Watch this Ted Talk by Angela Lee Duckworth on what
separates successful students from those who don’t succeed. It’s not what you
might think…
How Gritty are You?
Friday, March 14, 2014
The Key to Success in Life? GRIT
Students will soon embark on an examination of their scholastic history by learning about two key ideas: Grit and Growth Mindset.
Friday, March 7, 2014
Inquiry Progress and The Art of Revision
For the week of March 11-15
The Art of Revision:
Writer’s Workshop
Ninth grade students will
be revisiting their Of Mice and Men essays next week in an effort to
evaluate and assess their strengths and weaknesses. Students will go through a
revision process with peer review to revise their introduction and one body
paragraph. Students will aim to make their essays “sing.” See “The Art of
Revision” below for the process we will use.
Inquiry Projects continue…
By now all students
should have turned in and received back their inquiry proposals and first
weekly report. Students should be FINISHED
with one book source by MONDAY, March 10th.
Students should have their SECOND book
source by next week.
Students should complete
the “One-Pager,” aka “Illustrated Annotation” by TUESDAY, March 11th, with the following requirements:
1 Central Image (must
capture the theme of what was read)
4 Brainstorms (Each three
words or less, capturing big ideas/topics from book)
3 Citations, aka quotes
(at least 2 sentences, with page numbers)
2 Questions (Must be
open-ended, ideas the book wrestles with)
2 Answers (Cannot be “yes”
or “no”)
1 Universal connection
(thematic, no judgments)
Remember:
Do a rough plan/draft to
make your final the best it can be.
Write neatly or type
Use a lot of color to
illustrate your thoughts and ideas clearly.
Write the title and
author’s name clearly on the page
Your central image can be
digital, hand-drawn, or collaged from magazines. Should illustrate an important
metaphor or visual from the reading.
Brainstorms should be
important or repeated words/phrases/or concepts,
Citations should support
your central image. Use different colors and/or writing styles to individualize
them.
Questions and andswers
should reflect your Guiding Question(s). Be thoughtful and creative.
The universal connection should
reflect the importance of the book and what it meant to you.
DON’T: settle for the
bare minimum, use lined paper, leave blank spaces, use pencil
The Art of Revision
“I am telling you what I
know—words have music and if you are a musician you will write to hear them.”
― E.L. Doctorow,
novelist
“Writing and rewriting
are a constant search for what it is one is saying.” — John Updike, novelist
“Until students are able
to assess and evaluate the quality of their own work, their writing will not improve.”—Carol Jago,
writing-teacher guru
Bravo, you’ve written your first draft. Now, time
to make your essay sing…
1. Reread your essay.
2. Start with the “music”: Highlight lines in warm colors
(pink/orange) words/phrases/sentences/paragraphs that are “luminous.” These
should shine with clarity, ring with musicality, sparkle with specific words,
or sound a strong idea/example/interpretation.
3. On the second read,
notice what does not “sing” or flow,
notice where something is not fully explained for someone who hasn’t read the
book, notice where an idea is underdeveloped, notice what sentences/ideas are
muddy or awkward, notice where word choice is less than stellar.
4. Highlight in cool
colors (blue/green) words/phrases/sentences/paragraphs that are not
flowing/singing/[insert your favorite metaphor for strong writing], and that
you think you can strengthen, either by yourself or with support.
On your Revision Plan in your Writer’s Notebook:
5. Write down one to five strengths your essay has, using language
from the prompt checklist.
6. Write down at least three things you think you can do to
strengthen your essay, using language from the prompt checklist.
7. Write down what you would like feedback on from
someone else. How can someone else’s feedback help you to improve your work?
(ex. “I need help strengthening my vocabulary,” “I need help with
organization—what order should my sentences/paragraphs go in?” “I need help
summarizing/introducing a quote,” “I need help with grammar and editing.”)
Again, use the language of the prompt checklist.
8. Find someone you believe can give you feedback that will strengthen
your essay. Take notes on what they say, ask questions, and then switch roles.
9. Pick two paragraphs to revise. One should be the introduction, one
should be a body paragraph. You will
need a copy of the book. Consider some ideas for revision:
a. put aside your own
first draft entirely and begin again, with new understanding of your ideas,
your purpose, and what you want to make luminous;
b. work with your first
draft to use existing structure but add more “music,” more “flow”;
c. try a whole new
approach to the point you are making, focusing on a new section from the novel
to analyze, with fresh quotes;
d. find a fresh approach
to the organization—have a “conversation” with the text, where you weave in
more than just one quote to really make your ideas shine.
Tuesday, February 25, 2014
Web Resources for Curiosity Inquiry Projects
Students in Period 1 and 2 have embarked on a Curiosity Inquiry Project, gathering sources to help answer their guiding questions from a variety of perspectives (nonfiction/memoir/fiction). Below are some web resources to help illuminate the topics.
RadioLab~Just about any topic has probably been explored in some way by Jad Abumrad and Robert Krulwich, the geniuses behind the RadioLab podcast. Please explore their archives to find something to inform your Curiosity Inquiry Project:
RadioLab~Just about any topic has probably been explored in some way by Jad Abumrad and Robert Krulwich, the geniuses behind the RadioLab podcast. Please explore their archives to find something to inform your Curiosity Inquiry Project:
Ted Talks~Brilliant people in a variety of fields (artists, scientists, writers, political leaders, sociologists) give talks on fascinating topics.
http://new.ted.com/
This American Life~A radio program that focus on: "a theme to each episode, and a variety of stories on that theme. It's mostly true stories of everyday people, though not always."
http://www.thisamericanlife.org/radio-archives
The Moth: True Stories, Told Live~A storytelling series that gives listeners a window into another's extraordinary experience.
http://themoth.org/
Specific stories several students are exploring:
Interested in infectious diseases? Reading The Hot Zone ?
The Moth: True Stories, Told Live~A storytelling series that gives listeners a window into another's extraordinary experience.
http://themoth.org/
Planet Money: National Public Radio’s “Economy Explained” website and podcasts.
Specific stories several students are exploring:
Interested in infectious diseases? Reading The Hot Zone ?
Interested in
Gambling? Reading Bringing Down the
House?
Check out This American Life’s episode on Blackjack:
Interested in survival
stories? Check out the Moth storytelling series, especially: http://themoth.org/posts/storytellers/deborah-scaling-kiley
Interested in Brain Function and Sleep? Check out This American Life's episode, "Fear of Sleep" or RadioLab's Sleep episode:
Tuesday, February 18, 2014
Independent Reading: Literature Circles and Nonfiction Curiosity Projects
Students in periods 1 and 2 are reading nonfiction books they have chosen about topics they are curious about.
Students in periods 3 and 5 will be reading books for STEMM literature circles by Wednesday, February 19.
Students are expected to read 45 minutes to 1 hour a night, with students in literature circles making their group's deadlines.
Students should read actively, reread sections that are confusing, and note significant quotes or passages that they want to share with classmates and reflect on in their weekly reading reflections (to be reviewed on Friday).
Students in periods 3 and 5 will be reading books for STEMM literature circles by Wednesday, February 19.
Students are expected to read 45 minutes to 1 hour a night, with students in literature circles making their group's deadlines.
Students should read actively, reread sections that are confusing, and note significant quotes or passages that they want to share with classmates and reflect on in their weekly reading reflections (to be reviewed on Friday).
Thursday, February 6, 2014
Prepare for your Socratic Seminar!
9th Grade English:
Students will have the opportunity to discuss Of Mice and Men in a Socratic Seminar on Monday, 2/10. This in-class discussion will prepare students to write an essay analyzing a significant theme in Steinbeck's novel. We will write essays in class on Tuesday (2/11) and Wednesday, (2/12)
**ALL students will be expected to participate in the discussion and take notes.**
To prepare to thoughtfully discuss the book, students must do the following, in their writer's notebook:
1. Brainstorm questions you genuinely have about the book. Consider theme, characters, conflict, setting, and author choices regarding language, plot, symbols, or anything else that sparked your curiosity as a reader.
Questions should:
**Be good for class discussion (i.e., no straightforward "right" or "wrong" answer, no questions like "Where did Lennie and George get run out of town?");
**Require the text for evidence to answer the question (i.e., no "What do you think happened to Slim after the end of the book?")
2. From this list of questions, choose the top three you think would make good discussion questions. Answer the questions yourself, using specific page numbers and passages to support your ideas. Use PEEL strategy for exceptional responses, and to learn the strategy better!
Come on Monday, prepared to discuss the text, listen to others' ideas, and take notes to help you with your in-class essay.
Students will have the opportunity to discuss Of Mice and Men in a Socratic Seminar on Monday, 2/10. This in-class discussion will prepare students to write an essay analyzing a significant theme in Steinbeck's novel. We will write essays in class on Tuesday (2/11) and Wednesday, (2/12)
**ALL students will be expected to participate in the discussion and take notes.**
To prepare to thoughtfully discuss the book, students must do the following, in their writer's notebook:
1. Brainstorm questions you genuinely have about the book. Consider theme, characters, conflict, setting, and author choices regarding language, plot, symbols, or anything else that sparked your curiosity as a reader.
Questions should:
**Be good for class discussion (i.e., no straightforward "right" or "wrong" answer, no questions like "Where did Lennie and George get run out of town?");
**Require the text for evidence to answer the question (i.e., no "What do you think happened to Slim after the end of the book?")
2. From this list of questions, choose the top three you think would make good discussion questions. Answer the questions yourself, using specific page numbers and passages to support your ideas. Use PEEL strategy for exceptional responses, and to learn the strategy better!
Come on Monday, prepared to discuss the text, listen to others' ideas, and take notes to help you with your in-class essay.
Tuesday, February 4, 2014
P.E.E.L. Revision for Out of the Dust Essay
Out of the Dust
Body Paragraph Revision: DUE Thursday, 2/6 P. 1, 2; Friday, 2/7 P. 3, 5, 6
WORTH 25 Points, to raise grade up to 95/100. If you have an 85 or above, revision can take you to 100/100.
Set up your paper with items 1-3, and follow all guidelines
to get maximum points.
1. Prompt you are answering:
2. Thesis Statement:
3. PEEL revision: Pick ONE body paragraph to polish using this strategy.
Point: Must make
a claim or point that supports your thesis. Must be an assertion, something you
will prove.
Evidence:
*Must introduce quote (brief summary of previous action) In
this quote…
*Must be in the form of a quote, and punctuated correctly
(SEE BELOW for examples). Must use page numbers: “Such a sorrow doesn’t come
suddenly,/there are a thousand steps to take…” (84).
Explanation:
*Interpret the
quote and connect to your point, may need additional information about this section
of the book. Explain significance so someone who hasn’t read the book
understands.
Language and Link:
*Language: Discuss how the author uses key words, symbols, repetition, literary devices/poetic devices.
*Language: Discuss how the author uses key words, symbols, repetition, literary devices/poetic devices.
*Link back to
point, add something new.
General Notes:
*Maintain a formal tone—no “I”
*Use your best vocabulary: be specific, and precise. No “stuff,” “things,” “She was sad.”
*Make sure you cite book correctly by underlining title.
*Make sure you cite book correctly by underlining title.
*For In-class work, use your best printing (no handwriting,
not rushed)
*Give a sense of an understanding of the WHOLE book,
major conflicts. Your focus shouldn't be so narrow it seems like you didn't read the book.
*Transitions lead smoothly from one idea to the next.
*An appropriately formal tone is maintained. Avoid contractions (“has not” rather than “hasn’t”) and do not refer to yourself as “I” or to your reader as “you”. When discussing plot, the present verb tense is used.
*Transitions lead smoothly from one idea to the next.
*An appropriately formal tone is maintained. Avoid contractions (“has not” rather than “hasn’t”) and do not refer to yourself as “I” or to your reader as “you”. When discussing plot, the present verb tense is used.
QUOTE Tutorial:
**Quotations are punctuated
and presented in a manner consistent with MLA standards. There are several
ways of doing this:
Scenario One:
Quoted material is usually preceded by a colon–or possibly a
period–if the quotation is “formally” introduced by an independent clause.
Although he is very young, David feels a kind of sexual attraction
for Marie: “She was sexy, though my love for her was, as a twelve-year-old’s
love often is, chaste.”
ScenarioTwo:
If the quotation is an integral part of the sentence
structure, it is introduced by a comma or no punctuation at all.
On reason David is attracted to Marie is that she is
“older, but not too old” and “not as quiet and conventional” as the other
adults in his life.
Scenario Three:
If the quotation is followed by an attributive phrase,
the comma is enclosed within the quotation marks.
It is obvious that David’s father and Uncle Frank lack respect for
Indians. “Frank said maybe he’ll do a little dance around the bed,” Wes
jokingly says when he gets off the phone.
Scenario Four:
For variety, you can break the quotation up. Just
punctuate as you would in any narrative essay.
“What does she need, David?” Wes asks, ”A medicine man?”
Subscribe to:
Posts (Atom)