September
Tuesday 9/8
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can express my opinions in writing about a given topic.
I can understand the expectations of a college course.
I can learn to identify the audience and purpose of various texts.
Procedure:
1. Introduce myself. Discuss course outcomes. Point out tuition
2. Have students join the Remind.com group.
Codes
- 1st Block = @1Erskine
- 2nd Block = @2Erskine
- 4th Block = @4Erskine
3. Read "Attitude" excerpt together. Minimize Zoom and complete writing in Journal
Assignment in Schoology:
5. Come back into Zoom screen in 30 minutes (set a timer on your phone).
6. Discuss thoughts about the "Attitude" poem & what their results mean from the Animal
Symbolism activity.
7. Continue discussion about making choices in writing regarding purpose and audience with power point. Have students identify the audience and purpose of each item on power point.
8. Closure: Answer questions about the course.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can express my opinions in writing about a given topic.
I can understand the expectations of a college course.
I can learn to identify the audience and purpose of various texts.
Procedure:
1. Introduce myself. Discuss course outcomes. Point out tuition
2. Have students join the Remind.com group.
Codes
- 1st Block = @1Erskine
- 2nd Block = @2Erskine
- 4th Block = @4Erskine
3. Read "Attitude" excerpt together. Minimize Zoom and complete writing in Journal
Assignment in Schoology:
- Paragraph 1 - Write your reaction to the excerpt - agree, disagree, does it remind you of anyone or anything? etc.
- Paragraph 2 - Write about a time when you changed your attitude, and it made the situation better, or write about a time when it would have been better if you had changed your attitude.
5. Come back into Zoom screen in 30 minutes (set a timer on your phone).
6. Discuss thoughts about the "Attitude" poem & what their results mean from the Animal
Symbolism activity.
7. Continue discussion about making choices in writing regarding purpose and audience with power point. Have students identify the audience and purpose of each item on power point.
8. Closure: Answer questions about the course.
HOMEWORK:
- Review Course Expectations with parent/guardian and complete the Google Form Acknowledgement.
- Create a Flipgrid video to introduce yourself.
Wednesday 9/9
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can explore skills needed to write a personal narrative essay.
I can learn to identify the audience and purpose.
Procedure:
1. Collect expectations signature page forms.
2. Have students identify the audience and purpose of three items. Discuss together.
3. Distribute VCCS rubric and highlight main points. Have students put ONLY their student number on the top of their paper.
4. Distribute essay topics and have students write the in-class timed writing sample (60 minutes).
Closure: Point out that this essay is a starting point for the semester.
HOMEWORK:
- Read article: "Take a ‘Savoring Walk,’ and three other research-based strategies to help you appreciate this life." from The Washington Post site. Take notes on the Cornell Notes sheet for a homework check. Complete one of the activities (#1, 2, 3, or 4). In your digital journal (Journal #2), write about which activity you did and how it went. Did it make you more appreciative or happier? In what way? Why or why not? DUE Tuesday 9/12
Thursday 9/10
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will participate in peer revision
LEARNING TARGETS:
I can use a rubric to assess writing.
I can give classmates feedback on their writing.
Procedure:
1. Discuss "Take a 'Savoring Walk' " article and what item students chose to complete.
2. Project VCCS rubric. Distribute The Compact Reader. Read essay “Blah, Blah, Blah” together – p. 125, then score it using the VCCS rubric on the whiteboard.
3. Get into pairs. Pass out 2 copies of VCCS rubric with chart on the back. Assign two student essays to each pair and have them record the student’s numbers on each essay onto a VCCS rubric. Students will then read each essay and use a highlighter to mark appropriate traits on the rubric. Afterwards, they will record strengths and suggestions on the +/- chart on the back of the rubric.
4. Pairs will then discuss the results of each essay together and record it on opinions chart. Pairs will turn in the rubrics stapled to the writer's essay and turn in opinions chart.
5. Administer the learning inventory questionnaire and discuss results. Point out that learning styles affect writing.
HOMEWORK:
- Begin reading chapters 2 & 3 and take notes.
- Pay attention to your surroundings tonight and take a picture of something interesting with your phone; In journal #3, write a paragraph or two describing the item(s) in the picture that you took.
Friday 9/11
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can use a rubric to assess writing.
I can assess my grammar strengths and weaknesses.
Procedure:
1. Pairs will discuss the results of each essay (scored last class) together and record it on opinions chart. Pairs will turn in the rubrics stapled to the writer's essay and turn in opinions chart.
2. Mr. Altman, Access Counselor, will speak to the class about FAFSA and his services.
3. Discuss Journal #3 - Descriptions of a pictured item.
4. Administer the learning inventory questionnaire and discuss results. Point out that learning styles affect writing.
HOMEWORK:
- Continue reading chapters 2 & 3 and taking notes.
- Pay your tuition using the online link.
Wednesday 9/18
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can plan for my future.
Procedure:
1. Guidance Day
HOMEWORK:
- Finish reading chapters 2 & 3 and taking notes for a quiz next class.
- Pay your tuition using the online link in Schoology.
Friday 9/20
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can plan for my future.
Procedure:
1. Administer chapters 2 & 3 quiz.
2. Pass back in-class essay and a rubric. Have students use the rubric to score their own essay. Then pass back the scores from classmates and me. Write Journal #4 in your digital notebook reflecting on the in-class essay results.
-How did your score compare to mine? to your classmates? Do you agree or disagree
with my score and your classmates scores on your essay? What did you do well? What
could you improve upon? etc.
3. Administer the grammar diagnostic quiz. Correct the quiz. Look at diagnostic analysis.
4. Write Journal #5 - Reflect on the grammar and usage concepts with which you have the most difficulty. How much grammar instruction have you received in your education? How was the grammar taught/practiced?
5. If time remains, solve the murder mystery.
HOMEWORK:
- Pay your tuition using the online link in Schoology.
Tuesday 9/24
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can plan for my future.
1. Give each student a sticky note. Have them write down what is most important in how we treat each other in this class. Have students put sticky notes on chalkboard.
- group notes and create a classroom norm statement.
2. Score grammar diagnostic Look at diagnostic analysis.
3. Write Journal #5 - Reflect on the grammar and usage concepts with which you have the most difficulty. How much grammar instruction have you received in your education? How was the grammar taught/practiced?
4. Journal #6 -Have students write a paragraph or two about what stresses them out and how they cope with it. Administer the Managing Stress survey.
- Tips to reduce stress
- Campus Calm
- 3 Surefire Tips
5. Complete murder mystery activity.
6. Distribute grammar group handout and discuss. Set up groups and due dates. Have groups begin planning using grammar handbooks and laptops.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can plan for my future.
1. Give each student a sticky note. Have them write down what is most important in how we treat each other in this class. Have students put sticky notes on chalkboard.
- group notes and create a classroom norm statement.
2. Score grammar diagnostic Look at diagnostic analysis.
3. Write Journal #5 - Reflect on the grammar and usage concepts with which you have the most difficulty. How much grammar instruction have you received in your education? How was the grammar taught/practiced?
4. Journal #6 -Have students write a paragraph or two about what stresses them out and how they cope with it. Administer the Managing Stress survey.
- Tips to reduce stress
- Campus Calm
- 3 Surefire Tips
5. Complete murder mystery activity.
6. Distribute grammar group handout and discuss. Set up groups and due dates. Have groups begin planning using grammar handbooks and laptops.
HOMEWORK:
- Finish reading chapter 4 & taking notes for a quiz next class.
Thursday 9/26
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will demonstrate command of the standards of written language.
LEARNING TARGETS:
I can create a lesson to review a grammar concept.
I can work productively in a group.
Procedure:
1. Administer chapter 4 quiz
2. Complete murder mystery activity.
“Today we are going to play a game to test your discussion skills. Each of the pieces of paper I am holding contains one clue that will help you solve a mystery. If you put all the facts together, you will be able to solve the mystery. Any time you think you know the answers and the group agrees on the guess, you may tell me. I will only tell you whether everything is correct or not. If parts of your answers are incorrect, I will not tell you which answers are wrong.
You may organize yourselves in any way you like. You may not, however, pass your clues around or show them to anyone else, and you may not leave your seats to walk around the group. All sharing of clues and ideas must be done verbally.”
3. Review Works Cited criteria for grammar project.
4. Get into grammar project groups. Use grammar textbooks and laptops to prepare for grammar group project. NO KAHOOT!
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will demonstrate command of the standards of written language.
LEARNING TARGETS:
I can create a lesson to review a grammar concept.
I can work productively in a group.
Procedure:
1. Administer chapter 4 quiz
2. Complete murder mystery activity.
“Today we are going to play a game to test your discussion skills. Each of the pieces of paper I am holding contains one clue that will help you solve a mystery. If you put all the facts together, you will be able to solve the mystery. Any time you think you know the answers and the group agrees on the guess, you may tell me. I will only tell you whether everything is correct or not. If parts of your answers are incorrect, I will not tell you which answers are wrong.
You may organize yourselves in any way you like. You may not, however, pass your clues around or show them to anyone else, and you may not leave your seats to walk around the group. All sharing of clues and ideas must be done verbally.”
3. Review Works Cited criteria for grammar project.
4. Get into grammar project groups. Use grammar textbooks and laptops to prepare for grammar group project. NO KAHOOT!
HOMEWORK:
- Work on Grammar Group Project.
Monday 9/30
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will demonstrate command of the standards of written language.
LEARNING TARGETS:
I can create a lesson to review a grammar concept.
I can understand correct grammar usage.
I can work productively in a group.
Procedure:
1.
3. Subject-Verb Agreement Grammar Group presentation - Mrs. Erskine.
4. Discuss pros and cons of presentation. What score would I receive?
5. Do Dollar bill activity.
6. Use dollar bill activity to lead in to chapters 3 and 4 discussion - responding to text
and other visuals (denotation, connotation, euphemism).
- Show denotation and connotation video
- connotation/denotation examples video
HOMEWORK:
- Read chapter 11 and take notes for a quiz on Friday.
- Work on Grammar Group Project.
Writing terms Cornell Notes
Check and discuss Writing as a Legal Punishment chart homework.
Check and discuss Writing as a Legal Punishment chart homework.