Can you believe it? Today is the first day of the final grading period for this school year. That means that we are 3/4 of the way finished with this school year.

We continued our unit on Magical Realism with our first Cold-Read Task. Today we read and annotated the first chapter of “The Curious Case of Benjamin Button” by F. Scott Fitzgerald.

Annotation:

Students were reminded that annotation is an active reading strategy that helps readers interact with the text as they are reading it. Annotation is a way to engage your mind in the activity of reading and thinking about what you are reading for better understanding. Along with noting and then looking up any unknown words, annotation includes identifying patterns, literary devices, ask questions, make predictions, or note anything else that may be significant in the text. Annotation is not simply underlining or highlighting test with no meaningful purpose.

The Day 2 handout was also provided in class today. The purpose of this is to give any student who thinks it may take extra time to complete the questions tomorrow in class a chance to work ahead as both Day 1 and Day 2 handouts will be collected for grading at the end of tomorrow’s class period.

It was explained that the questions are examples of the type of questions that are often asked on standardize testing. The questions have a part A and a part B.  Credit can only be earned on the part B portion of the question if the part A part of the question is answered correctly. The idea behind this type of test question is that the correct answer to part A should lead the student to being able to identify evidence or reasoning for the part B portion of the question. This tests the connection or reasoning of ideas and logic.

We accomplished a great deal this week. We tackled a really complex writing prompt over a complex text and did it in a four day time period. We had the highest overall completion and turn in rate of any assignment yet this year, and the grades were strong too. What a way to end the third grading period. Everyone deserves a nice weekend break.

See you all next week.

Now that you have used the steps listed on yesterday blog to make suggestions on another student’s essay, you might want to go through the same process on your own essay. Today you will use the full class period to revise and then edit your own essay.

1. Open a new Google doc in Google Drive.
2. Set your formatting to Times New Roman 12 point double spaced font and 1 inch margins on all sides.
3. Type your four line heading as corrected on your timed essay.
4. Type your revised essay paying close attention to the peer suggestions provided.
5. Add your Works Cited page as the final page of your essay.

You will need to add a properly formatted Works Cited page to your essay. Here is the exact MLA formation for your Works Cited page.

Type the words      Works Cited     in the center of the top line of the last page of your essay.

Double space once and go to the left side alignment to begin your entry. It should look just like this:

Works Cited

Kafka, Franz. “The Metamorphosis.” Project Gutenberg,www.gutenberg.org/

ebooks/6818.

 

Your final essay will be turned in through Turnitin.

When finished, turn your essay in through Turnitin.

Today we will do Peer Reviews of yesterday’s timed essays. You have been given the essay of another student with the name removed. Put your name in the upper right hand corner of the essay you are reviewing. The goal is to help you develop your own writing skills through seeing how another student responded, as well as helping that other student revise their timed essay.

We are going to work today to determine what makes a quality essay. Let’s start by reviewing the scoring rubric. This is what I am going to use to score your essays.

1.  Now that we understand how your essay will be graded, look at the essay you have been given. Read the first paragraph carefully. Ask your self the following questions about the thesis and then highlight or underline the thesis or main claim on the essay you are reviewing.

Guiding Questions and Prompts:

• Is there a thesis?
• Is it located at the end of the introduction?
• Does it introduce the main ideas of the essay?

2. Great, now let’s move on to the body paragraphs. Ask your self the following questions about each body paragraph, and write a one-sentence summary next to each body paragraph. Then determine how the ideas of the body paragraph are connected to the main claim of the essay. You should then write a brief summary next to the thesis statement describing the organization and connection between various ideas of the essay.

Guiding Questions and Prompts:

• Does each body paragraph have a main idea?
• Do the body paragraphs support the thesis?

3. Next you will evaluate the evidence provided in the body paragraphs. Read the following questions and then underneath each of the summary sentences you wrote for each body paragraph, list the evidence used. Remember that the quotations, paraphrased information, or key details found directly in the text may all be used as evidence to support the claim.

Guiding Questions and Prompts:

• Is there evidence from the text used to support the ideas in the paragraph?
• Are there direct quotes or key details from the text?
• Is the evidence relevant?
• Is the reasoning logical?4. You are now ready to review the sentence structure and offer suggestions on how the writer can increase the complexity by adding more phrases and clauses and using parallel structure. Review the following questions and write suggestions directly on the essay you are reviewing.Guiding Questions and Prompts:
  • How can the writer combine sentences or add phrases and clauses to increase the complexity of the writing?
  • Are there sections that would benefit from a parallel structure?

5. After asking yourself the following questions, circle strong vocabulary words in the text and note any unnecessary repetitions.

Guiding Questions and Prompts:

• Do any words stand out as particularly powerful?
• Are any words repeated enough times to be monotonous?

6. Finally, you will edit the essay for spelling mistakes and use of proper punctuation. Ask yourself the following questions.

Guiding Questions and Prompts:

• Are there any spelling mistakes?
• Are there any errors in punctuation?

Turn your reviewed essay back into Mrs. Scales so that she can provide your feedback to the student for the revision process we will be doing tomorrow.

 

Today was a great day of writing in room 402 at WHS!!! With the exception of 3rd period each class finished their timed essays today. Third period was cut short due to a convocation starting much earlier than originally planned, so those students will finish their essay’s tomorrow.

Remember your heading should look like:

Kim Smith                                   Your Name

Mrs. Scales                                  Teacher’s Name

English 9 – Period 3                   Class Information

7 March 2017                               Date in MLA format

Introduction

1. Your first paragraph should begin with a hook that draws the reader’s attention to your paper.
2. You must identify the title and author of the text you are writing about. In this case that means writing The Metamorphosis in italics or underlined if being hand written and stating that it was written by Franz Kafka.
3. Your first paragraph should end with your thesis statement.

Body paragraphs

1. A topic sentence for each body paragraph. That is like a mini-thesis statement that supports the real thesis statement, and controls the direction of the essay.
2. Support for topic sentences that are properly cited with the page # it came from. This would look like (42).
3. Transitions to and from the previous and next paragraph.

Conclusion

1. Clearly wraps up the paper
2. Returns to, but does not simply repeat the thesis
3. Tells the reader’s what you want them to take away from the paper

The Rubric being used for this assignment has five parts. You should read the descriptors for each level of all five parts and pay special attention to the differences represented by the bolded world.

UNDERSTANDING (20%)

Outstanding 20 pts

Reading and Understanding of text is outstanding. Writing demonstrates full comprehension of ideas both explicit and inferential indicated by grade-level reading standard. Accurate analysis and reasoning is demonstrated through ample textual evidence.

Good 15 pts

Reading and Understanding of text is strong. Writing demonstrates comprehension of ideas both explicit and inferential indicated by grade-level reading standard. Mostly accurate analysis and reasoning is demonstrated through adequate textual evidence.

Average 10 pts

Reading and Understanding of text is acceptable. Writing demonstrates limited comprehension of ideas both explicit and inferential indicated by grade-level reading standard. Minimally accurate analysis and reasoning is demonstrated through limited textual evidence.

Needs Improvement 5 pts

Reading and Understanding of text is below grade-level expectations. Writing demonstrates weak comprehension of explicit ideas and no comprehension of inferential ideas indicated by grade-level reading standard. Very weak analysis and reasoning is demonstrated through faulty textual evidence.

Unacceptable 0 pts

Shows no comprehension of ideas indicated by grade-level reading standards. Inaccurate or no analysis and reasoning is demonstrated with little or no textual evidence.

IDEAS (20%)

Outstanding 20 pts

Addresses the prompt and introduces a complete thesis with precise claim(s). Body paragraphs have defined topic sentences that all support the thesis.

Good 15 pts

Addresses the prompt and introduces a thesis with claim(s). Body paragraphs have defined topic sentences that support the thesis.

Average 10 pts

Addresses the prompt and introduces a thesis attempt with a an attempt at a claim(s). Body paragraphs support the thesis.

Needs Improvement 5 pts

Does not fully addresses the prompt or introduces a weak thesis. No claim(s) expressed. Body paragraphs do not adequately support the thesis.

Unacceptable 0 pts

No thesis statement.

ORGANIZATION (20%)

Outstanding 20 pts

Development is even and organized to make important connections and distinctions with relevant support. Language creates cohesion and clarifies relationship among ideas. Formal and objective style and tone consistently demonstrates awareness of purpose and audience.

Good 15 pts

Development is organized with some support and cohesion. Language creates cohesion and links ideas. Style and tone demonstrates awareness of purpose and audience.

Average 10 pts

Development and support are minimal. Language links ideas. Style and tone demonstrates limited awareness of purpose and audience.

Needs Improvement 5 pts

Lacks organization, or is undeveloped, and provides little support. Or Language and style develop no awareness of purpose or audience.

Unacceptable 0 pts

Lacks organization, is undeveloped, and does not provide support. Language and style develop no awareness of purpose or audience.

CONVENTIONS (20%)

Outstanding 20 pts

Full command of conventions indicated by grade-level standards. Few minor errors do not interfere with the meaning of the text.

Good 15 pts

Command of conventions indicated by grade-level standards. May have minor errors that occasionally interfere with overall meaning or readability.

Average 10 pts

Some command of conventions indicated by grade-level standards. Several minor errors that interfere with overall meaning or readability.

Needs Improvement 5 pts

Limited command of conventions indicated by grade-level standards. Errors often interfere with overall meaning or readability.

Unacceptable 0 pts

No command of conventions indicated by grade-level standards. Frequent and varied errors often interfere with overall meaning or readability.

MLA (20%)

Outstanding 20 pts

Proper Times New Roman 12 pt double spaced font with indented paragraphing. Four line heading correct. Two or more in-text citations correctly used, and a properly formatted Works Cited page all demonstrate a strong grade-level command of MLA format.

Good 15 pts

Proper Times New Roman 12 pt double spaced font with indented paragraphing. Four line heading mostly correct. One or more in-text citations correctly used, and a properly formatted Works Cited page all demonstrate an adequate grade-level command of MLA format.

Average 10 pts

Mostly proper Times New Roman 12 pt double spaced font with indented paragraphing. Four line heading mostly correct. One or more in-text citations correctly used, and a properly formatted Works Cited page all demonstrate an understanding of grade-level MLA format requirements.

Needs Improvement 5 pts

Errors in proper Times New Roman 12 pt double spaced font with indented paragraphing. Missing any part of the four line heading, improper or missing in-tex citations and multiple errors on the Works Cited page indicate a weak understanding of grade-level MLA format requirements.

Unacceptable 0 pts

Multiple errors or missing MLA requirements.

Tomorrow, you will have the entire class to write your essay. You can either start with a hand written copy or a Google doc.

Make sure that you use the thesis statement you created today in class.

Remember your heading should look like:

Kim Smith                                   Your Name

Mrs. Scales                                  Teacher’s Name

English 9 – Period 3                   Class Information

7 March 2017                               Date in MLA format

 

Introduction

1. Your first paragraph should begin with a hook that draws the reader’s attention to your paper.
2. You must identify the title and author of the text you are writing about. In this case that means writing The Metamorphosis in italics or underlined if being hand written and stating that it was written by Franz Kafka.
3. Your first paragraph should end with your thesis statement.

Body paragraphs

1. A topic sentence for each body paragraph. That is like a mini-thesis statement that supports the real thesis statement, and controls the direction of the essay.
2. Support for topic sentences that are properly cited with the page # it came from. This would look like (42).
3. Transitions to and from the previous and next paragraph.

Conclusion

1. Clearly wraps up the paper
2. Returns to, but does not simply repeat the thesis
3. Tells the reader’s what you want them to take away from the paper

 

The Rubric being used for this assignment has five parts. You should read the descriptors for each level of all five parts and pay special attention to the differences represented by the bolded world.

UNDERSTANDING (20%)

Outstanding 20 pts

Reading and Understanding of text is outstanding. Writing demonstrates full comprehension of ideas both explicit and inferential indicated by grade-level reading standard. Accurate analysis and reasoning is demonstrated through ample textual evidence.

Good 15 pts

Reading and Understanding of text is strong. Writing demonstrates comprehension of ideas both explicit and inferential indicated by grade-level reading standard. Mostly accurate analysis and reasoning is demonstrated through adequate textual evidence.

Average 10 pts

Reading and Understanding of text is acceptable. Writing demonstrates limited comprehension of ideas both explicit and inferential indicated by grade-level reading standard. Minimally accurate analysis and reasoning is demonstrated through limited textual evidence.

Needs Improvement 5 pts

Reading and Understanding of text is below grade-level expectations. Writing demonstrates weak comprehension of explicit ideas and no comprehension of inferential ideas indicated by grade-level reading standard. Very weak analysis and reasoning is demonstrated through faulty textual evidence.

Unacceptable 0 pts

Shows no comprehension of ideas indicated by grade-level reading standards. Inaccurate or no analysis and reasoning is demonstrated with little or no textual evidence.

IDEAS (20%)

Outstanding 20 pts

Addresses the prompt and introduces a complete thesis with precise claim(s). Body paragraphs have defined topic sentences that all support the thesis.

Good 15 pts

Addresses the prompt and introduces a thesis with claim(s). Body paragraphs have defined topic sentences that support the thesis.

Average 10 pts

Addresses the prompt and introduces a thesis attempt with a an attempt at a claim(s). Body paragraphs support the thesis.

Needs Improvement 5 pts

Does not fully addresses the prompt or introduces a weak thesis. No claim(s) expressed. Body paragraphs do not adequately support the thesis.

Unacceptable 0 pts

No thesis statement.

ORGANIZATION (20%)

Outstanding 20 pts

Development is even and organized to make important connections and distinctions with relevant support. Language creates cohesion and clarifies relationship among ideas. Formal and objective style and tone consistently demonstrates awareness of purpose and audience.

Good 15 pts

Development is organized with some support and cohesion. Language creates cohesion and links ideas. Style and tone demonstrates awareness of purpose and audience.

Average 10 pts

Development and support are minimal. Language links ideas. Style and tone demonstrates limited awareness of purpose and audience.

Needs Improvement 5 pts

Lacks organization, or is undeveloped, and provides little support. Or Language and style develop no awareness of purpose or audience.

Unacceptable 0 pts

Lacks organization, is undeveloped, and does not provide support. Language and style develop no awareness of purpose or audience.

CONVENTIONS (20%)

Outstanding 20 pts

Full command of conventions indicated by grade-level standards. Few minor errors do not interfere with the meaning of the text.

Good 15 pts

Command of conventions indicated by grade-level standards. May have minor errors that occasionally interfere with overall meaning or readability.

Average 10 pts

Some command of conventions indicated by grade-level standards. Several minor errors that interfere with overall meaning or readability.

Limited command of conventions indicated by grade-level standards. Errors often interfere with overall meaning or readability.

No command of conventions indicated by grade-level standards. Frequent and varied errors often interfere with overall meaning or readability.

MLA (20%)

Proper Times New Roman 12 pt double spaced font with indented paragraphing. Four line heading correct. Two or more in-text citations correctly used, and a properly formatted Works Cited page all demonstrate a strong grade-level command of MLA format.

Proper Times New Roman 12 pt double spaced font with indented paragraphing. Four line heading mostly correct. One or more in-text citations correctly used, and a properly formatted Works Cited page all demonstrate an adequate grade-level command of MLA format.

Mostly proper Times New Roman 12 pt double spaced font with indented paragraphing. Four line heading mostly correct. One or more in-text citations correctly used, and a properly formatted Works Cited page all demonstrate an understanding of grade-level MLA format requirements.

Errors in proper Times New Roman 12 pt double spaced font with indented paragraphing. Missing any part of the four line heading, improper or missing in-tex citations and multiple errors on the Works Cited page indicate a weak understanding of grade-level MLA format requirements.

Multiple errors or missing MLA requirements.

 

 

Last week you studied how to properly use quotation marks, and we reviewed all of the A-List Academic Vocabulary. We also did a very in-depth review of The Metamorphosis and the characters. This week, you get the opportunity to put all that together with the writing skills we have worked on this year.

Today you will begin writing the first of several essay’s concerning the texts we have read in our unit study of Magical Realism. The essay prompt is:

What role does each character play in Gregor’s metamorphosis and how does it affect the family?

You will need to select specific words, quotations, and scenes throughout the text that reveal the conflicting motivations of the characters. In your essay, you will explain how these scenes support inferences drawn about the familial relationships and reactions to the metamorphosis. How do these develop a theme of The Metamorphosis?

Today you will select those specific words, quotations, and scenes throughout the text that reveal the conflicting motivations of the characters. This should take you about 15 minutes.

The second step will take a little longer, you will have 25 minutes to take the prompt question and turn it into the thesis statement you plan to use in writing your essay.

Everyone must have a thesis statement fully written and approved prior to the end of class today.

Tomorrow you will write a full, timed essay in response to today’s prompt. It is not cheating to plan what you will be writing in class tomorrow.

Remember the following important parts of any essay:

Introduction

• Hook
• Title and Author
• Thesis Statement

Body Paragraphs

• A topic sentence for each paragraph that supports your theses
• Support for topic sentence that is properly cited
• Transitions to and from next paragraph

Conclusion

• Restatement or Wrap Up of the thesis
• So What statement

MLA Requirements

• Proper 4 line heading
• Proper in-text citations
• Works Cited page

Essays may be hand written on paper or typed as a Google doc and printed off by the end of class as we will be doing a class activity with the printed copies of the essay’s the following day.

 

Today was the last full class workday for completing The Metamorphosis by Franz Kafka.

Students were reminded to have their Week 6 – Quotation Marks WSQ turned in by tomorrow. Students were also reminded that no late work will be accepted for this grading period after tomorrow. 

Students were informed that next week (which is the last week of the grading period) will be a Week of Writing about The Metamorphosis. Each day’s task will be used in the next day’s lesson, so it is important to be here every day and complete each day’s task.

While today was the second of three work days for Section III of The Metamorphosis by Franz Kafka, we also made the final selections of the books each group will be reading in their new groups.  The program will be a combination of Literary Circles and Independent Reading, both of which we have done in the past.

Each group will read the same book instead of each individual reading a different book. The group will read at their own pace as long as they are using their in class reading time appropriately. Appropriately for this group reading will be either reading or discussing the book. Once a book is finished the group will schedule with Mrs. Scales to do a group book talk for the class and a recommendation poster will be made. After a group has completed their book talk and poster, they will select another book and repeat the process. Dependent upon the length and complexity of the selected books, regular English class groups will be expected to complete 1 – 3 book talks by the end of the school year. Dependent upon the length and complexity of the selected books, Honors English class groups will be expected to complete 2 – 4 book talks by the end of the school year. Extra credit may be earned for book talks exceeding the expected number of book talks, with advance approval from Mrs. Scales. Each member of the group earns the same number of book talk points.

Book Talk Packets have been loaded into the Resources area of Canvas with all instructions.

Today, students were given a A-List Vocabulary crossword puzzle. The crossword puzzle is due on Friday. This is a review of the specific 14 A-List words that we have studied so far this year. Now we will put the words to work for us. Starting next week we will have a bell ringer activity each day focusing on the understanding and use of these 14 words. Remember that each of these words tell you what directions or writing prompts are asking you to do and a solid understanding of the differences in the meaning of each word is a fundamental skill that every student must master.

Our Independent Grammar lesson this week is labeled Week 6 – Quotation Marks in the resources section of Canvas. WSQ for Week 6 – Quotation Marks is due on Friday, and late submissions will not be accepted for any credit.

Any late work from this quarter must be turned in by this Friday to receive any credit for the work.

Over the next three days students will be reading the third and final section of Franz Kafka’s The Metamorphosis. The final questions were passed out today and students were reminded that questions must be answered with textual support in their Reading Log.