Creative Writing-period 7 Assignments
- Instructors
- Term
- 2020 - 2021 Term 2
- Department
- English Department
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
6/1-6/4 Scholars' Week
* Please note: For this week, you will follow an individualized action plan based on your academic progress.
Check-in: What is one word that describes how you are feeling? Respond in the Zoom chat box.
Asynchronous Work (ALL students)
* Due Fri, June 4th *
Writing Assessment:
Text-Analysis Response based on your student-led lesson
Your Task:
Write a well-developed,
text-based response of two to three paragraphs. In your response, identify a central idea in the
text and analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Use strong and thorough evidence
from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Examples include:
characterization, conflict, denotation/connotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Individualized Action Plan (more details will be given in class):
Attend specified virtual class meetings to receive NX coaching and complete previous course assignments.
Attend specified virtual class meetings to make up current coursework, which includes completing missing or incomplete assignments in Google classroom.
Break-out Rooms
Work on asynchronous assignments
Check-in: What is one word that describes how you are feeling? Respond in the Zoom chat box.
Asynchronous Work (ALL students)
* Due Fri, June 4th *
Writing Assessment:
Text-Analysis Response based on your student-led lesson
Your Task:
Write a well-developed,
text-based response of two to three paragraphs. In your response, identify a central idea in the
text and analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Use strong and thorough evidence
from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Examples include:
characterization, conflict, denotation/connotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Individualized Action Plan (more details will be given in class):
Attend specified virtual class meetings to receive NX coaching and complete previous course assignments.
Attend specified virtual class meetings to make up current coursework, which includes completing missing or incomplete assignments in Google classroom.
Break-out Rooms
Work on asynchronous assignments
Due:
5/20, Thurs. Work Folder
Learning Objectives: Students will be able to compose and facilitate a lesson to...
1. determine a central idea of Living Up the Street, "The Savings Book."
2. analyze the author Gary Soto's use of writing strategies to develop and relate elements of his narrative.
* Remember to take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: If you won a $1 million dollar lottery, what would you do with the money? Write in the Zoom chat box.
2. Memoir Discussion Questions (in breakout rooms)
1. Did you find the author's story compelling?
2. What do you think motivated the author to share his or her story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
5. What annotations can you share with your classmates?
3. Mini-Lesson: Developing a Lesson
- Learning Objectives
- Energizer
- Mini-Lesson (includes skills and knowledge that students should acquire)
- Activities (includes reading, writing, and discussion)
- Assessment
- Resources/Materials (e.g. Nearpod, Jamboard, Google Slides)
4. Planning and Collaboration:
Write your lesson plan in a Google Doc.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. determine a central idea of Living Up the Street, "The Savings Book."
2. analyze the author Gary Soto's use of writing strategies to develop and relate elements of his narrative.
* Remember to take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: If you won a $1 million dollar lottery, what would you do with the money? Write in the Zoom chat box.
2. Memoir Discussion Questions (in breakout rooms)
1. Did you find the author's story compelling?
2. What do you think motivated the author to share his or her story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
5. What annotations can you share with your classmates?
3. Mini-Lesson: Developing a Lesson
- Learning Objectives
- Energizer
- Mini-Lesson (includes skills and knowledge that students should acquire)
- Activities (includes reading, writing, and discussion)
- Assessment
- Resources/Materials (e.g. Nearpod, Jamboard, Google Slides)
4. Planning and Collaboration:
Write your lesson plan in a Google Doc.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/19, Wed. Work Folder
Learning Objectives: Students will be able to understand and explain how Soto uses literary elements and writing techniques to develop key ideas in his narrative "The Savings Book."
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: If you won the lottery, what would you do with all that money? Write in the Zoom chat box.
2. Review "The Savings Book."
3. Academic Discourse:
- How does Soto use sarcasm and verbal irony in the first paragraph?
- How does Soto use juxtaposition in the second paragraph?
- How did Gary earn money to put away in his savings?
- What were some things that Gary bought that had him withdraw money from his savings?
- What central idea or message does Soto's narrative "The Savings Book" impart?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: If you won the lottery, what would you do with all that money? Write in the Zoom chat box.
2. Review "The Savings Book."
3. Academic Discourse:
- How does Soto use sarcasm and verbal irony in the first paragraph?
- How does Soto use juxtaposition in the second paragraph?
- How did Gary earn money to put away in his savings?
- What were some things that Gary bought that had him withdraw money from his savings?
- What central idea or message does Soto's narrative "The Savings Book" impart?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/18, Tues. Work Folder
Learning Objectives: Students will be able to understand and explain how Soto uses literary elements and writing techniques to develop key ideas in his narrative "The Savings Book."
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: Recall a time when you had to save up for something that you really wanted. What did you want to buy but couldn't afford?
2. Review "The Savings Book."
3. Academic Discourse:
- How does Soto use sarcasm and verbal irony in the first paragraph?
- How does Soto use juxtaposition in the second paragraph?
- How did Gary earn money to put away in his savings?
- What were some things that Gary bought that had him withdraw money from his savings?
- What central idea or message does Soto's narrative "The Savings Book" impart?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: Recall a time when you had to save up for something that you really wanted. What did you want to buy but couldn't afford?
2. Review "The Savings Book."
3. Academic Discourse:
- How does Soto use sarcasm and verbal irony in the first paragraph?
- How does Soto use juxtaposition in the second paragraph?
- How did Gary earn money to put away in his savings?
- What were some things that Gary bought that had him withdraw money from his savings?
- What central idea or message does Soto's narrative "The Savings Book" impart?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/17, Mon. Work Folder
Learning Objectives: Students will be able to...
1. determine the central ideas of Living Up the Street, "The Savings Book" by Gary Soto.
2. identify the writing strategies that Soto uses to develop key ideas in his narrative.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Asynchronous Learning: Read and annotate "The Savings Book" by Gary Soto.
Attached Resources: copy of "The Savings Book" (Google doc)/copy of "The Savings Book" (online copy with commentary)/list of universal central ideas and themes in literature/writing strategies refresher/annotation worksheet
3. Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. determine the central ideas of Living Up the Street, "The Savings Book" by Gary Soto.
2. identify the writing strategies that Soto uses to develop key ideas in his narrative.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Asynchronous Learning: Read and annotate "The Savings Book" by Gary Soto.
Attached Resources: copy of "The Savings Book" (Google doc)/copy of "The Savings Book" (online copy with commentary)/list of universal central ideas and themes in literature/writing strategies refresher/annotation worksheet
3. Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/12, Wed. Work Folder
Learning Objectives: Students will be able to understand and explain how Soto uses literary elements and writing techniques to develop key ideas in his narrative "Summer School."
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: What is a holiday or family tradition that you celebrate? Write in the Zoom chat box.
2. Mini-Lesson: Plot Details----> Central Ideas
3. Academic Discourse:
- What do you think of when you hear the words "summer school"?
- What are some specific things that Gary did in summer school?
- How do you think going to summer school shaped Gary's adolescent development?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: What is a holiday or family tradition that you celebrate? Write in the Zoom chat box.
2. Mini-Lesson: Plot Details----> Central Ideas
3. Academic Discourse:
- What do you think of when you hear the words "summer school"?
- What are some specific things that Gary did in summer school?
- How do you think going to summer school shaped Gary's adolescent development?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/14, Fri. Work Folder
Learning Objectives: Students will be able to...
1. understand how the author Soto develops a central idea in his narrative "Summer School."
2. analyze how Soto uses writing strategies to develop key ideas in the story.
* Remember to take notes in a handwritten or digital notebook.
Today's lesson was created and is being facilitated by your classmate Jonathan John!
Agenda:
Nearpod
1. Energizer
2. Mini-Lesson: The Central Idea of Talent
* You should believe in your talent and potential. Never lose hope.
3. Supporting a Central Idea with Textual Evidence
4. Short Response -- Support the central idea statement, providing specific and relevant evidence from the text. Be sure to explain your ideas fully.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. understand how the author Soto develops a central idea in his narrative "Summer School."
2. analyze how Soto uses writing strategies to develop key ideas in the story.
* Remember to take notes in a handwritten or digital notebook.
Today's lesson was created and is being facilitated by your classmate Jonathan John!
Agenda:
Nearpod
1. Energizer
2. Mini-Lesson: The Central Idea of Talent
* You should believe in your talent and potential. Never lose hope.
3. Supporting a Central Idea with Textual Evidence
4. Short Response -- Support the central idea statement, providing specific and relevant evidence from the text. Be sure to explain your ideas fully.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/11, Tues.Work Folder
Learning Objectives: Students will be able to understand and explain how Soto uses literary elements and writing techniques to develop key ideas in his narrative "Summer School."
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer
2. Reread "Summer School."
3. Academic Discourse:
- What do you think of when you hear the words "summer school"?
- What are some specific things that Gary did in summer school?
- How do you think going to summer school shaped Gary's adolescent development?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer
2. Reread "Summer School."
3. Academic Discourse:
- What do you think of when you hear the words "summer school"?
- What are some specific things that Gary did in summer school?
- How do you think going to summer school shaped Gary's adolescent development?
- What thoughts, reactions, questions, etc. did you have about any part of the reading?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
5/10, Mon. Work Folder
Learning Objectives: Students will be able to...
1. determine the central ideas of Living Up the Street, "Summer School" by Gary Soto.
2. identify the writing strategies that Soto uses to develop key ideas in his narrative.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Asynchronous Learning: Read and annotate "Summer School" by Gary Soto.
Attached Resources: copy of "Summer School" (Google doc)/copy of "Summer School" (online copy with commentary)/list of universal central ideas and themes in literature/writing strategies refresher/annotation worksheet
3. Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. determine the central ideas of Living Up the Street, "Summer School" by Gary Soto.
2. identify the writing strategies that Soto uses to develop key ideas in his narrative.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Asynchronous Learning: Read and annotate "Summer School" by Gary Soto.
Attached Resources: copy of "Summer School" (Google doc)/copy of "Summer School" (online copy with commentary)/list of universal central ideas and themes in literature/writing strategies refresher/annotation worksheet
3. Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
Text-Analysis Response on "Desire" (Soto) or "Sorry" (Shange)
Text-Analysis Response on "Desire" (Soto) or "Sorry" (Shange)
Your Task:
Write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Examples include:
characterization, conflict, denotation/connotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Your Task:
Write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Examples include:
characterization, conflict, denotation/connotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Due:
May 3-7 Work Folder
* Please note: For this week, you will follow an individualized action plan based on your academic progress.
Asynchronous Work (ALL students)
* Due Fri, May 7th*
Writing Assessment:
Text-Analysis Response
Your Task:
Write a well-developed,
text-based response of two to three paragraphs. In your response, identify a central idea in the
text and analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Use strong and thorough evidence
from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Examples include:
characterization, conflict, denotation/connotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Individualized Action Plan (more details will be given in class):
Attend specified virtual class meetings to receive NX coaching and complete previous course assignments.
Attend specified virtual class meetings to make up current coursework, which includes completing missing or incomplete assignments in Google classroom.
Peer-tutor
Work on asynchronous assignments
Asynchronous Work (ALL students)
* Due Fri, May 7th*
Writing Assessment:
Text-Analysis Response
Your Task:
Write a well-developed,
text-based response of two to three paragraphs. In your response, identify a central idea in the
text and analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Use strong and thorough evidence
from the text to support your analysis. Do not simply summarize the text.
Guidelines:
Be sure to:
Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or literary
technique or rhetorical device) develops this central idea. Examples include:
characterization, conflict, denotation/connotation, metaphor, simile, irony,
language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Individualized Action Plan (more details will be given in class):
Attend specified virtual class meetings to receive NX coaching and complete previous course assignments.
Attend specified virtual class meetings to make up current coursework, which includes completing missing or incomplete assignments in Google classroom.
Peer-tutor
Work on asynchronous assignments
Due:
4/30, Fri. Work Folder
Learning Objectives: Students will be able to...
1. understand how to annotate a text.
2. use their annotations to discuss their insights, including central ideas, about the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Read aloud the poem "Sorry."
3. Mini-Lesson: Review--How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
4. Academic Discourse:
Nearpod -- Annotating the poem "Sorry" by Ntozake Shange
https://share.nearpod.com/HmUjJVRPecb
Questions to promote annotations and academic discourse about the text:
In one to two sentences, what is the poem "Sorry" about?
What are your thoughts about the speaker?
What are your thoughts about the speaker's ex?
What word, phrase, line, or stanza resonates with you? Why?
What are your reactions to the poem as a whole?
Is there anything about the speaker's feelings or experiences that you can relate to?
Did you notice the poet's use of any writing devices?
What words or expressions are you unfamiliar with? Take a moment to look up definitions.
What images help you to understand what is going on in the poem?
What is something that you noticed about the poem? I noticed...
What questions do you have about the poem? I wonder...
What themes or central ideas are conveyed in the poem?
Opt: In breakout rooms, students present their self-annotated copy of the poem "Sorry," and listening to each other, build on their original annotations.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. understand how to annotate a text.
2. use their annotations to discuss their insights, including central ideas, about the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Read aloud the poem "Sorry."
3. Mini-Lesson: Review--How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
4. Academic Discourse:
Nearpod -- Annotating the poem "Sorry" by Ntozake Shange
https://share.nearpod.com/HmUjJVRPecb
Questions to promote annotations and academic discourse about the text:
In one to two sentences, what is the poem "Sorry" about?
What are your thoughts about the speaker?
What are your thoughts about the speaker's ex?
What word, phrase, line, or stanza resonates with you? Why?
What are your reactions to the poem as a whole?
Is there anything about the speaker's feelings or experiences that you can relate to?
Did you notice the poet's use of any writing devices?
What words or expressions are you unfamiliar with? Take a moment to look up definitions.
What images help you to understand what is going on in the poem?
What is something that you noticed about the poem? I noticed...
What questions do you have about the poem? I wonder...
What themes or central ideas are conveyed in the poem?
Opt: In breakout rooms, students present their self-annotated copy of the poem "Sorry," and listening to each other, build on their original annotations.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/29 Thurs. Work Folder
Learning Objectives: Students will be able to...
1. understand how to annotate text.
2. use their annotations to discuss their insights, including central ideas, about the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: If your best friend just broke up with their partner and came to you for support, what advice would you give?
https://jamboard.google.com/d/1R0K7acTCAUaPSzbVTIWo6WHIYoJSqAObrZ6SSrxLB1U/edit?usp=sharing
2. Read aloud the poem "Sorry."
3. Mini-Lesson: Review--How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
4. Academic Discourse:
Nearpod -- Annotating the poem "one thing i dont need" by Ntozake Shange
Opt: In breakout rooms, students share their annotations about the poem "Sorry," and listening to each other, build on their original annotations.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. understand how to annotate text.
2. use their annotations to discuss their insights, including central ideas, about the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: If your best friend just broke up with their partner and came to you for support, what advice would you give?
https://jamboard.google.com/d/1R0K7acTCAUaPSzbVTIWo6WHIYoJSqAObrZ6SSrxLB1U/edit?usp=sharing
2. Read aloud the poem "Sorry."
3. Mini-Lesson: Review--How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
4. Academic Discourse:
Nearpod -- Annotating the poem "one thing i dont need" by Ntozake Shange
Opt: In breakout rooms, students share their annotations about the poem "Sorry," and listening to each other, build on their original annotations.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/28, Wed. Work Folder
Learning Objectives: Students will be able to...
1. understand how to annotate text.
2. use their annotations to discuss their insights about the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: When was the last time you apologized to someone or someone apologized to you? What happened?
https://jamboard.google.com/d/1Ang89213FH1RAiOMAU4QcR3LxtCYPZFiGaE1DZDw5j8/edit?usp=sharing
2. Read aloud the poem "Sorry."
3. Mini-Lesson: Review--How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
4. Teacher Annotation Model/Demonstration
5. In breakout rooms, students share their annotations about the poem "Sorry," and listening to each other, build on their original annotations.
6. Class share out
7. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. understand how to annotate text.
2. use their annotations to discuss their insights about the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: When was the last time you apologized to someone or someone apologized to you? What happened?
https://jamboard.google.com/d/1Ang89213FH1RAiOMAU4QcR3LxtCYPZFiGaE1DZDw5j8/edit?usp=sharing
2. Read aloud the poem "Sorry."
3. Mini-Lesson: Review--How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
4. Teacher Annotation Model/Demonstration
5. In breakout rooms, students share their annotations about the poem "Sorry," and listening to each other, build on their original annotations.
6. Class share out
7. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
"Sorry" by Ntozke Shange
Read and annotate the poem "Sorry."
Annotations can include summaries, questions, reactions, personal connections, identification of author's writing strategies, important ideas, vocabulary words and definitions, pictures, etc.
Annotations can include summaries, questions, reactions, personal connections, identification of author's writing strategies, important ideas, vocabulary words and definitions, pictures, etc.
Due:
4/26-4/27 Work Folder
Learning Objective: Students will be able to read and annotate the poem "Sorry" by Ntozake Shange.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: What is the toughest obstacle that you've ever had to overcome? Write in the Zoom chat box.
2. Mini-Lesson: How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
3. Asynchronous Learning: Read and annotate "Sorry" by Gary Soto.
* Please submit your annotations in Google classroom/Homework section/"Sorry" Annotations
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: What is the toughest obstacle that you've ever had to overcome? Write in the Zoom chat box.
2. Mini-Lesson: How to Annotate a Text
https://www.youtube.com/watch?v=NmVAfoXhhPM
3. Asynchronous Learning: Read and annotate "Sorry" by Gary Soto.
* Please submit your annotations in Google classroom/Homework section/"Sorry" Annotations
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/23, Fri. Work Folder
Learning Objectives: Students will be able to identify and explain how writing strategies are used to develop key ideas in Soto's narrative "Desire." (continued)
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Mini-Lesson: The Purpose of Using Writing Strategies to Convey Ideas
https://www.youtube.com/watch?v=eN0dwIdqYmo
3. Activity:
* Writing Strategies Scavenger Hunt
In teams:
- Find an example of the writing strategy in the text.
- Explain the idea that the writing strategy conveys.
- Prepare to share with the rest of the class.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Mini-Lesson: The Purpose of Using Writing Strategies to Convey Ideas
https://www.youtube.com/watch?v=eN0dwIdqYmo
3. Activity:
* Writing Strategies Scavenger Hunt
In teams:
- Find an example of the writing strategy in the text.
- Explain the idea that the writing strategy conveys.
- Prepare to share with the rest of the class.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/22, Thurs. Work Folder
Learning Objectives: Students will be able to
1. determine a central idea of Living Up The Street, "Desire."
2. identify writing strategies that Soto uses in his narrative.
3. explain how these writing strategies convey key ideas.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Mini-Lesson: The Purpose of Using Writing Strategies to Convey Ideas
https://www.youtube.com/watch?v=eN0dwIdqYmo
3. Activity:
* Writing Strategies Scavenger Hunt
In teams:
- Find an example of the writing strategy in the text.
- Explain the idea that the writing strategy conveys.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. determine a central idea of Living Up The Street, "Desire."
2. identify writing strategies that Soto uses in his narrative.
3. explain how these writing strategies convey key ideas.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer
2. Mini-Lesson: The Purpose of Using Writing Strategies to Convey Ideas
https://www.youtube.com/watch?v=eN0dwIdqYmo
3. Activity:
* Writing Strategies Scavenger Hunt
In teams:
- Find an example of the writing strategy in the text.
- Explain the idea that the writing strategy conveys.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/21, Wed. Work Folder
Learning Objectives: Students will be able to understand and explain how Soto uses literary elements and writing techniques to develop central ideas of his narrative "Desire." (continued)
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: What is your favorite "love" song?
Go ahead... tell me in the Zoom chat.
2. Reread "Desire," paragraphs 1-2.
3. Academic Discourse:
- What does the word "desire" mean?
- Is the title a literal or figurative (symbolic) title?
- How did Gary's "desire" change from fifth grade to sixth grade?
- What challenges did Gary face in trying to gain the interest of his "desire"?
- How does Soto use various writing strategies to develop key ideas in this chapter?
- What claim can you make about the idea of "desire" based on paragraphs 1-2?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: What is your favorite "love" song?
Go ahead... tell me in the Zoom chat.
2. Reread "Desire," paragraphs 1-2.
3. Academic Discourse:
- What does the word "desire" mean?
- Is the title a literal or figurative (symbolic) title?
- How did Gary's "desire" change from fifth grade to sixth grade?
- What challenges did Gary face in trying to gain the interest of his "desire"?
- How does Soto use various writing strategies to develop key ideas in this chapter?
- What claim can you make about the idea of "desire" based on paragraphs 1-2?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/20, Tues. Work Folder
Learning Objectives: Students will be able to understand and explain how Soto uses literary elements and writing techniques to develop central ideas of his narrative "Desire."
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: If you could have any three wishes granted, what would they be?
2. Reread "Desire," paragraphs 1-2.
3. Academic Discourse:
- What does the word "desire" mean?
- Is the title a literal or figurative (symbolic) title?
- How did Gary's "desire" change from fifth grade to sixth grade?
- What challenges did Gary face in trying to gain the interest of his "desire"?
- What claim can you make about the idea of "desire" based on paragraphs 1-2?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
Nearpod
1. Energizer: If you could have any three wishes granted, what would they be?
2. Reread "Desire," paragraphs 1-2.
3. Academic Discourse:
- What does the word "desire" mean?
- Is the title a literal or figurative (symbolic) title?
- How did Gary's "desire" change from fifth grade to sixth grade?
- What challenges did Gary face in trying to gain the interest of his "desire"?
- What claim can you make about the idea of "desire" based on paragraphs 1-2?
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
"Desire" by Gary Soto/Memoir Discussion Questions
Memoir Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
Due:
4/19, Mon. Work Folder
Learning Objectives: Students will be able to...
1. determine the central ideas of Living Up the Street, "Desire" by Gary Soto.
2. identify the writing strategies that Soto uses to develop key ideas in his narrative.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: If you were to make a movie about your life, what genre (action, comedy, thriller, romance, drama, science-fiction, musical, documentary, etc.) would it be?
https://jamboard.google.com/d/1NkJG2iWXRhInQJhZlFsd70IiTY2wp9q36pC0MRw8ZNY/edit?usp=sharing
2. Asynchronous Learning: Read and annotate "Desire" by Gary Soto.
Attached Resources: copy of "Desire" (Google doc)/copy of "Desire" (online copy with commentary)/list of universal central ideas and themes in literature/writing strategies refresher/annotation worksheet
3. Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
* Please submit your work in Google classroom/Homework section/"Desire" Memoir Discussion Questions
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. determine the central ideas of Living Up the Street, "Desire" by Gary Soto.
2. identify the writing strategies that Soto uses to develop key ideas in his narrative.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Energizer: If you were to make a movie about your life, what genre (action, comedy, thriller, romance, drama, science-fiction, musical, documentary, etc.) would it be?
https://jamboard.google.com/d/1NkJG2iWXRhInQJhZlFsd70IiTY2wp9q36pC0MRw8ZNY/edit?usp=sharing
2. Asynchronous Learning: Read and annotate "Desire" by Gary Soto.
Attached Resources: copy of "Desire" (Google doc)/copy of "Desire" (online copy with commentary)/list of universal central ideas and themes in literature/writing strategies refresher/annotation worksheet
3. Discussion Questions--Be sure to explain your answers referring to textual details.
1. Did you find this part of the author's story compelling?
2. What do you think motivated the author to share his story?
3. What did you think of the author's voice and style?
4. How did the memoir make you reflect on your own life?
* Please submit your work in Google classroom/Homework section/"Desire" Memoir Discussion Questions
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
4/5-4/9 Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Check-in
2. Strategies for Writing a Narrative
* Snapshot - "Zoom in and stretch"; focus on close physical detail and sensations
* Thought-shot - move inside a character and show what he or she is feeling
* Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
* Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
* Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story. Step 3: Consider a moment in the story that you can "explode."
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Check-in
2. Strategies for Writing a Narrative
* Snapshot - "Zoom in and stretch"; focus on close physical detail and sensations
* Thought-shot - move inside a character and show what he or she is feeling
* Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
* Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
* Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story. Step 3: Consider a moment in the story that you can "explode."
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/22 - 3/26 Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Check-in
2. Strategies for Writing a Narrative
* Snapshot - "Zoom in and stretch"; focus on close physical detail and sensations
* Thought-shot - move inside a character and show what he or she is feeling
* Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
* Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
* Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story. Step 3: Consider a moment in the story that you can "explode."
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Please take notes in a handwritten or digital notepad.
Agenda:
1. Check-in
2. Strategies for Writing a Narrative
* Snapshot - "Zoom in and stretch"; focus on close physical detail and sensations
* Thought-shot - move inside a character and show what he or she is feeling
* Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
* Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
* Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story. Step 3: Consider a moment in the story that you can "explode."
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/19, Fri. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story. Step 3: Consider a moment that you can "explode."
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story. Step 3: Consider a moment that you can "explode."
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/18, Thurs. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that takes place within 24 hours and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story. Step 2: Provide thought-shots for the subject(s) of the story.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/16, Tues. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that spans exactly one year and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a story that spans exactly one year and takes place in a single room. Step 1: Use the snapshot technique to describe the room and the subject(s) of the story.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/15, Mon. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod https://share.nearpod.com/EYflfG2xueb
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a personal narrative about an important moment or turning point in your life.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod https://share.nearpod.com/EYflfG2xueb
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a personal narrative about an important moment or turning point in your life.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/11 Wed. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod https://share.nearpod.com/EYflfG2xueb
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a personal narrative about an important moment or turning point in your life.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod https://share.nearpod.com/EYflfG2xueb
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snapshots, and thought-shots) to create a balanced
scene
5. Questions
3. Assignment - Using each of the narrative writing techniques discussed, write a personal narrative about an important moment or turning point in your life.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/9, Tues. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "
Due:
3/8, Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/4, Thurs. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
3/3, Wed. Work Folder
Learning Objective: Students will employ various techniques to write creative stories and narratives on a range of topics.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer
2. Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thought-shot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, snaphots, and thought-shots) to create a balanced
scene
5. Questions
3. Practice
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/22, Mon. Work Folder
Learning Objectives: Students will be able to...
1. determine a central idea of Living Up the Street, chapter 1: "Being Mean."
2. analyze the author Gary Soto's use of writing strategies to develop and relate elements of his narrative.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer: What do you remember most about your childhood? Write in the Zoom chat box.
2. Introduction to the author Gary Soto
https://poets.org/poet/gary-soto
https://www.youtube.com/watch?v=3tX9NUM74CY
3. Memoir Discussion Questions
1. Did you find the author's story compelling?
2. What do you think motivated the author to share his or her story?
3. What did you think of the author's voice and style?
4.How did the memoir make you reflect on your own life?
4. Asynchronous Assignment
1. Read and annotate Soto's narrative "Being Mean."
2. Respond to the memoir discussion questions.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. determine a central idea of Living Up the Street, chapter 1: "Being Mean."
2. analyze the author Gary Soto's use of writing strategies to develop and relate elements of his narrative.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Energizer: What do you remember most about your childhood? Write in the Zoom chat box.
2. Introduction to the author Gary Soto
https://poets.org/poet/gary-soto
https://www.youtube.com/watch?v=3tX9NUM74CY
3. Memoir Discussion Questions
1. Did you find the author's story compelling?
2. What do you think motivated the author to share his or her story?
3. What did you think of the author's voice and style?
4.How did the memoir make you reflect on your own life?
4. Asynchronous Assignment
1. Read and annotate Soto's narrative "Being Mean."
2. Respond to the memoir discussion questions.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/11, Thurs. Work Folder
Topic: Narrative Writing
Learning Objective: Students will use a variety of techniques to write a narrative that conveys a central idea.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What are you looking forward to doing during the mid-winter break? Write in the Zoom chat box.
2. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
3. Mini-Lesson: Writing a narrative to convey a central idea
Central Idea: Hard work pays off.
Narrative writing techniques: snapshots, thought-shots, explode the moment, create a scene, asking questions
4. Asynchronous or group work: Planning and writing a narrative to convey a central idea.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Learning Objective: Students will use a variety of techniques to write a narrative that conveys a central idea.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What are you looking forward to doing during the mid-winter break? Write in the Zoom chat box.
2. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
3. Mini-Lesson: Writing a narrative to convey a central idea
Central Idea: Hard work pays off.
Narrative writing techniques: snapshots, thought-shots, explode the moment, create a scene, asking questions
4. Asynchronous or group work: Planning and writing a narrative to convey a central idea.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/10, Wed. Work Folder
Topic: Narrative Writing
Learning Objective: Students will use a variety of techniques to write a narrative that conveys a central idea.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is one life lesson that has been passed down to you from your parents? Write in the Zoom chat box.
2. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
3. Mini-Lesson: Writing a narrative to convey a central idea
Central Idea: Hard work pays off.
Narrative writing techniques: snapshots, thought-shots, explode the moment, create a scene, asking questions
4. Asynchronous or group work: Planning and writing a narrative to convey a central idea.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Learning Objective: Students will use a variety of techniques to write a narrative that conveys a central idea.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is one life lesson that has been passed down to you from your parents? Write in the Zoom chat box.
2. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
3. Mini-Lesson: Writing a narrative to convey a central idea
Central Idea: Hard work pays off.
Narrative writing techniques: snapshots, thought-shots, explode the moment, create a scene, asking questions
4. Asynchronous or group work: Planning and writing a narrative to convey a central idea.
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/9, Tues. Work Folder
Topic: Narrative Writing
Unit Learning Objectives: Students will...
1. Understand the various strategies that authors use to write stories.
2. Use these various techniques (i.e., snapshots, thought-shots, explode the moment, create a scene) to write a personal narrative.
3. Read their narratives out loud and employ questions to revise their writing.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is your favorite quote from a movie? Write in the Zoom chat box.
2. Review Quiz: Strategies for Writing a Narrative
https://docs.google.com/forms/d/e/1FAIpQLSdAj61ZyHrcdBWqS-Q2NOiHt6n6QprJU4o0cCHHO-ZKHWxwbQ/viewform?usp=sf_link
3. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Unit Learning Objectives: Students will...
1. Understand the various strategies that authors use to write stories.
2. Use these various techniques (i.e., snapshots, thought-shots, explode the moment, create a scene) to write a personal narrative.
3. Read their narratives out loud and employ questions to revise their writing.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is your favorite quote from a movie? Write in the Zoom chat box.
2. Review Quiz: Strategies for Writing a Narrative
https://docs.google.com/forms/d/e/1FAIpQLSdAj61ZyHrcdBWqS-Q2NOiHt6n6QprJU4o0cCHHO-ZKHWxwbQ/viewform?usp=sf_link
3. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/8, Mon. Work Folder
Topic: Narrative Writing
Unit Learning Objectives: Students will...
1. Understand the various strategies that authors use to write stories.
2. Use these various techniques (i.e., snapshots, thought-shots, explode the moment, create a scene) to write a personal narrative.
3. Read their narratives out loud and employ questions to revise their writing.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is your favorite scene in a movie? Write in the Zoom chat box.
2. Quiz: Strategies for Writing a Narrative
https://docs.google.com/forms/d/e/1FAIpQLSdAj61ZyHrcdBWqS-Q2NOiHt6n6QprJU4o0cCHHO-ZKHWxwbQ/viewform?usp=sf_link
3. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Unit Learning Objectives: Students will...
1. Understand the various strategies that authors use to write stories.
2. Use these various techniques (i.e., snapshots, thought-shots, explode the moment, create a scene) to write a personal narrative.
3. Read their narratives out loud and employ questions to revise their writing.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is your favorite scene in a movie? Write in the Zoom chat box.
2. Quiz: Strategies for Writing a Narrative
https://docs.google.com/forms/d/e/1FAIpQLSdAj61ZyHrcdBWqS-Q2NOiHt6n6QprJU4o0cCHHO-ZKHWxwbQ/viewform?usp=sf_link
3. Sharing of personal narratives/Asking questions
* Please remember to submit your narrative in the Writing Assessment/Personal Narrative pocket.
4. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/5, Fri. Work Folder
Learning Objectives: Students will...
1. Use various techniques to write a personal narrative.
2. Read their narratives out loud and employ questions to revise their writing.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: Watch the following video clip.
In a brief narrative, use the "explode the moment" technique to tell what happens prior to the big revelation.
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Assignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. Use various techniques to write a personal narrative.
2. Read their narratives out loud and employ questions to revise their writing.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: Watch the following video clip.
In a brief narrative, use the "explode the moment" technique to tell what happens prior to the big revelation.
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Assignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/4, Thurs. Work Folder
Learning Objectives: Students will...
1. Write a personal narrative about a significant moment or event that they experienced during the fall semester.
2. Revise their writing guided by teacher and peer feedback.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod nearpod.com
1. Energizer
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Asignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. Write a personal narrative about a significant moment or event that they experienced during the fall semester.
2. Revise their writing guided by teacher and peer feedback.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod nearpod.com
1. Energizer
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Asignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
Personal Narrative
Narrative Writing Techniques:
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshots - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions - Anticipate questions that your readers might ask
* Assignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshots - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions - Anticipate questions that your readers might ask
* Assignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
Due:
2/3, Wed. Work Folder
Learning Objectives: Students will...
1. Write a personal narrative about a significant moment or event that they experienced during the fall semester.
2. Revise their writing guided by teacher and peer feedback.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod nearpod.com
1. Energizer: What is Kanye thinking? Write a "thoughtshot" for him in Zoom chat.
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Asignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. Write a personal narrative about a significant moment or event that they experienced during the fall semester.
2. Revise their writing guided by teacher and peer feedback.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
Nearpod nearpod.com
1. Energizer: What is Kanye thinking? Write a "thoughtshot" for him in Zoom chat.
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Asignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
Due:
2/2, Tues. Work Folder
Learning Objectives: Students will...
1. Write a personal narrative about a significant moment or event that they experienced during the fall semester.
2. Revise their writing guided by teacher and peer feedback.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is your favorite fairytale or children's story? Respond in the Zoom chat box.
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Asignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.
1. Write a personal narrative about a significant moment or event that they experienced during the fall semester.
2. Revise their writing guided by teacher and peer feedback.
* Remember to take notes in a handwritten or digital notebook.
Agenda:
1. Do Now/Energizer: What is your favorite fairytale or children's story? Respond in the Zoom chat box.
2. Review: Strategies for Writing a Narrative
1. Snapshots - "Zoom in and stretch"; focus on close physical detail and sensations
2. Thoughtshot - move inside a character and show what he or she is feeling
3. Exploding a Moment - stretch the exciting seconds of your story into what seems like hours, creating suspense for the reader
to savor
4. Making a Scene - Use all elements of narrative writing (action, dialogue, Snaphots, and Thoughtshots) to create a balanced
scene
5. Questions
3. Asignment: Using the strategies discussed, write a personal narrative about a significant moment or event that you experienced during the fall semester.
4. Sharing of personal narratives/Asking questions
5. Exit Ticket -- Write your learning takeaways and questions in the private message box. Finally, before leaving class today, you MUST click on the "MARK AS DONE" button to receive attendance and class participation credit.