Today's class was all about drafting - peer editing - and more drafting!
Some students were further along than others at the end of the day yesterday, but many of them came in to tutorial this morning to get on top of the work.
Tomorrow, students will complete their good copies (bring a book if you're a quick writer).
Students continued their draft work, and will do peer editing tomorrow.
Those who do not have more than an outline, or a few sentences, should come to 2031 to continue their drafts during tomorrow's tutorial.
We went through some of the challenges students had with their "Veldt" question sets, and students received their Question 6 notes to work with (if they were handed in on time, and in the requested format).
Students then had the option to begin a draft paragraph with, or without, a printed paragraph outline sheet.
They are using evidence from "The Veldt" to make an argument about Ray Bradbury's view regarding the potential impacts of technology on the development/lives/nature of children.
We will complete rough drafts tomorrow, before doing peer-edit work on Thursday.
Today's class began with a quick check in - students are actually feeling a little low - glad the sun is shining for them :)
We marked last week's comma quiz (I had a momentary teacher crisis in block 5, when the vast majority of the class disagreed with me about whether a comma belonged in a particular sentence or not - IT DID - but it turns out that we missed dependent clauses in our exemplars.
Students then read their independent novels for 10 minutes or so, before we moved into talking about "7 Snappy Starters."
We finished the block by talking about the components of a literary paragraph - Hook, Intro/top sentence (including title and author, as well as argument), Context, 3 body points with EVIDENCE, Conclusion, and Topic Extension.
Tomorrow, students will right a rough draft of a paragraph, before embarking on the peer edit and drafting process. BRING NOVELS
Students began today's class with a comma quiz and reading their personal novels.
We did some work with quotations, in order that they might better integrate their quotations in the upcoming written work.
Students looked at "7 Snappy Starters" - this sheet is designed to help students find a way to hook their readers when beginning a piece of writing.
Homework: -pick one of the three topics from the bottom of the "7 Snappy Starters" list - write 7 different sentence starters (hooks) for the topic you choose!
Students picked up a LOT of paper today.
We worked on a final comma sheet - there is a quiz tomorrow (those missing will make up the quiz on Monday - at 8:30 - in 2031)
We worked together on a theme statement for "The Veldt."
There is no additional homework.
Students began by completing their comma work (added page) and reading their personal novels.
We then discussed their theme statements for "Barney," which they wrote for homework.
We talked about the end of "The Veldt," which they were to read for homework.
HOMEWORK: Today's assignment is posted, and should be SUBMITTED ON TEAMS. Instructions there are clear, and as follows:
Students wrote a poetry quiz, shared their sound poems, and received their final assignment. We discussed what an ODE really is, and looked...
