Peer Review

Peer review is an excellent way for students to read each others' work and offer constructive criticism to help each other improve as writers.
Here is the protocol (in other words, the way to do it):
Using the RUBRIC as a guide..
1. swap papers with a classmate.
2. read classmate's writing once SILENTLY (no questions/comments yet)
3. re-read classmate's writing. jot down specific comments/suggestions that will help the writer improve (we will practice using a form, next time you can use post-its)
4. discuss the comments/suggestions with the classmate.
5. clarify (writer asks the reader questions so he/she is clear as to HOW they can improve.

Our written work is due November 25 (the day before Thanksgiving break).

Rubrics

A rubric (expectations for a written piece) accompanies every published piece you will create in ELA. The small moment narrative rubric was distributed today. Please take time to familiarize yourself with what a "4" (exceeds standards/expectations) looks like. We will continue to listen to examples of 4-type writing.

Standards for the small moment narrative:
W2.1A: Write original literary texts to develop a narrative using an organizational tool such as chronology.
W2.1G: Use language that is creative.

What you will need each day in class:

1. Your sourcebook (please do not take it out of the classroom unless you are absent and are catching up)
2. Your timeline - the guide for your writing - revise as necessary
3. Your drafts
4. Two colored pens
5. Post-it-notes (for peer review)
6. Highlighter
7. Rubric - the model for success

Word Swap

During revision, writers make their writing clearer and better by swapping boring words with more interesting ones. In class, 701 started this process. All classes will do the same:
Highlight all verbs (action words) in your narratives.
Replace boring or overused words with more interesting ones (use a thesaurus - but make sure the definitions of the new words fit with what you are trying to say!).
Add adverbs (they modify or change the "feeling" of a verb) - for example "the car swiftly changed lanes."

Revision

The purpose of revision is to make your writing clearer and better. We do this by:

• Deleting/adding info
• Adding details
• Rearranging sentences/paragraphs/scenes
• Swapping low-level or overused words with higher-level vocabulary

To revise:

1. Use a different color pen from the one that you used to draft.
2. Use the lines you skipped on the draft for insertion/comments/changes.
3. DO NOT MAKE A NEW DRAFT - revise on the current draft.
4. Only create a new draft when revisions made it difficult to read the text.

You will revise small moment narratives to:

1. Zoom in on the moment
2. Describe
3. Paint a picture for the reader
4. Allow the reader to experience the moment as you did
5. Make your writing clear
6. Make your writing enjoyable

Portfolio Selections/Reflections

Each student must select 3 pieces of work from each class that:

• shows learning.
• shows what you know.
• shows what you can do.

Every selection must be accompanied by a reflection that includes:

• state standards that were nearly met, met or exceeded
• description of selection
• why you chose it (what does it prove?)
• planning (next steps. how you will use the skills/work in other classes or life in general).

Reflections should be written in advisory. Ask your advisor for guidance.

Wednesday Workshops

We have such limited time together (only 4 periods of ELA each week) - so Wed. workshop in room 235 will be dedicated reading and writing work. This is a great time to catch up, move ahead, and conference.
Today we focused on revising timelines and writing scenes.
Scenes deadlines:
702/703: Friday at the end of the double ELA period.
701: Monday at the end of the double ELA period.
Each scene should follow this format (using the labels):
Scene #:
Main Idea:
Setting:
Narrate:

Tomorrow and Friday we will continue to learn drafting strategies, as well as begin to discuss revision.

Scenes

You are now building scenes. Remember, as an author you must put the reader into your shoes and make them experience the moment as you did.
*Adjectives
*Emotions
*The 5 senses

We will examine a passage tomorrow and each table will work as a group to to rewrite lines to make them more descriptive.