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Expository Writing A supply list for all courses I teach is available on the Miscellaneous page. 6/12/08 No class--exam week. 6/11/08 No class--exam week. 6/10/08 Semester 2 Final Exam 9:45-11:15. 6/9/08 No class--exam week. 6/06/08 Students wrote their last persuasive essay. Their grade was recorded. Final exam review guide is available on the notes page.
6/05/08 Students wrote a persuasive essay. Their grade was recorded.
6/04/08 Students wrote another 30 minute essay. The higher grade of the two essays (one from 6/2) was recorded.
6/03/08 Students did not have class today due to senior assessments.
6/02/08 Student wrote a 30 minute persuasive essay using My Access. They only had one chance at submission with no tools to assist them. This paper should prove to be a true assessment of their progress this semester when compared to the baseline essay they wrote. No homework.
5/30/08 Students didn't have class today due to senior assessments. No homework.
5/29/08 Students completed their Power Point presentations. No homework.
5/28/08 Students were given a work day. We continue presentations tomorrow.
5/27/08 Students began presenting the Power Point presentation of their choosing. All four Power Point projects were due today. No homework.
5/23/08 Students continued working on their Power Point projects. This was their last day in class to work on them. Presentations begin Tuesday. See notes page for details. Homework: Work on Power Point project (PPP). Presentations begin Tuesday.
5/22/08 Students continued working on their Power Point projects. Presentations begin Tuesday. See notes page for details. Homework: Work on Power Point project (PPP).
5/21/08 Students continued working on their Power Point projects. Presentations begin Tuesday. See notes page for details. Homework: Work on Power Point project (PPP).
5/20/08 Students were assigned a Power Point project. Presentations beginTuesday. See notes page for details. Homework: Work on Power Point project (PPP).
5/19/08 Students wrote an in-class impromptu. No homework.
5/16/08 Students took practice ACT tests (they are accessible from the ACT Practice page of my website).
5/15/08 Students worked on revising their cover letters. An example was available in their handouts folder. Students were not allowed to log onto computers until they turned in their rough draft like they had been instructed yesterday. The final letters were due at the end of the hour. No homework.
5/14/08 After students were given instructions and examples of ways to improve their resumes, they revised and finalized them. Next, students were given instructions on how to write a cover letter. The completed rough draft is due tomorrow at the start of class. Homework: Write a generic cover letter for tomorrow.
5/13/08 Students were given instructions on how to write a resume using MS Resume Wizard. It is due at the start of class tomorrow. No homework.
5/12/08 We completed the process papers. No homework.
5/09/08 We continued the process paper presentations. Every student must bring all necessary supplies with him/her. Papers will be downgraded if supplies are not with the students on that day. No homework.
5/08/08 We continued the process paper presentations. Every student must bring all necessary supplies with him/her. Papers will be downgraded if supplies are not with the students on that day. No homework.
5/07/08 We continued the process paper presentations. Every student must bring all necessary supplies with him/her. Papers will be downgraded if supplies are not with the students on that day. No homework.
5/06/08 We started the process paper presentations today. Starting tomorrow, class meets in my room B321 until all of the processes are completed. Every student must bring all necessary supplies with him/her Tuesday. Papers will be downgraded if supplies are not with the students on that day. No homework.
5/05/08 Self editing time given as well as teacher/student conferences. Points were earned for having the paper done on time today and for revisions made.
5/02/08 Students continued work on process papers and were able to conference with me. The first draft was due at the end of the hour today.
5/01/08 Students were given instructions on how to write a process paper. They were shown good examples of student writing. They had to decide on their topic and start writing. Specific instructions can be found on the Notes and Handouts page.
4/30/08 Students had to revise their writing from Friday and Monday to bring their score up to at least a 4. If they had achieved a 4 or higher on both, they had to pick their lowest score and revise the piece to bring up their grade. No homework.
4/29/08 Students wrote 50 words about their all time favorite teacher. They were given the opportunity to submit their writing to the GP Times for possible publication. They saved it in their folders as "Favorite teacher-yes or no (depending on if they wanted to submit it). No homework.
4/28/08 Students logged onto My Access and wrote on the prompt, "When Bad Things Lead to Good". No homework.
4/25/08 Students logged onto My Access and revised their essay from yesterday ("The person I most admire"). Students submitted their essays again and printed out new score sheets. No homework.
4/24/08 Students logged onto My Access and wrote about the "The person I most admire" prompt. Students submitted their essays and printed out their score sheets. No homework.
4/23/08 Students started with a sentence writing activity. Students were to write 10 complete sentences. Students then added a second sentence to each of the examples they created. Students logged onto the internet to find reviews of Finding Forrester (or whatever they reviewed). Students compared the different reviews to what they had written and worked to revise their own reviews.
4/22/08 Students typed up and edited their reviews. Their first drafts were due at the end of the hour. No homework.
4/21/08 Students met in my classroom B321 to start their rough draft of their review of the film Finding Forrester or the book they read--see notes page for breakdown of paragraphs and notes given). We will meet back in the computer lab starting tomorrow to start typing up our drafts. Homework: Finish rough draft of the review for the film Finding Forrester.
4/18/08 Student finish watching the film Finding Forrester. Then, we started creating a list of qualities that made the film good and/or bad. Homework: Continue working on the list. It is due Monday. Students should meet in Mrs. Sexton's classroom B321 on Monday.
4/17/08 We continued watching Finding Forrester. Students who did not have their permission slip signed were given class time to read their book. It must be completed by Monday, April 21 so they can begin writing their review. No homework (other thank reading for the students writing book reviews).
4/16/08 We continued watching Finding Forrester. Students who did not have their permission slip signed were given class time to read their book. It must be completed by Monday, April 21 so they can begin writing their review. No homework (other thank reading for the students writing book reviews).
4/15/08 In class, we began watching Finding Forrester. Students who did not have their permission slip signed were sent down to the library to check out a book and write a review of that book. No homework.
4/14/08 Students played a game for no more than 15 minutes to gain information to write a video game review. Next, they used the remainder of the hour to write their video game review using the notes they took on Friday. Homework: Finish the review.
4/11/08 Students began class by writing on the following prompt: "Write down your fourth quarter goals for this class". Students then took notes on different kinds of reviews (see notes). No homework. Bring your signed permission slip on Monday if you have not already turned it in.
4/10/08 Students continued working on their aggravation assignment. No homework.
4/09/08 Students began by making a list of things that aggravate them. After students made a list of ten or so items, they were to choose one of the items and wrote about it in detail. No homework.
4/08/08 Students began class with the following journal prompt: "Are teenagers regarded as maturely as they should be? Why or why not? Give evidence to support your position". Students then worked on the Subject-Verb Worksheet in class (see notes). No homework.
4/07/08 Students wrote out goals to improve their writing based on the work they completed so far. They saved their goals in their 3rd quarter folder as "Goals." Next, they worked on revising and improving their essays from Friday.
4/04/08 Students did an in-class writing assessment using My Access. The prompt addressed extra curricular activities. Students can access it from home if they choose. They should write for 50 minutes and submit only once. No homework.
4/03/08 Students did a 30 minute writing responding to the prompt: Have we gone to far? Do we hyper-correct everything? No homework.
4/02/08 We continued working on our essays. Students were given teacher/student conference time as well. Homework: Finish the essay. It is due at the start of the hour--you must come to class with it completed, printed, and saved in your 3rd quarter folder.
4/01/08 Students started by turning in their introductory paragraphs. Next, we read some aloud and discussed whether or not they fulfilled the requirements. Next, they were given an example of how to write an introduction, and they were asked to revise their intro and resubmit it by the end of the hour. No homework.
3/31/08 Students started by filling in a Venn Diagram listing the differences and similarities between middle school and high school. Next, they were given instructions on how to organize a compare and contrast paper. Their Venn Diagram was due at the end of the hour. They must have their introduction to their essay done for the start of class tomorrow. Homework: complete intro to compare and contrast middle school/high school essay.
3/20/08 Students worked on complex, compound, and simple sentences. Students also worked on run-on sentences and fragments. No homework.
3/19/08 Students worked on peer-editing their persuasive essays. Students were to look for a clear introduction and thesis statement. Students also were to make sure a counter argument was address in the body paragraphs of the essay. When editing, students were to use the proofreading marks they learned in class. No homework.
3/18/08 Students edited their persuasive essay according to the format of the basic essay structure. No homework.
3/17/08 Students wrote a persuasive essay on whether they think lunch should be open campus or closed campus. No homework.
3/14/08 Students came up with three "descriptive hooks" for their descriptive essays. Students also continued editing their descriptive essays. Homework: descriptive essay due Monday.
3/12/08 Students edited and added to their descriptive essays. Homework: the final version of the descriptive essay is due on Friday.
3/10/08 Students wrote a descriptive essay about an ideal place they have traveled to. No homework.
3/7/08 Students were permitted to work quietly at their desks for the hour. No homework.
3/6/08 Students spent the entire hour correcting and editing their Childhood Memories paper. No homework.
3/4/08 Students logged onto myaccess and started working a new prompt (Childhood Memories). Students were to print their initial score before the end of the hour. No homework.
3/3/08 Students responded to the following journal prompt: What was the most meaningful educational experience you have ever had? After finishing the journal prompt, students had the rest of the hour to work quietly at their computers. No homework.
2/29/08 Students were given a sentence fragment worksheet to finish in class. Students then logged onto grammar bytes and practiced sentence fragment exercises online. No homework.
2/28/08 Students were given notes on simile, metaphor, imagery, personification, and hyperbole. Students then used simile, metaphor, imagery, personification, and hyperbole to enhance their observations from yesterday. Students were then given a piece of candy to observe. Students were to use each of their senses to describe the piece of candy in a descriptive paragraph. No homework.
2/27/08 Students logged onto their computers and took a mini quiz on the lip-synching article from Monday. Students then made observations from around the school using the senses (touch, smell, sound). Once back in the computer lab, students typed out their observations on the computers and saved them. No homework.
2/26/08 Student were given notes on pronouns (see notes page). Then, they were given practice sheets to complete in class--we did two examples together. We went over the sheets and corrected them. Then, students were given another worksheet for homework. They had class time to begin it. Homework: complete pronoun sheet.
2/25/08 Students did not begin class with a writing prompt. Students received an article on lip-synching and had to read it silently. Students then had to summarize the article and write a one or two paragraph reaction to the article. Students then learned how to find evidence to support their arguments. Homework: students are to write a summary of the article 3-4 sentences long, and then they need to write a 6-8 sentence paragraph reaction to the article. They must find evidence in the lip-synching article to support their reaction to the article.
2/15/08 Students began with the following writing: What is one thing you would do to improve the world? How would you go about doing this? Why would you do it? No homework.
2/14/08 Students began with the following writing: What is one school rule that you would change if you could? How would you go about changing the rule? Why would you want to change the rule? Students then received the there, their, and there practice packet (see notes). Students were able to work on the packet for the remainder of class. At the end of the hour, we corrected the packet as a class. No homework.
2/13/08 Students did not begin class with a writing prompt. Students began by logging on to My Access to edit the writing prompt they worked on yesterday (Internet Classroom vs. Traditional Classroom) to improve their scores. Students were to submit their essay a second time (first submission was yesterday) and print off their score.
2/12/08 Students did not begin class with a writing prompt. Students began by logging on to My Access to work on the writing prompt provided (Internet Classroom vs. Traditional Classroom). Students were to finish the essay by the end of the hour. Students also were to print out their score from the essay and turn it in. No homework.
2/11/08 Students did not begin class with a writing prompt. As a class, we reviewed basic essay structure. Students then were to come up with a topic and write a practice essay using the basic essay structure format. No Homework.
2/8/08 Students reviewed aspects of sentence combining in class. They worked on practice exercises and turned them in at the end of the hour. No homework.
2/7/08 Students printed out the rough draft of their business letter. Students then self edited and peer edited their business letters. Students then turned in their final business letter. No homework.
2/6/08 Students worked on writing their business letters. No homework.
2/5/08 Students began class by turning in the name and mailing address of the company they wanted to write to. We then discussed the "sandwich format" of writing a business letter on the board. In class, students worked on a sample business letter and turned in whatever they had finished at the end of the hour. No homework.
2/4/08 Students created a new folder (Daily Journal) in their collected folders.
Next, they started with a 10 minute journal entry using the following prompt:
Best day or Worst Day of my life (saved as 2-4-08 in daily journal
folder). Next, they had to make a list of 10 businesses they would
compliment or complain about (saved as compliment or complaint list in
3rd quarter folder). Next, they received notes on writing a business
letter. Homework: Choose a company you want to write a letter
to and bring their name and mailing address on a sheet of paper tomorrow to
class with you. 2/1/08 Students started with a 10 minute writing using the following prompt: Proofread the sentence that follows. "Proofreading is vary Importrant skillthatimprves you're rightng". State what mistakes you found and how you corrected them. Students then received handouts regarding sentence types, grammar vocabulary, and simple/complex sentences (see notes). In class, we went over sentence types, grammar, vocabulary, and simple/complex sentences. No homework. 1/31/08 Students started with a 10 minute writing using the following prompt: What kind of mistakes do you look for when proofreading a paper? Why? Students were given a proofreading check handout and a sample paper to proofread. In class, students learned about different proofreading marks and learned effective ways to proofread. Students had the rest of the hour to proofread the sample paper (using their proofreading check handout). 1/30/08 Students started with a 10 minute writing using the following prompt: What is the most challenging thing about grammar? What do you struggle with the most? Why? As a class, we went over sentence fragments and run-on sentences. Students worked on Part Ten of the grammar packet in class. No Homework. 1/29/08 Students started with a 10 minute writing using the following prompt: Make up your own example of joined sentences. Also, explain why it is important to learn and use correct grammar. Students then worked on Part Three and Part Four of their grammar packets. No homework. 1/28/08 Students did not start with a writing prompt today. Students received grammar packets, only to be used in the classroom. Next, the class talked about how to join sentences together. Students were given many examples of how to join sentences using different scenarios. Students worked on Part Two of their grammar packets in class. No homework. 1/25/08 Students started using the writing program My Access today. They wrote a 30 minute baseline impromptu and received immediate feedback and score. They had to print up their feedback sheet and turn it in before they left. No homework. 1/24/08 Students were given their syllabus for the class. It must be signed and returned by Monday. Next, we went over the basic essay structure. Students took notes and will have a test on the format on Monday. We also discussed elements of persuasive writing and wrote some examples. Homework: Have syllabus signed and return it to Mrs. Sexton. Study for Monday's basic essay structure quiz. 1/23/08 We started with an in-class writing discussing their expectations of the class and sharing likes and dislikes/strengths and weaknesses in regards to English. No homework. 1/22/08 Teacher Record Day--No School for Students. 1/21/08 MLK Day Observed--No School. End Of First Semester
1/15/08 thru 1/18/08 First semester finals. See homepage for exam schedule. Quarter grades, exam grades, and semester grades will be posted (by student identification number) on the bulletin board outside my classroom B321 no later than the morning following the exam.
1/14/08 Students wrote a final essay in My Access to gauge progress since their baseline essay. No homework.
1/11/08 Students had the hour to finish their presentations. Homework: Prepare for your exam.
1/10/08 Due to technological problems, the due date for the Power Point presentations is tomorrow.
1/09/08 Students turned in their compare and contrast essays (with bibliographies). Next, we went over the requirements for the Power Point presentations, and they were shown sample presentations. Students had the rest of the hour (at least 40 minutes) to work on the assignment. See notes page for requirements. It is due tomorrow when we start presenting.
1/08/08 Students were given instruction on creating a bibliography using Noodle bib, as well as the GP Style Sheet. In addition, we went over parenthetically documenting quotes again today. Students continued writing, and I conferenced with several more students today. The final paper with bibliography is due at the start of class tomorrow. Homework: Finish writing your paper and bibliography.
1/07/08 Students continued their work on their Compare/Contrast paper. They received a grade for completing their homework (intro and start of first body paragraph). I started meeting with each student who had done their work and made suggestions on how they could improve what they had started. Their final paper is due Wednesday, January 9. Their power point is due on Thursday, January 10. Homework: Continue writing your paper.
1/04/08 Students continued their work on their Compare/Contrast paper. They are required to use reliable web sources for their research, therefore, they must use the GPN library link for research. Their Graphic Organizer for Compare/Contrast Research sheet due date was extended to the start of class today for students who needed help from the librarian. Their Venn Diagram was due at the start of class as well. We had a mini lesson on note taking and incorporating direct and indirect quotes in their papers. Their final paper is due Wednesday, January 9. Their power point is due on Thursday, January 10. Homework: Continue taking notes and start to write your paper. You should have your intro paragraph and 1st body paragraph completed for class Monday.
1/03/08 Students continued their work on their Compare/Contrast paper. They are required to use reliable web sources for their research, therefore, they must use the GPN library link for research. Their Graphic Organizer for Compare/Contrast Research sheet was due by the end of the hour. Their Venn Diagram is due tomorrow. Their final paper is due Wednesday, January 9. Their power point is due on Thursday, January 10.
1/02/08 Students were given notes on writing a Compare/Contrast paper. Their outline was due at the end of the hour.
12/21/07 Students watched a film. No homework over break.
12/17/07 Students had time to finalize and submit their essays. Everyone had to submit their essay by the end of the hour today.
12/14/07 Students continued working on their essays. They did a preliminary submission and received feedback. They had to print up these initial results and keep them to hand in with the results from their final submission. Then, they went in and revised the paper to bring up their scores.
12/13/07 Students continued writing their essay on Bullying.
12/12/07 Students started with a quiz on yesterday's reading. Next, they were given a lesson on parenthetical documentation and infusing quotes into their essays. Next, they were given time to start their new assignment. They will have time to work on it tomorrow as well.
12/11/07 Students finished their revisions. Next, we started with a new paper. Homework: Read over the Bullying article attached to the writing prompt. Be prepared for a quiz tomorrow on the reading.
12/10/07 Students continued working and revising their essays. Student conferencing also continued today.
12/07/07 Students continued working and revising their essays. Student conferencing began today and will continue next week.
12/06/07 Since students spent such a great deal of time on the group work on Tuesday, they had to start writing their paper on an invention (from 12/4) today in class. They will continue the writing process including editing and revision tomorrow.
12/05/07 Students were given proofreading symbols and a paragraph to be edited. Homework: Edit the paragraph using the proofreading symbols. Due tomorrow.
12/04/07 Students broke into groups of 2-3 people. They made a list of discoveries and inventions that have a tremendous impact on our lives. They continued to by making a list of meaningful examples and reasons they believe these discoveries/inventions are important. Next, they logged on to My Access and started the paper that is assigned to them there. They could take advantage of the prewriting tools and reference materials that the program has to offer. This is not necessarily a persuasive essay, and should be approached as more informative that adversarial. They typed all hour and saved it to continue working on it tomorrow.
12/03/07 Students printed up a copy of their resume and exchanged papers to peer edit. They gave each other suggestions on how to lengthen and improve their resumes. They exchange it with a few others. Next, they made adjustments and revisions to their resumes and, at the end of the hour, they turned in a final copy to be graded. 11/30/07 Students were given instructions on how to create a resume. Then, they created their own. It was due at the end of the hour. 11/29/07 Students played a review game of basic information that they have learned and need to know for the final exam. Next, they had to rewrite and cut their teacher essays down to 50 words. They were due at the end of the hour.
11/28/07 Students wrote about their favorite teachers. They discussed who their favorite teacher is and why--giving examples of things that made the teacher they chose stand out above all others. They had all hour to write it; it was due at the end of the hour saved in their folders as teacher.
11/27/07 Students continued working on their real estate flyers. They handed them in at the end of the hour.
11/26/07 Students started working on a real estate flyer of a house they are "selling." They must write a brief, but engaging, description and lay it out using MS Publisher. It is due at the end of the hour tomorrow.
11/21/07 Students had a free day. No homework over break. Have a great Thanksgiving!
11/20/07 Students had an impromptu today on the implementation of school uniforms.
11/19/07 Students started by writing a journal entry on their plans for the weekend and what Thanksgiving means for them and their family. Next, they started working on a revision plan for their writing. 11/16/07 Students continued with their narrative writing lesson with Dr. Sage-Phillips. 11/15/07 Students continued with their narrative writing lesson with Dr. Sage-Phillips. 11/14/07 Students received a mini lesson on narrative writing from Dr. Sage-Phillips. Then, they continued to revise their Bad to Good essay. When they completed it, they started working on their next essay (Positive Influence--an essay about someone who influenced you in a positive way). 11/13/07 Students had the opportunity to start using My Access, a writing program that helps them set goals and gives suggestions to improve their writing. They were given class time to revise their essay from yesterday as well. No homework. 11/12/07 Students wrote a Narrative essay all hour on the following prompt, and then they saved it in their 2nd Quarter Folder as Bad to Good. No homework.
11/09/07 Students took practice ACT tests in reading and language arts. Monday we start using a computerized writing program that is accessible online. This program gives students immediate feedback to assist in goal setting and revision. We are using the 6 point scale--which is in line with the ACT Writing rubric. No homework.
11/08/07 Students wrote an impromptu to serve as a baseline for a new computerized writing program we will be using. No homework.
11/07/07 Students started with a journal entry using the following prompt: Why is it important to use formal language in school rather than the casual language you use with friends. Next, students were given notes on the different registers of language (see notes page). Then, they did an exercise in converting casual language to formal language. No homework.
11/06/07 No school! 11/05/07 Students started with a journal entry using the following prompt: What are your hopes for a new quarter? Then we discussed the necessity of having others read our work for us and the brain's ability to pick up words that aren't written properly. Then, students broke into pairs and read their papers aloud to each other. No homework. 11/02/07 Students were given instruction on composing an essay. We reviewed the basic essay structure. Students will receive another attempt at yesterday's assignment since many didn't do it properly. 11/01/07 The students completed the following assignment. It was due at the end of the hour saved in their first quarter folder as Reflection 1. Look over the work in your 1st quarter folder starting with the first writing assignment Expectations (be sure to look at the work in chronological order and be sure to look at your daily journal entries). Consider what you see to be your strengths and weaknesses. Have you grown as a writer? In what ways have you grown? What do you still need to work on improving? Write an essay responding to the questions above. Feel free to add anything else you believe is pertinent to this self evaluation. No homework. 10/31/07 We continued presenting process papers. No homework.
10/30/07 We continued presenting process papers. No homework.
10/29/07 We started presenting process papers. Students who did not have their supplies suffer a 1/2 grade penalty on their paper. If they don't have their supplies tomorrow, they receive another penalty. This time, however, it will go down another whole grade, bringing the deduction to 1.5 down from where it would have been.
10/26/07 Students were given the first 20 minutes to revise their process papers using the suggestions from the people who edited it. Next, there was a combining clause and punctuation "refresher." Students were given the remainder of the hour to go in and make any necessary punctuation corrections based on the lesson. The final papers were turned in before they left. On Monday we meet in my classroom (not the computer lab) to start the process papers. They must have all of their supplies with them. Homework: Bring all of your necessary supplies with you on Monday for your process. Your grade will go down an entire grade if you are not prepared to present on Monday.
10/25/07 Students peer edited in groups of two today. Homework: Take home your essay and have an adult edit it.
10/24/07 Students continued work on their Process Papers. It was due at the end of the hour. They must have it with them for class tomorrow as well.
10/23/07 Students continued work on their Process Papers. All students have been given their grade sheets.
10/22/07 Students were given notes on arranging ideas in papers (notes are available on Expos Notes page). Next, students turned in their descriptive essays (both the first and last drafts). Students were given instructions on how to write a process paper. They were shown good examples of student writing. They had to decide on their topic and start writing. Specific instructions can be found on the Expos Notes page. They will have to bring in the supplies to have the process completed in class.
10/19/07 Students were given the class period to submit a missing assignment of their choosing. No homework.
10/18/07 We started by going over a quiz we had previously taken. Next, students took a two part grammar quiz. Next, I started giving them notes on types of sentences and clauses. We will continue tomorrow.
10/17/07 Due to a sub/scheduling mix-up, students had additional time to do yesterday's lesson.
10/16/07 Students had a timed impromptu using the following prompt: Grosse Pointe Public Schools' administration is considering adopting a new closed campus policy for the high schools. This would mean students would be required to stay at school all day. No students would be allowed to leave the school campus without an early dismissal--this includes lunch. Write an essay responding to this proposed policy change. Students were expected to use the entire class period to write their essay and save it in their first quarter folder as Closed Campus.
10/15/07 Students worked on editing their descriptive essays. They did some peer editing as well. We put a few examples on the overhead and "class" edited too. The final paper for grading is due tomorrow.
10/12/07 Students worked on their descriptive essays. They were supposed to complete the entire first draft by the end of class. We will be revising and improving them on Monday. No homework.
10/11/07 Students didn't have a journal entry today. They have class time work on their descriptive essays that are due at the end of the hour on Friday.
10/10/07 Students started by writing a journal entry for the following prompt: Describe your lunch. Next, several students read theirs aloud and we discussed the use of figurative language to help bring descriptions to life. Next, students were given a piece of candy that they had to use their five senses to describe in great detail. Next, students were given their descriptive essay assignment. They are asked to assume the role of the head of travel and tourism for their favorite place (they must have visited this place). They are asked to write their essays utilizing the essay structure we've been using this year. They were read examples of "A" papers written by former Expos students.
10/9/07 Students were given notes on figurative language (they can be found on Expos Notes Page), and then have students were asked to write and describe anything of their choosing in great detail using figurative language. They saved it in their 1st Quarter folders as Description 2.
10/8/07 Students started with a journal entry using the following prompt: Which is better elementary school, middle school, or high school? Explain and defend. Next, we went over the worksheets. Then, we started descriptive writing. Homework: Prepare for Wednesday's grammar test.
10/5/07 Continued grammar work. Homework: Students must complete the 3 practice sheets that are due Monday.
10/4/07 Students work on grammar lessons using student packets. The class went over lessons before students completed the exercises. Then, we went over the answers once the students finished.
10/3/07 Students work on grammar lessons using student packets. The class went over lessons before students completed the exercises. Then, we went over the answers once the students finished.
10/2/07 No journal entry today. Students started with a reading quiz on the article they were supposed to read yesterday. Next, we start doing lessons out of a Building English Skills book. We start with pages 499-509. Then, we moved on to pages 523-537. Homework: Complete the assigned exercises.
10/01/07 Students started with a journal entry using the following prompt: What has been your past experience with grammar and punctuation instruction? Do you feel your teachers failed to teach it to you, or did you fail to learn it? Next, they read an article on lip synching. The article can be found in their Expository Writing handouts folder. We went through the first paragraph together, and they were shown how to find important aspects of the reading. They had to write a summary consisting of four sentences when they completed the reading. They are required to save it as Lip Synch Summary in their first quarter folder on the network. There will be a quiz on the reading tomorrow.
9/28/07 Students wrote a persuasive impromptu essay an although statement on guns and crime. It was saved as Guns Persuasive in their first quarter folder.
9/27/07 Students started by watching two video clips--Miss Teen USA response to a question and a shadow hand puppet performance. Next they responded with a journal entry using the following prompt: What is your reaction to the videos you viewed? What similarities and differences can you make between the two? Next, students were given grammar definitions. All students are being given the opportunity to retake their Basic Essay Structure test to improve their grade. The retake will be given during class on Monday.
9/26/07 Students did not have a journal entry today. They continued their work on their driving essays. After about 25 minutes of work time, we did some group editing and discussed what basics they should look at when editing their own work. The paper was due at the end of the hour today.
9/25/07 Students started with a journal entry using the following prompt: Discuss whether driving is a privilege or a right.
Next, students were given the following scenario:
Write a persuasive essay--keeping the basic essay structure and the ACT Writing Rubric for persuasive essays, and the qualities needed for a good persuasive essay in mind while you write a plea to your parents. Try to persuade them to allow you to drive to the game and to the dinner. It is due at the end of the hour tomorrow.
9/24/07 Students did not do a 5-minute journal write today. Students wrote a persuasive essay on the following prompt: Teenagers are (or are not) treated as maturely as they should be. They choose a position and wrote a persuasive essay keeping the ACT Writing Rubric in mind. They wrote all hour and saved it in their 1st Quarter Folder as Maturely. 9/21/07 Students started with a journal entry using the following prompt: do homecoming activities and homecoming week encourage school spirit? What can administration do to promote a feeling of school devotion? Then, we went over writing examples and the scoring of essays. Homework: Read over all six sample essays, scores, and rationale. 9/20/07 Students started with a journal entry using the following prompt: How do you feel about test taking? Why? How do you do on standardized tests? Explain. Next, we went over the ACT Writing Rubric in great detail. Then, students were given a set of 3 practice essays and asked to use the ACT Writing Rubric to score them and make comments. Homework: Finish scoring the essay packet for tomorrow. 9/19/07 The students continued their work on their practice ACT essays. They worked on it until the end of the hour. They turned in a printed copy before they left. 9/18/07 Students started with a journal entry using the following prompt: Do you think the addition of a fifth year of high school would be beneficial? Next, we discussed the aspects and purpose of a persuasive essay (like the necessity of addressing the counter argument). Students were given an example of an introduction and body paragraph, as well as an although statement. Students were given the ACT writing rubric and the following practice prompt:
Educators debate extending high school to five years because of increasing demands on students from employers and colleges to participate in extracurricular activities and community service in addition to having high grades. Some educators support extending high school to five years because they think students need more time to achieve all that is expected of them. Other educators do not support extending high school to five years because they think students would lose interest in school and attendance would drop in the fifth year. In your opinion, should high school be extended to five years? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position. Students worked on their practice essays--which are due by the middle of class tomorrow. 9/17/07 Students started with a journal entry using the following prompt: What is your reaction/opinion of homecoming activities at GPN? Did you get involved? Next, students exchanged business letters and peer edited them. Then, students made corrections to their letters and turned them in. We will start persuasive essays tomorrow.
9/14/07 Students started with a journal entry using the following prompt: Has a friend or family member you held in high regard ever disappointed you? Explain. Next, students checked to see if they have begun to produce more writing during their daily journal writing time. Then, as a class, we edited three letters on the overhead, going through the revision process together. Students were given the last 17 minutes to revise and finalize their letters.
9/13/07 Students started with a journal entry using the following prompt: Discuss what type of music you like--include genres, artists, radio stations, etc. Students had the remainder of the hour to finish their 1st draft of the letter. It was due at the end of the hour.
9/12/07 Students started with a journal entry using the following prompt: Give an example of a conflict you had. How did you handle it? Was it handled properly? What would you do differently? Next, students took their basic essay test. Then, students were given more instruction for writing their business letter. They were shown how to use their notes as a template, and a step by step example was done on the projector to assist any students who needed the extra help. Students had the remainder of the hour and will have all hour tomorrow to finish their 1st draft of the letter. It is due at the end of the hour tomorrow.
9/11/07 Students started with a journal entry using the following prompt: What impact or changes did the events of September 11, 2001 have on your life? Students were given notes on how to write a business letter. They were shown an example written by a student that received an A. We discussed what should be included in the intro, the body, and the conclusion. Next, students were given class time to find the address of the company they plan to write. It is due tomorrow at the start of class. Homework: Prepare for tomorrow's basic essay test.
9/10/07 STUDENTS MUST HAVE ALL OF THEIR SUPPLIES WITH THEM FROM NOW ON! Students started by creating a daily journal folder in their collected folder. Then they write a journal entry using the following prompt: What does the start of a new school year mean to you? Next, we started continued our work with MS Publisher. Student had to create a document and import a text file, clip art, a border, a watermark, a shape, duplicate a page, etc. They had to save it as MS Publisher Prac 2. Homework: start preparing for Wednesday's test.
9/7/07 Students were given Basic Essay Structure notes, and we discussed how to write a basic essay. They will have a test on the basic essay structure Wednesday, September 12 (these notes are available on the notes page). Next, students created four new folders in their class manager files. Then, students were given instructions on how to use MS Publisher. They were given time to practice using it. They will be given additional time on Monday. They had to save their document as Publisher Practice 1. Homework: start preparing for Wednesday's test.
9/6/07 Went over lanyard policy and class syllabus. Then, students had to respond in essay format to the following questions and save it in the following manner: In regards to English, what are your likes and dislikes? Strengths and weaknesses? Positive and negative experiences? What are your expectations of this class? Feel free to include anything else you may want to share about yourself. Using MS Word, Times New Roman 12 pt font, double space a response to the prompt (this should take the entire class period—be sure to save it in the collected assignments folder with your name in the Expository Writing folder. Save it as: Expectations 1. Homework: Have syllabus, pledge of integrity, and film permission slips signed and returned tomorrow. Students will receive a grade for this. Start of 2007-2008 School Year End end 2006-2007 School Year
6/8/07 Presented Power Points. Students were encouraged to print up notes and handouts for the exam. They have been in their folders all semester.
6/7/07 Work on Power Point presentations.
6/6/07 Work on Power Point presentations.
6/5/07 Work on Power Point presentations.
6/4/07 Work on Power Point presentations.
6/1/07 Work on Power Point presentations.
5/31/07 Work on Power Point presentations. Turn 4 of your papers this year into Power Point presentations. You must have a minimum of 15 slides per presentation and a maximum of 20 per presentation. Each presentation should be saved as a different file in your fourth quarter folder. Be sure to animate it, use graphics, and add sound and other “bells and whistles.” All of them are due at the start of class on Thursday. They can access this description in the handouts folder. Students should print up the final exam sheet also found in the handouts folder.
5/30/07 Class editing of business letters.
5/29/07 Students worked on the business letters they wrote 3rd quarter. They had to rewrite them and perfect them for sending. They must bring in a self-addressed stamped envelope to mail it tomorrow. Homework: Bring in a self-addressed stamped envelope--due tomorrow.
5/25/07 Self evaluation essay. Students had to read over all of their work from this semester and look to see how they have grown. They need to discuss their growth and the areas on which they need to focus. They must write a 4-5 paragraph essay--body paragraphs must be no less than 10 sentences in length each. It is due at the end of class today.
5/24/07 Self evaluation essay. Students had to read over all of their work from this semester and look to see how they have grown. They need to discuss their growth and the areas on which they need to focus. They must write a 4-5 paragraph essay--body paragraphs must be no less than 10 sentences in length each. It is due at the end of class tomorrow.
5/23/07 Continued presenting process papers. Papers will be downgraded another grade today if supplies are not with the students. Today is the last day for presenting unless a student has an excused absence.
5/22/07 Continued presenting process papers. Papers will be downgraded another grade today if supplies are not with the students. Tomorrow is the last day for presenting.
5/21/07 Started presenting process papers. Papers will be downgraded one grade per day if supplies are not with the students starting today.
5/18/07 Peer editing and self editing time given. Points were earned for having the paper done on time today and for revisions made. Class meets in my room B321 next week until all of the processes are completed. Every student must bring all necessary supplies with him/her Monday. Papers will be downgraded if supplies are not with the students on Monday.
5/17/07 Continued work on papers. Due at start of class tomorrow.
5/16/07 Students continued work on process papers and were able to conference with me.
5/15/07 Students were given instructions on how to write a process paper. They were shown good examples of student writing. They had to decide on their topic and start writing. Specific instructions can be found on the Notes and Handouts page.
5/14/05 Impromptu writing in class. They were asked to write a response to the following prompt due at the end of the hour:
Should Ipods be banned from school?
If a student was absent, he/she should set a timer for 50 minutes and write on this topic. After 50 minutes, the students should be done. No homework.
5/11/07 Pop Quiz! Students were tested on descriptive language vocabulary. It is important they commit it to memory--it will be on the final exam. Students were given grammar notes (review) that will also be on the exam.
5/10/07 Printed up and peer edited finalized descriptive essays. Students were given time to revise one last time using the editor's suggestions. Papers were due at the end of the hour. No Homework.
5/9/07 Finished working on descriptive essays and layout--conferencing time with teacher was available.
5/8/07 Students were given instruction on how to use MS Publisher to layout their descriptive essays. They were given class time to work on the assignment. They were encouraged to have peers edit their papers, while I was available to assist them with any questions they had. Their final essays and MS Publisher version of their essays are due at the end of the hour tomorrow. This assignment is worth is a double grade.
5/7/07 Students finished writing their first draft of their descriptive essay. It was due at the end of the hour. We will be editing and revising tomorrow, as well as working on importing it to MS Publisher and creating a creative and "eye appealing" layout that would encourage a traveler to visit the location the student chose.
5/4/07 Students were shown examples of how to add figurative language to descriptive essays. They were assigned to choose a place that they have visited (or they could choose to write about where they live) and pretend they were the head of travel and tourism and had to lure people here to visit. They have to write a descriptive essay using figurative language.
5/3/07 Students had to write a detailed description of something that happened to them. They need to describe the setting, the occurrence, their feelings, etc. They have to use figurative language (they took notes on different forms of figurative language). It is due at the end of the hour, and it should be saved in their folders as “Descriptive Essay 1.”
5/2/07 Students wrote about their favorite teachers and were given the opportunity to submit them to the Grosse Pointe Times for consideration for printing.
5/1//07 We started descriptive writing and descriptive essays today. Students took notes (definitions are on notes and handouts page) and wrote descriptive paragraphs that are due tomorrow at the start of class.
4/30/07 We continued with the student presentations. No homework. 4/27/07 Students started presenting their Power Point presentations to the class. No homework. 4/26/07 Students worked on Power Point presentations. They are due tomorrow. Students were able to conference with me for suggestions. 4/25/07 Students were given requirements for their Power Point presentations (see requirements below). They were also given further instruction on how to use the program and a sample presentation to view. Presentations are due at the start of class Friday. Presentations will take place Friday as well. Power Point Presentation Requirements
4/24/07 Students turned in their final papers, and were then given a brief demonstration in using Power Point. 4/23/07 Students were given time to peer edit and fine tune their essays. The final paper is due at the start of class tomorrow. 4/20/07 Final drafts of compare and contrast essays due at start of hour today. Students peer edited papers or continued to work on their papers if they were incomplete. Final polished paper is due with all sources and bibliography on Tuesday, April 24 at the start of the hour. 4/19/07 Students continued working on compare/contrast papers. See due dates below. In addition, students were given instruction on creating a bibliography using the GP Style Sheet (accessible from GPN's homepage) or Noodle Bib (accessible from the Library Reference portion of GPN's homepage--get user id and password access from North's Media Specialist Mrs. Villegas to access Noodle Bib from home). 4/18/07 Students continued working on compare/contrast papers. See due dates below. 4/17/07 Students continued working on compare/contrast papers. See due dates below. 4/16/07 Students were given directions for writing a compare and contrast essay. They were given the following timeline for assignments: Compare/Contrast Essay Due Dates Topic Sheet due by the end of the hour Monday, April 16, 2007 Venn diagram due by 11:15 a.m. Tuesday, April 17, 2007 Compare and contrast outline due by start of class Wednesday, April 18, 2007 Completed first draft (including bibliography and copies of sources) due start of class Friday, April 20, 2007 Final draft (revised and polished) due start of class Tuesday, April 24, 2007
4/5/07 Students were able to quietly work on homework. No homework--have a great break.
4/4/07 Edited and revised resumes and cover letters for grading.
4/3/07 Resume due at the start of the hour. Worked on cover letters (due at the start of the hour tomorrow).
4/2/07 Started resumes.
3/30/07 Last day to turn in makeup and missing work. No homework.
3/28/07 and 3/29/07 Students were given the chance to make up one missing assignment. Must be turned in no later than 3/30/07 for credit.
3/26/07 and 3/27 Students had to write about a person or experience that changed their lives. Minimum two double spaced typed pages.
3/22/07 and 3/23/07 Students wrote another review of their choosing.
3/21/07 Students read and filled out peer edit sheets for the paper they read. Then they had to do their final revisions to their own papers to be handed in no later than the start of class tomorrow.
3/20/07 Finished Forrester review in preparation for peer editing tomorrow. Paper is printed up and due at the start of class.
3/19/07 Students are required to write a review for the film Finding Forrester. The summary portion of the review cannot be more than one paragraph. They rest of the review should focus on the writer's opinions about the film. They should consider script, acting, setting, storyline, etc. (they have been given a lengthy list).
3/12/07 thru 3/16/07 Continued to watch film and received notes on writing a review. There was no class on 3/13/07 due to the MME.
3/9/07 Started viewing Finding Forrester. No homework. Meet in B-321 until we finish the film.
3/8/07 No homework.
3/7/07 Took Basic Essay Structure Quiz. No homework.
3/6/07 Students found various reviews on the internet and read them. They found movie reviews, book reviews, restaurant reviews, music reviews, etc. They responded to the following prompt when they had finished reading several different reviews: What similarities exist in all of the reviews you read? Which reviews either enticed you into wanting to experience what the reviewer was writing about or convinced you not to? How did the writers achieve this? What basic fundamental information do you think is necessary for writing a successful review? STUDENTS MUST HAVE THEIR PERMISSION SLIP TO VIEW FINDING FORRESTER IN BY WEDNESDAY, MARCH 7 OR THEY WILL NOT BE ALLOWED TO VIEW THE FILM.
3/5/07 Students turned in their con-pro-pro essays. No homework.
3/2/07 Students continued their work on the con-pro-pro essays.
3/1/07 Students continued their work on the con-pro-pro essays.
2/28/07 In class, students received notes on how to write a con-pro-pro essay. These notes are available in the Expository Writing Handouts Folder along with the paper prep sheet. Students started to brainstorm ideas for the paper they will be writing. Their paper prep sheet is due 15 minutes after class starts tomorrow. The first draft of the final paper is due at the end of the hour on Monday. On Tuesday, we will be peer editing and revising.
2/27/07 No homework. Students finished their lip synch essays and turned them in by the end of the hour today. We will start the con-pro-pro paper and notes tomorrow. On Thursday, students have their basic essay structure test (missed due to snow/cold days off).
2/26/07 Students read an article on lip synching then wrote a paper responding to a prompt regarding the article. The paper is due at the end of class on 2/27/07. The assignment and article can be found in their Expository Writing handouts folder. They are required to save all work in their appropriate quarter folder on the network.
2/16/07 No homework over break! Have a great week!
2/15/07 No homework.
2/13/07 No homework.
2/12/07 Students started with the Basic Essay Structure Quiz. No homework. Students are working on ACT preparation and practice. It is a unit in our curriculum that will benefit them on the MME (Michigan Merit Exam) as well.
2/8/07 Students took part 1 of the ACT practice reading test. They printed and turned in their results. Quiz tomorrow on the basic essay structure (notes are on the Notes and Handouts page).
2/7/07 Students were given the hour to finalize and perfect their Closed Campus essays. They had to turn them in before they left class today. Their homework was memorize the basic essay structure (notes are in handouts folder under notes). There will be a quiz on Friday.
2/2/07 Students will peer edit each other's papers in class on Friday, then they will revise their own papers which are due at the start of class on Monday, 2/5/07.
2/1/07 Complete Closed Campus Essay. Completed version of Draft 1 is due at the start of the hour on
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