrote questions about in the introductory writing exercise. These subtopics should answer the most basic questions that your readers might have about your topic. Add any new subtopics you now think belong there.
5. Save your notes and your concept map for your next required writing piece.
Materials:
Best Nonfiction: 1-17
Handouts:
Anticipation Guide for Cyberspace
Night Writes for the rest of March
Warm Up:
What are the elements in a nonfiction writing piece?
Activity 1:
Students will share their responses on Anticipation Guide for Cyberspace with their table group.
Activity 2:
Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story.
Activity 3:
Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
1. Select a topic that you already have a great deal of knowledge or have recently researched.
2. Write a few sentences that describe your audience and your purpose for writing. Do you want to address people who share your enthusiasm for your chosen topic or those who are unfamiliar with it? Do you want to inform, persuade, or entertain?
3. What is the approximate age of your intended audience?
4. Use a concept map, or web, to organize your ideas about your topic. Write your topic in the center square. Then add the subtopics (key words from your research paper) you wrote questions about in the introductory writing exercise. These subtopics should answer the most basic questions that your readers might have about your topic. Add any new subtopics you now think belong there.
5. Save your notes and your concept map for your next required writing piece.
Materials:
Best Nonfiction: 1-17
Handouts:
Anticipation Guide for Cyberspace
Night Writes for the rest of March
Warm Up:
What are the elements in a nonfiction writing piece?
Activity 1:
Students will share their responses on Anticipation Guide for Cyberspace with their table group.
Activity 2:
Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story.
Activity 3:
Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
1. Select a topic that you already have a great deal of knowledge or have recently researched.
2. Write a few sentences that describe your audience and your purpose for writing. Do you want to address people who share your enthusiasm for your chosen topic or those who are unfamiliar with it? Do you want to inform, persuade, or entertain?
3. What is the approximate age of your intended audience?
4. Use a concept map, or web, to organize your ideas about your topic. Write your topic in the center square. Then add the subtopics (key words from your research paper) you wrote questions about in the introductory writing exercise. These subtopics should answer the most basic questions that your readers might have about your topic. Add any new subtopics you now think belong there.
5. Save your notes and your concept map for your next required writing piece.
Materials:
Best Nonfiction: 1-17
Handouts:
Anticipation Guide for Cyberspace
Night Writes for the rest of March
Warm Up:
What are the elements in a nonfiction writing piece?
Activity 1:
Students will share their responses on Anticipation Guide for Cyberspace with their table group.
Activity 2:
Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story.
Activity 3:
Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
1. Select a topic that you already have a great deal of knowledge or have recently researched.
2. Write a few sentences that describe your audience and your purpose for writing. Do you want to address people who share your enthusiasm for your chosen topic or those who are unfamiliar with it? Do you want to inform, persuade, or entertain?
3. What is the approximate age of your intended audience?
4. Use a concept map, or web, to organize your ideas about your topic. Write your topic in the center square. Then add the subtopics (key words from your research paper) you wrote questions about in the introductory writing exercise. These subtopics should answer the most basic questions that your readers might have about your topic. Add any new subtopics you now think belong there.
5. Save your notes and your concept map for your next required writing piece.
Handouts:
Anticipation Guide for Cyberspace
Night Writes for the rest of March
Warm Up:
What are the elements in a nonfiction writing piece?
Activity 1:
Students will share their responses on Anticipation Guide for Cyberspace with their table group.
Activity 2:
Students will skim “Where Is Cyberspace?” to review the information. In table groups students will complete the “Review and Interpretation” on the story.
Activity 3:
Students will read Best Nonfiction: 13-15 and discuss “Purpose” and “Audience” of this nonfiction piece of writing. In table groups students will answer the questions in Exercise 1 on pages 15 and 16.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
1. Select a topic that you already have a great deal of knowledge or have recently researched.
2. Write a few sentences that describe your audience and your purpose for writing. Do you want to address people who share your enthusiasm for your chosen topic or those who are unfamiliar with it? Do you want to inform, persuade, or entertain?
3. What is the approximate age of your intended audience?
4. Use a concept map, or web, to organize your ideas about your topic. Write your topic in the center square. Then add the subtopics (key words from your research paper) you wrote questions about in the introductory writing exercise. These subtopics should answer the most basic questions that your readers might have about your topic. Add any new subtopics you now think belong there.
5. Save your notes and your concept map for your next required writing piece.
Posted by Abrams at 07:49 AM
Students will go to the media center to check out a book on their independent reading level and in a genre they have not read so far this year. Students will receive instruction on the elements of nonfiction (purpose, audience, content, organization, response, and evaluation) and how to read nonfiction.
Homework:
Read for 30 minutes and record the following on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write: March Night Writes
Fine-tune your concept map.
Posted by Abrams at 07:47 AM
Materials:
Best Nonfiction: 17-21
Warm Up:
What is a controlling idea in a piece of nonfiction writing?
Activity 1:
Share concept maps with the students at your table.
Activity 2:
Students will read Best Nonfiction: 17-19 to answer the following:
Why do authors change their writing strategies?
Describe the 5 forms of organization.
How does the author support her opinion?
How does the author conclude the piece of writing?
Activity 3:
Exercise 2 on page 20 will be completed as a whole class.
Night Write: March Night Writes
Students will review the concept map you completed for your night write on Wednesday, March 15. Using the facts from your research paper, add at least 2 details to each subtopic. Think about the organization you will use:
Chronological order
Spacial order
Order of importance
Cause-and-effect order
Problem-solution order
Put a number next to each subtopic to show where each will come in your article. Are any of your details opinions? If so, do you have facts to back them up? To make sure you have at least 1 fact to back up 1 opinion, highlight the facts (statement that can be proved). Save these notes for the next writing piece.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:45 AM
Materials:
Best Nonfiction: pg. 13, 21-23
Warm Up:
Why is it important to make sure you have content and organization when writing an informational piece?
Activity 1:
Share last night’s night write with the people at your table.
Activity 2:
Read “How to Read Nonfiction” reviewing for:
Purpose and audience
Content and organization
Response and evaluation
Activity 3:
Read and discuss the information on pg. 21-22 on response and evaluation.
Activity 4:
Remember that proficient readers question continually as they read. Skim “Where Is Cyberspace?” and answer the following:
1. What is the author’s purpose?
2. Did the author achieve her purpose?
3. Give specific examples from the article to support your answer.
4. What are some of the strengths in this article?
5. What are some of the weaknesses of this article?
Night Write: March Night Writes
Review your content map.
Answer the following”
1. Are the facts on the concept map related to your intended purpose?
2. If not, decide how you will bring your notes and purpose together.
3. Imagine yourself a member of the chosen audience, and look at your concept map. What are some additional questions your audience might have?
4. If additional questions would help clarify your topic, add those questions at this time.
5. How did you organize your information? (example , chronological)
6. Is the type of organization appropriate for your topic and purpose?
7. Should the order be changed?
8. What subtopics might need to be rearranged?
Save this information for the next writing piece.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:45 AM
Warm Up:
Why is it important to make sure you have respond and evaluate when reading an informational piece?
Activity 1:
Share last night’s night write with the people at your table.
Activity 2: Students will read their chapter books and answer the following:
What is the problem or issue presented in the story/text?
If you had the same conflict, how would you resolve it?
Who is the protagonist?
Who is the antagonist?
What do you predict will be the solution?
A detailed review and modeling of how detailed these questions need to be answered will be shared with the students. Students will be asked to restate the question in each of their answers, when completing this assignment. This assignment will be collected in class.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Take a writing vacation.
Posted by Abrams at 07:43 AM
Materials:
Write Source – 225-229
Warm Up:
What is a problem-solution persuasive essay?
Activity 1:
The class will read and analyze the example of a persuasive (or problem-solution) essay on pages 225-226.
When analyzing the piece of writing, students will be asked to answer the following:
1. Paragraph 1: What is the problem?
2. Paragraph 2: Why is it important?
3. Paragraph 3: What is a solution? Why will it work?
4. Paragraph 4: How can the reader help?
5. Paragraph 5: Why might someone think the solution will not work?
6. What does the writer want the reader to do?
7. What details convince the reader to take the problem seriously?
8. What details persuade the reader to help solve the problem?
9. Which paragraphs deal with the problem?
10. Which paragraphs deal with the solution?
11. What words or phrases make the voice of the writer persuasive?
Activity 2:
Review the keys to effective prewriting on pg. 227. Get out your concept map you worked on while reading “Where Is Cyberspace?” and compare it to the concept map (called a “topics cluster” in Write Source). Using the information on your concept map, complete a gathering chart (see pg. 229 in Write Source on page 229. You will need to refer back to your research paper for more information.
Gathering Chart
Problem: The school might cancel the Jekyll Island trip.
Why does the problem exist? Why should the problem be solved?
The Jekyll Island trip cost $180. Without the Jekyll Island trip, students wouldn’t get to do the outdoor projects.
Next year the trip will cost $300. Money should be no object when it comes to educating students.
The school budget has been cut. Nature is the place to learn about nature;. Therefore, the issue here is priority on where the money should be spent.
The economy has been bad. A bad economy should not impact what is best for kids.
Everybody goes or nobody goes. Srudents want to us to save the camp experience, too.
The 1st part of a problem-solution essay should convince the reader a problem exists. The 2nd part of the essay should propose a solution that the reader could do. Organizing your details carefully will help the writer make their essay clear and persuasive.
Night Write: March Night Writes
Complete the gathering chart that was started in class.
Posted by Abrams at 07:42 AM
Materials:
Write Source: pg. 230-232
Warm Up:
What is the purpose of an opinion statement?
Activity 1:
Since a problem can be solved with several possible solutions, making a list of possible solutions would be beneficial. You will need to begin with a sentence starter.
Sentence Starter
The Jekyll Island trip will not be an option for next year unless…
• The economy gets better.
• The school budget cuts something else.
• Parents make donations.
• Students figure out fundraisers to help pay for the cam experience.
• A miracle happens
Students will need to use a sentence starter to state their problem and ends with “unless” or “until.” Refer to your research paper and write as many solutions as you can. Put a star by the solution you feel is most workable.
Activity 2:
Students will now need to figure out how the solution will work. In order to persuade your reader to believe in your solution, you will need to complete the following chart:
5W’s and H Chart
Gathering Details About the Solution
Who Dr. Tyson, 7th grade teachers, 7th grade students
What Money for the Jekyll Island trip
Where Mabry
When Present
Why So students will have the nature experience in Jekyll.
How Asking for donations or having fund-raisers
Night Write: March Night Writes
Students will need to complete the Sentence Starter Solutions and the 5W’s and H Chart.
Posted by Abrams at 07:41 AM
Materials:
Materials:
Write Source: pg. 231-235.
Warm Up:
Why is it the necessary to write clear and focused statements?
Activity 1:
Read and discuss the necessity of writing clear and focused statements on pg. 231.
Activity 2:
An opinion statement names the problem and proposes a solution.
Students will use the following formula to write an opinion statement.
Activity 3:
Students will see the example of a completed Organized List for a persuasive essay. Students will use the follow directions to guide them in generating an organized list for their essay:
Directions Organized List
Write your opinion statement.
Summarize the problem.
List facts and details.
Propose the solution.
List facts and details.
Continue the solution.
List facts and details.
Reading Logs were collected for a grade on 5 entries.
Night Write:
March Night Writes
Students will need to complete their organized list. This list will be used as a guide with the writing of this essay. Keep in mind that every paragraph will need a topic sentence related to the essay topic. Each paragraph will need to have facts and details that support its topic sentence. Every paragraph needs to have a closing (or clincher) sentence that summarizes the information written in that one paragraph.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Activity 3:
Students will see the example of a completed Organized List for a persuasive essay. Students will use the follow directions to guide them in generating an organized list for their essay:
Directions Organized List
Write your opinion statement.
Summarize the problem.
List facts and details.
Propose the solution.
List facts and details.
Continue the solution.
List facts and details.
Night Write:
Students will need to complete their organized list. This list will be used as a guide with the writing of this essay. Keep in mind that every paragraph will need a topic sentence related to the essay topic. Each paragraph will need to have facts and details that support its topic sentence. Every paragraph needs to have a closing (or clincher) sentence that summarizes the information written in that one paragraph.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:40 AM
Materials:
Write Source: pg. 233-235
Handout:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Warm Up:
Appetizers – pg. 46
Activity 1:
The class will read and discuss the keys to effective writing. We will determine which ones we need to complete now.
Activity 2:
Students will read “Getting the Big Picture” on page 233. Review what specific information must be included in each paragraph.
Students will take out a sheet of notebook paper and fold it into fourths. Label each section with the 4 ways to start an opening paragraph.
Ask a question Quote someone
Share an experience Give background information
Students will write 4 different leads for their persuasive paper. Students will ask their writing buddy which lead is the most effective for the essay.
Activity 3:
Students will write the 1st draft of their beginning paragraph to their problem-solution persuasive essay. Be sure to:
Use the lead your writing buddy suggested
Introduce the problem
Put your opinion statement as the last sentence
Make sure this paragraph has 5-7 sentences.
Night Write:
March Night Writes
Students will complete the 1st draft of their problem-solution persuasive essay. Be sure to:
• Use the lead your writing buddy suggested
• Introduce the problem
• Put your opinion statement as the last sentence
• Make sure this paragraph has 5-7 sentences.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:38 AM
Warm Up:
Since this problem-solution persuasive essay is the last required piece of writing this school year, I want to ...
Handout:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Collected Papers To Be Graded:
Today's Warm-up
2 5W's and H Charts (one on the problem and one on the solution for the essay)
Activity 1:
Students will read their chapter book for 30 minutes have students write a summary paragraph including a topic sentence, supporting details (5 W’s and H), and a clincher/closing sentence.
Activity 2:
Share the rough draft of the beginning paragraph with the students at your table.
Night Write:
March Night Writes
Fine-tune your beginning paragraph making sure you:
• Use one of the 4 suggested leads the lead
o Ask a question
o Share an experience
o Quote someone
o Give background information
• Introduce the problem
• Put your opinion statement as the last sentence
• Make sure this paragraph has 5-7 sentences.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:35 AM
Materials:
Write Source: pg. 236-237
Handout:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Warm Up:
Why must the writer be sure they are anticipating and addressing readers concerns and counter-arguments when writing a problem-solution persuasive paper?
Activity 1:
• Students will write the numbers 1 through 3 down the left side of their paper, leaving eight lines between each number.
• Write one topic sentence next to each number.
• List the facts and examples (refer to your Organized List) in each paragraph that support the topic sentence.
• Compare lists with your writing buddy.
Activity 2:
Students will write the 1st rough draft of their middle paragraphs. Students must remember the following guidelines when writing each of the middle paragraphs:
• 1st middle paragraph
o Topic sentence summarizes the problem
o Body convinces the reader with details that support the topic sentence
o Closing sentence states why the problem needs a solution
• 2nd middle paragraph
o Topic sentence
o Introduces a solution
o Closing/clincher sentence
• 3rd middle paragraph
o Topic sentence
o Offers details about the solution
o Closing/clincher sentence
Night Write:
Complete the 1st rough draft of the 3 middle paragraphs for a problem-solution persuasive paper keeping the following in mind:
• 1st middle paragraph
o Topic sentence summarizes the problem
o Body convinces the reader with details that support the topic sentence
o Closing sentence states why the problem needs a solution
• 2nd middle paragraph
o Topic sentence
o Introduces a solution
o Closing/clincher sentence
• 3rd middle paragraph
o Topic sentence
o Offers details about the solution
o Closing/clincher sentence
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:34 AM
Students went to the media center to check outbooks in a needed genre and at a challenging reading level. Mrs. Hendrix gave instruction on how to set up and complete a puzzle PowerPoint on a famous person. The directions for this lesson are posted on the media center blog.
Night Write:
Students must make sure they have completed a rough draft of the 1st paragraph and the 3 middle paragraphs of their problem-solution persuasive essay (writing in pencil, every other line, and in cursive).
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:32 AM
Materials:
Write Source: pg. 239-250
Handout:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Write Source: pg. 238
Handout:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Warm Up:
Why must a writer of a problem-solution persuasive paper provide a sense of closure to the writing?
Activity 1:
Read page 238 paying close attention to:
• How would you summarize the problem and solution presented in the paper?
• How would you suggest a possible objection to the solution?
• How would you answer your objection?
• How would you write the answer as an ending to your essay?
Some people say ___________________, but the fact is _____________,
(objection) (answer)
Activity 2:
Students will write the 1st rough draft of the ending paragraph to their essay.
Night Write:
Fine-tune the ending paragraph of your essay emphasizing:
• How would you summarize the problem and solution presented in the paper?
• How would you suggest a possible objection to the solution?
• How would you answer your objection?
• How would you write the answer as an ending to your essay?
Some people say ____________________, but the fact is ____________
(objection) (answer)
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 07:28 AM
Materials:
Write Source: pg. 239-250
Handout:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Revising Checklist (pg. 2 of this document)
Warm Up:
Appetizers - 48
Review the first 5 activities. Students should have revised their paper 5 times before spring break. If they did not, they are to revise it today by the following activities. Please use Write Source pg. 240-244.
Activity 1:
Students will be revising their paper focusing on the answer to:
How did I use details to persuade?
Activity 2:
Students will be revising their paper focusing on the answer to:
How did I answer the main objection?
Activity 3:
Students will be revising their paper focusing on the answer to:
How did my beginning capture my reader’s attention?
Activity 4:
Students will be revising their paper focusing on the answer to:
How does my ending contain a clear call to action?
Activity 5:
Students will be revising their paper focusing on the answer to:
How can my voice sound more confident?
Activity 6:
Students will be revising their paper focusing on the answer to:
How can my voice sound more persuasive?
Activity 7:
Students will be revising their paper focusing on the answer to:
What are my inflammatory words and phrases?
How are my words engaging, positive, and fit my audience and purpose?
Activity 8:
Students will be revising their paper focusing on the answer to:
How do I make sure my words fit my audience and purpose?
Which words did I use that are inflammatory?
Which words did I use that are too formal or too casual?
Activity 9:
Students will be revising their paper focusing on the answer to:
How do I use compound sentences?
How many compound sentences do I have?
Activity 10:
Students will be revising their paper focusing on the answer to:
How do I use my complex sentences?
How many complex sentences do I have?
Students should remember: the rough draft must show significant signs of revisions.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Students will use the following activities to complete the revising of their paper:
Activity 1:
Students will be revising their paper focusing on the answer to:
How did I use details to persuade?
Activity 2:
Students will be revising their paper focusing on the answer to:
How did I answer the main objection?
Activity 3:
Students will be revising their paper focusing on the answer to:
How did my beginning capture my reader’s attention?
Activity 4:
Students will be revising their paper focusing on the answer to:
How does my ending contain a clear call to action?
Activity 5:
Students will be revising their paper focusing on the answer to:
How can my voice sound more confident?
All students will need to revise their papers according to the following activities. Please use Write Source pg. 245-249.
Activity 6:
Students will be revising their paper focusing on the answer to:
How can my voice sound more persuasive?
Activity 7:
Students will be revising their paper focusing on the answer to:
What are my inflammatory words and phrases?
How are my words engaging, positive, and fit my audience and purpose?
Activity 8:
Students will be revising their paper focusing on the answer to:
How do I make sure my words fit my audience and purpose?
Which words did I use that are inflammatory?
Which words did I use that are too formal or too casual?
Activity 9:
Students will be revising their paper focusing on the answer to:
How do I use compound sentences?
How many compound sentences do I have?
Activity 10:
Students will be revising their paper focusing on the answer to:
How do I use my complex sentences?
How many complex sentences do I have?
Posted by Abrams at 07:22 AM
Warm Up:
Appetizers – pg. 49
Handouts:
Guidelines For Writing a Persuasive Paper (pg. 1 of this document)
Handouts:
Editing Checklist (pg. 2 of this document)
(A completed 1 from the writer of the paper and a clean copy for the writing buddy to use and the writing buddy revises the paper on the Editing Checklist).
Activity 1:
Students will read their chapter book for 30 minutes have students write a summary paragraph including a topic sentence, supporting details (5 W’s and H), and a clincher/closing sentence.
Activity 2:
Students should share their revised rough draft with the students at their table.
Activity 3:
Students should get with their writing buddy and exchange papers. The writing buddy is to complete a copy of Guidelines for Writing of a Persuasive Paper.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
If your reading buddy did not finish all of the activities of the revising, please have someone at home assist you in this matter.
Posted by Abrams at 07:12 AM
Materials:
Write Source – pg. 252-253
Handouts:
Editing Checklist (pg. 3 of this document)
Warm Up:
Why is it important to revise a persuasive writing piece?
Activity 1:
Students will complete their Editing Checklist handout to complete the editing activities on their rough draft.
1. Students will be editing their paper focusing on the answer to:
How do I know that I used proper grammar and punctuation?
2. Students will be editing their paper focusing on the answer to:
How do I know if my essay is free of spelling errors?
3. Students will be editing their paper focusing on the answer to:
How did I punctuate compound sentences?
4. Students will be editing their paper focusing on the answer to:
How did I punctuate complex sentences?
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Students will complete the Editing Checklist (pg. 3 of this document)
for their persuasive essay.
Posted by Abrams at 07:03 AM
Materials:
Write Source – pg. 252-253
Handouts:
Editing Checklist (pg. 3 of this document)
Warm Up:
Why is it important to edit a persuasive writing piece?
Activity 1:
Students will get with their writing buddy and exchange papers. Students will complete an Editing Checklist for their writing buddy.
1. Students will be editing their paper focusing on the answer to:
How do I know that I used proper grammar and punctuation?
2. Students will be editing their paper focusing on the answer to:
How do I know if my essay is free of spelling errors?
3. Students will be editing their paper focusing on the answer to:
How did I punctuate compound sentences?
4. Students will be editing their paper focusing on the answer to:
How did I punctuate complex sentences?
Night Write:
If your reading buddy did not finish all of the activities of the Editing Checklist (pg. 3 of this document),
please have someone at home assist you in this matter. Read your essay aloud to someone else.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 06:59 AM
Materials:
Writing and Grammar – pg. 416
Warm Up:
What is a subject complement?
Activity 1:
Review predicate nouns and pronouns by reading aloud pg. 416. Work Exercise 40 together as a class.
Activity 2:
Have students complete Grammar Exercise Workbook pg. 65-66. The class will go over the correct answers to these workbook pages.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
It is time to take a break from revising and editing your essay. Let’s let it :simmer” for the weekend.
Posted by Abrams at 06:58 AM
Materials:
Writing and Grammar – pg. 417
Rough draft for the problem-solution persuasive essay.
Warm Up:
What is a predicate adjective?
Activity 1:
Review predicate adjectives by reading aloud pg. 417. Work Exercise 41 together as a class.
Activity 2:
Students will read their rough draft aloud to their writing buddy and make any necessary changes.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Fine-tune the rough draft of your essay.
Posted by Abrams at 06:56 AM
Activity 1:
Students will read their chapter book for 30 minutes focusing on the setting. Students will complete the following formula on their reading and turn in this assignment for a grade:
Setting = time and place
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Take a writing vacation.
Posted by Abrams at 06:55 AM
Materials:
Writing and Grammar - pg. 416
Grammar Exercise Workbook - pg. 65
Warm Up:
What is a subject complement?
Activity 1:
Review predicate nouns and pronouns by reading pg. 416. Work Exercise 40 together as a group.
Activity 2:
Students will complete Grammar Exercise Workbook - pg. 65 with their table group.
Activity 3:
Students will complete Grammar Exercise Workbook - pg. 66 as a quiz.
Night Write:
If students have Internet access at home, they are to type their problem-solution persuasive essay into e-rater. Be sure to print a hard copy of this essay.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 06:53 AM
Students will go to the media center to:
update their genre chart
check out a challenging chapter book in a genre they need
receive instruction from Mrs. Hendrix on technical reading and writing
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 06:52 AM
Friday, April 21
Students must submit their essay to e-rater (http://www.phsuccessnet.com )and print a hard copy of the essay. Students will have access to 6 computers in the classroom.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Posted by Abrams at 06:50 AM
March 08, 2006
For the Warm-Up today, students were to pick 5 of the most challenging words for them. The list is posted on this blog. Also, their will be a test on Friday on these words, so study!
Some of the harder words to understand are:
1.Subject-Verb agreement
2.Etymology
3.Pronoun-Antacedant agreement
4.Salutation letter
5.Multi-Meaning words
Remember, your peers are making flash cards on these key words, so don't freak out!
Activity 1: Student's worked on their flash cards for 20 minutes. They were ot be done at the end of the 20 minutes, because the students need to start studying.
Remember you must have:
A defintion
A picture
An example
Posted by at 09:18 AM
March 07, 2006
Today was a very productive day.
Students started out with a warm-up about "Whales Near Extinction"
Then Mrs. Abrams talked with students about the skill of the week, which is Conflict.
Make sure you look for the conflict while reading and writing tonight.
Then students read for 45 minutes, making sure they labeled their conflict.
Have a great week.
Remember you can find the skill of the week questions on this blog.
Posted by at 10:24 AM
March 05, 2006
Materials:
Write Source
Writing and Grammar
Literature
Activity 1:
Presentations
Activity 2:
Test Direction Vocabulary Words
Students will work in partners to create a visual to teach one of the above test direction words.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Complete Expository Writing Reflection Log
for the writing of your expository writing/research paper.
Students will work in partners to create a visual to teach one of the above test direction words.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Complete reflection log for the writing of your expository writing/research paper.
Posted by Abrams at 05:25 PM
Warm Up:
Appetizers pg. 45
Students turned in their reading logs and the total number of books read so far this year was recorded.
Activity 1:
Presentations
Activity 2:
Students will read their chapter books and answer the following:
What is the problem or issue presented in the story/text?
If you had the same conflict, how would you resolve it?
Who is the protagonist?
Who is the antagonist?
What do you predict will be the solution?
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Students will read for 30 minutes and answer the following questions on notebook paper. This assignment will be counted for a homework grade.
What is the problem or issue presented in the story/text?
If you had the same conflict, how would you resolve it?
Who is the protagonist?
Who is the antagonist?
What do you predict will be the solution?
Posted by Abrams at 05:23 PM
Materials:
Writing and Grammar
Literature
Write Source
Warm Up:
Make a list of the 5 most difficult words from the Test Direction Vocabulary Words.
What will you do in order to learn these words?
Activity 1:
Share warm up responses with you table group.
Activity 2:
Students will present their words to the class.
Test Direction Vocabulary Words will be given on Friday, March 10.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Make a list of the 5 most difficult words from the Test Direction Vocabulary.
What will you do in order to learn these words?
Add this list with your warm-up assignment from today in class. What do you need to do now?
Posted by Abrams at 05:18 PM
Warm Up:
Make a list of the 5 words from the Test Direction Vocabulary Words that are still a challenge for you. What will you do in order to learn these words?
Activity 1:
Students will discuss their responses to the Warm Up with the students at their table.
Activity 2:
Students will complete
Vocab-o-gram pg. 2 of file to assist them in their preparation of the test.
A test of the Test Direction Vocabulary Words will be given on Friday, March 10.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
Do what is necessary in order to prepare for the test on Friday.
Posted by Abrams at 05:16 PM
Students will have the entire class period to complete the Vocab-o-gram pg. 1 of file.
Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary
Night Write:
You may write on a topic of your choice.
Posted by Abrams at 05:11 PM
March 03, 2006
Posted by Abrams at 01:23 PM
Posted by Abrams at 01:18 PM
Posted by Abrams at 01:10 PM
Today was a great day!
In class, we had our oral presentations. Student's have been spending a lot of time and effort on their project, and it has all paid off. They have 3 minutes of fame and then it is all over, what a relief!
Next all the students got out their Portfolio. They were to re-organize it, and pull out their "Genre Chart." From that chart, students were to fill it out.
Then we went to the media center, and talked about the chart, and, that we must have all the criteria and 25 books done.
Homework: to read for 30 minutes and fill out an entry in their reading log. If you have already presented, you have a writing vacation.
Happy reading and writing!
Posted by at 09:20 AM
