New Unit: Response to Literature

Tomorrow we will begin a new unit, Response to Literature, in which we will examine big ideas (themes) in stories. We will use some skills we already have mastered (such as text-to-self connections) and some that are new (such as tracking an "author's craft" and connecting big ideas in literature to the world at large).

We will begin the unit by examining what "big ideas" are, and finding them in a read-aloud, "Rules of the Game" by Amy Tan.

Preparing to Publish

As we prepare to publish, please keep in mind that there are VERY HIGH expectations for your published work. You must show progress...revision and editing.
Please turn in your work in this manner:

• Cover page (optional)
• Final piece (error-free writing, with a title, typed or handwritten)
• Most recent edited and revised draft (you MUST show progress with handwritten changes - highlighted verbs, insertions, deletions, etc.)
• Timeline
• Rubric

We will celebrate our writing with a publishing party. 702: Tuesday morning; 703: Tuesday afternoon; 731: to be announced.

After Thanksgiving break, we will reflect on the small moment narrative process and your writing piece, as well as use the laptops to enter our work into ePortfolio.

Editing

We are in the process of editing draft #2 - finding and fixing errors in:

• spelling
• punctuation
• grammar/tense
• capitalization

Please check your work carefully. Besides being 10% of your score on the rubric, mechanics are key for the reader. It's really difficult (and not very enjoyable) to read work with tons of errors.

Publishing dates:

702/703: 11/20 (this Friday at the end of the double period)

701: 11/25 (next Wed. - be prepared to turn in your work at the start of the first workshop - we may not even meet that day with all the Thanksgiving festitivities).

Conference Notes

Students are now required to take notes during and/or after a conference w/Mrs. Marks, Mrs. Moreno, or a classmate. Conference notes will help you improve your writing.
1/ Take note of the positive aspects of your work (what the reviewer has said was good, or is a "plus"
2/ Jot down areas for improvement (what the reviewer has said needs work, or is a "negative"
3/ Plan/devise next steps.

Notes should be taken in your Sourcebook, which will be collected and graded at least once per term.

PLEASE NOTE: Check Teacherease everyday for assessment and feedback about your work.

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."