Agenda 9-2

Activities:
* Bellringer
* Instructions for peer editing
* Peer edit your partner's paper (first 20 minutes = grading, second 20 minutes = discussion)
* Turn your paper in when finished

Announcements:
* HW: read chapter 5 of Frederick Douglass and be prepared to discuss
* Test grades, chapters 1-4
* Bring Frederick Douglass books tomorrow

Objectives:
* Write an autobiography
* Peer edit a paper using constructive criticism
* Peer edit using proofreading symbols

Daily Agenda 1/31

Today's Agenda ~

* Shortened period due to early dismissal
* Peer editing -- secondary seating please
* 10 minutes to silently read and mark your partner's paper; min. 5 pros (+) and 5 cons (-)
* 10 minutes to read paper aloud to your partner (read your partner's paper to them and not your own paper); make additional corrections
* 10 minutes to discuss your papers and fill out rubric for your partner's paper

Daily Agenda 11/26

Today's Agenda ~

* Persuasive rough drafts due for peer editing (secondary seating / middle seats open)
* Peer edit for 20 minutes
* Announcements: vocab due tomorrow; short stories due at end of period on Wednesday; essay conferences begin Tuesday and run through Thursday; work day for short stories next two days
* Reviewed requirements for short stories
* Work on short stories for remainder of period ; receive construction paper for book cover

Daily Agenda 9/6

Today's Agenda ~

* Fragments and Run-on notes (see board)

• Fragments -- missing either a subject (noun) or a verb
• i.e., The soft and fluffy dog. (missing a verb)
• i.e., Ran down the road. (missing a subject)
• To solve the issue of fragments, check yourself with each sentence in question...
• Ask yourself: The soft and fluffy dog did what? --> no answer, then missing a verb
• Ask yourself: Who or what ran down the road? --> no answer, then missing a subject
• Run-ons -- two different kinds: fused or comma splice (CS)
• Fused sentences merge two or more sentences together with no punctuation.
• i.e., The soft and fluffy dog ran down the street we had to chase after it.
• Note, there is NO punctuation separating the two sentences.
• A comma splice separates two or more sentences using only a comma. A comma is simply not strong enough to hold two sentences together by itself. It can connect phrases, words in a list, or an indepedent clause and a subordinate clause, but not two complete sentences.
• i.e., The soft and fluffy dog ran down the street, we had to chase after it.
• We can solve the issue of run-ons in three different ways:
• put a period in place of the comma and capitalize the next word: The soft and fluffy dog ran down the street. We had to chase after it.
• put a semi-colon in place of the comma and do nothing to the next word: The soft and fluffy dog ran down the street; we had to chase after it.
• leave the comma in place and add a conjunction: The soft and fluffy dog ran down the street, and we had to chase after it.

* Grammar workbook p. 33-34 (extra copies available); due in approx. 15 min.
* Announcements: no textbook tomorrow; bring FD books tomorrow; final copies due Wednesday -- no HW until final copies due (except vocab)
* Revise essays from yesterday using checklist from the board

• check spelling, capitalization, and punctuation
• check for fragments and run-ons
• check that there is NO 2nd person (you, your, yours)
• highlight all be verbs: is, am, are, was, were, be, being, been, and helping verbs: may, might, must, do, does, did, would, could, should, has, had, have, will, shall, can (this counts for the negative as well, i.e., isn't, aren't, wasn't, etc.)

Daily Agenda 8/27

Today's Agenda ~

* Secondary seating (middle seats open)
* Receive ISTEP rubrics and symbols of correction sheet
* Proofread / peer edit student papers (25 minutes)
* Announcements: bring grammar workbooks and Frederick Douglass books tomorrow; vocab lessons 3-4 are due tomorrow; tomorrow is last day to turn in lessons 1-2
*6th period received graded papers and progress reports; signed progress reports are due back by Wednesday; signed only if grade is lower than a B-average (79.4 and below)
* Discuss corrections and suggestions with partners.

* Standards met today: 10.4.1, 10.4.10, 10.4.11, 10.4.12, 10.5.1, 10.6.2, 10.6.3

Standard 4, Writing

Standard 4, Writing: Processes and Features

Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).

Organization and Focus

10.4.1
Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

10.4.2
Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

10.4.3
Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).

10.4.13
Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

Research Process and Technology

10.4.4
Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.

10.4.5
Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

10.4.6
Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.

10.4.7
Integrate quotations and citations into a written text while maintaining the flow of ideas.

10.4.8
Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.

10.4.9
Use a computer to design and publish documents by using advanced publishing software and graphic programs.

Evaluation and Revision

10.4.10
Review, evaluate, revise, edit, and proofread writing using an editing checklist.

10.4.11
Apply criteria developed by self and others to evaluate the mechanics and content of writing.

10.4.12
Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.