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Contemporary Literature

Contemporary Literature. Week 4 September 10-14, 2012. Monday, September 10, 2012. Due Today:.

karyn-sullivan
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Contemporary Literature

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  1. Contemporary Literature Week 4 September 10-14, 2012

  2. Monday, September 10, 2012 Due Today: Walk-IN: If you work-shopped on Friday, take out your first draft, and log on to a computer. If you did not workshop and have your essay typed, sit in a group. If you still need to type, grab a computer and log-on. Learning Objective: • Students will collaborate with instructors, peers, and mentor texts in order to improve their writing. • Use elaboration techniques to capture and maintain audience interest. • Use multi-modal components appropriate to the genre and topic. • Use an organizational pattern appropriate to the genre based on the topic, purpose, and intended audience. • Use transitional words and phrases to control and enhance the flow of ideas. • Use precise language, domain-specific vocabulary, and figurative language techniques, as appropriate to the genre, to advance the topic. • Use text features, as appropriate, to signal a shift in ideas. • Craft a conclusion that implicitly or explicitly links the ideas to the world of higher education or the work force. Agenda: • Writing Revision Homework: Read for 20 minutes and complete a reading response: Week 2 due Blockday Finish revising your essay for tomorrow

  3. Revision Day 1 • What real revision looks like: • Revision is qualitative improvements that develop and refine the essay according to purpose and the audience. This… • May involve a complete rewrite. • May involve new paragraphs, rearranging paragraphs, dividing and rewriting paragraphs. • May include adding more detail to make writing more vivid and engaging. • May include combining and rewriting sentences. • Making sure there are no spelling and punctuation errors.

  4. Revision Day 1 Step 1: Consider the feedback you received from your peers and revise accordingly. Step 2: Look back at your always/sometimes/never chart and look back at some other mentor texts. How does your organization compare to the mentor texts? How does your introduction and conclusion compare? Should you rearrange your paragraphs? Add a paragraph? Remove a paragraph? Step 3: Look at your transitions? What do your transitions signal a shift in? Are there other shifts in ideas, tone, time, and specificity of details that you need to start a new paragraph?

  5. Revision Day 1 Step 4: Do you need to add more details to a paragraph? • Entertain a new perspective related to your purpose, reflect back to add a new perspective • Explain a detail in more depth—provide more imagery to see the setting, action/conflict, and people involved • Provide additional examples for points you make • Add a story, an example, or more facts • Notice a contradiction someone might raise to your ideas and purpose and revise • Develop your voice or add another voice to support your own: quotes, paraphrases, summaries from outside sources (research)

  6. Revision Day 1 Step 5: Grammar/Punctuation • Comma splice—look back where you used commas. Read each side separately. If they are both complete thoughts or sentences then you need to use a semicolon. • Incorrect use of semicolon—find where you used a semicolon. Read each side separately. If one side is not a complete sentence, then you need to use a comma. • Use of Colon—go back where you used a colon. Read the part before the colon. This must be a complete sentence. The second part should also add specifics to the first sentence. • Use of Dash—find where you used a dash. This should be for emphasis and follows the same rules as the comma. • Use of Hyphen—find where you used a hyphen. These are used to create a more specific noun or adjective. If it is not one of these, remove the hyphen. • Run-On Sentences—read your longer sentences. These will need punctuation. If you have more than one complete sentence, you will need to break it up into multiple sentences, or use a comma with a conjunction (and, but, or, however). • Fragment/Incomplete Sentences—find your short sentences. Read each one to make sure is has a subject and a verb. • Spell Check—run spell check, and be sure proof read and read it out-loud to yourself.

  7. Revision Day 1 Step 6: Rubric • Read the rubric and use the indicators to revise your essay.

  8. Tuesday, September 11, 2012 Due Today: 2nd Draft of Essay Walk-IN:Take out your newly revised and printed essay and your first author’s statement. Learning Objective: • Students will collaborate with peers in order to improve their writing. Agenda: • Writing Revision Homework: Read for 20 minutes and complete a reading response: Week 2 due Blockday Final Draft of Essay Due Friday with Rubric

  9. Formatting • MLA formatting including: • Right Justified Header: Name Page# • Left Justified Heading: Name, Teacher, Class, Period, Date, Prompt • 1 inch Margins • 12 point Times New Roman Font • Double-space, check box to NOT add space between paragraphs • Title • Students with their own prompts should follow prompt-specific formatting guidelines if provided • Your FINAL draft is due on Friday with your Rubric

  10. Application Essay Group Workshop Writer’s Workshop #2 • On the back of your first Author’s Statement Page complete the following. • Identify what goal you focused on for revision. • Identify a personal request: one area that you are unsure about that you would like feedback. (organization, paragraphs, spelling, grammar, title, imagery…

  11. Due Today: Week 2 Reading Responses Wednesday/Thursday, Sept 12-13, 2012 Walk-IN:Please put your reading responses for week 2 in the box on the chair, grab a white binder, and open up to a new sheet of paper in the reading section of your notebook. Learning Objective: • Students will understand that note-taking is a scaffold for summarizing and synthesizing information; readers must work to determine important information, connect & clarify ideas, and gather textual evidence to form purposeful generalizations and draw sound conclusions. Agenda: • Class Questions Free Write • Why do people resort to violence? Chart • Emotional Violence and Physical Violence • Summary/ Chart reflection/addition Homework: Read for 20 minutes and complete a reading response: Final Draft of Essay Due Friday with Rubric

  12. Literature Study: Developing a Lens • In your reader’s notebook, write freely about the following questions. Spend about 5 minutes on each question. Consider blending styles of writing: lists, stories, anecdotes, pop-culture references, questions… • Why do people resort to violence? What are some of the causes or conditions? • What types of violence do you see people resort to? • What different emotions are associated with violence? • What are the outcomes of resorting to violence?

  13. Emotional and Physical Violence While reading the article Emotional Violence and the excerpt from Violence, record the beginning and ending of quotes in the left hand column that relate to violence. In the right hand side record the type, causes/conditions, emotions associated with it, effects. Quote 1: “Emotional violence includes the refusal to listen…a right to control and dominate another person” (EV). Type: Emotional Violence Cause/Condition: Gain dominance control Associated Emotions: Ridicule/Shame Effect: Power/Lack of Power

  14. Summary and Reflection • What insights did you come to or what did you learn from today?

  15. Due Today: Final Draft application essay Friday, September 14, 2012 Walk-IN: Staple your rubric to the top of your application essay and place it in the in-box. Then take out your notes from blockday on Emotional Violence and the Violence excerpt. Learning Objective: • Students will understand that we can learn about the world and about ourselves when we form purposeful generalizations and draw sound conclusions from a variety of informational texts. • Students will be able to synthesize information to form purposeful generalizations and sound conclusions. Agenda: • Summary and Reflection • Bullet in the Brain • Synthesizing Information • Homework: • Read for 20 minutes and complete a reading response • Write a structured paragraph that answers the question based on examples from both non-fiction and fiction texts.

  16. Emotional and Physical Violence While reading the article Bullet in the Brain, record the beginning and ending of quotes in the left hand column that relate to violence. In the right hand side record the type, causes/conditions, emotions associated with it, effects. Quote 1: “Anders had conceived his own towering hatred…Tragic Really” (Wolfe 158) Type: Cause/Condition: Associated Emotions: Effect:

  17. Summary and Reflection • Summarize in a well detailed paragraph what you can conclude about violence from the article Emotional Violence, Violence excerpt, and Bullet in the Brain and what you are wondering about. • What connections are there between all three texts?

  18. Synthesizing Ideas across a variety of texts

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