Today, I handed out the study guide for the final exam for Writer's Workshop and then we practiced proofreading and using correct punctuation (in preparation for the final.)  See me for these exercises.

Today's word is "goldbrick." We then completed worksheets on how to correctly use commas and apostrophes. See me for make-up work. We discussed the final exam: it will consist of word-of-the-day definitions and fill-in-the-blanks; a proofreading test on proper punctuation, word usage, capitalization, and other conventions; and collecting and reflecting on/evaluating written work for the permanent writing portfolio. I also handed back the research essays.

Today's word is "verdant." We watched more research presentations and then completed more comma worksheets.  See me for the worksheets.

On Thursday, the Word of the Day was "fuliginous" and then we heard more presentations.

Today the word was "insidious" and we heard more presentations (and in periods 1 and 3 we worked on comma usage with worksheets.)

On Thursday, May 23, the word of the day was "canker" and then we listened to research essay presentations.

Today, the word was "filial," and we heard more presentations.

On Monday, May 20, the word of the day was "muliebrity." We started the presentations on the food research.

On Tuesday, May 21, the word of the day was "caterwaul." The final draft of the WITS story was due and we shared them in class.

Today's word was "compliance."  We worked on WITS packet #10 (should be labeled #9, though.)  Students started drafting their story in this packet.  Final, typed, double-spaced story is due in class on Tuesday, May 21.

UPCOMING DUE DATE: Final, typed, double-spaced story is due in class on Tuesday, May 21.

Monday's word of the day was "sesquipedalian." Then I reminded students about the presentation  (Prezi + artistic representation) that is due on Monday, May 20. I showed examples of art pieces from other topics and classes to give some ideas about possible artistic representations.  Then we completed 2 worksheets on how to use commas properly.  See me for these worksheets.

On Tuesday, we had WITS writing exercise. See me for make-up work.

On Monday, May 6, the word of the day was "hackneyed." Then I collected the final draft of the research essay, along with the 2nd draft, the 1st draft, the peer-edit sheet, and the 7 text-marked articles. Then I handed out the instructions and calendar for a presentation assignment.  Students will create a "Prezi" presentation in order to teach the rest of the class about their research topic.  Read the assignment instructions for details.  The Presentation is due on Monday, May 20.

On Tuesday May 7, the word of the day was "ethereal."  Then we had WITS session #7.  See me for make-up work.

On Thursday, May 9, we went to the computer lab to work on creating the prezi presentations referred to above.

The word of the day for Tuesday, April 30 was "transmogrify."  We then did a WITS exercise (see me for make up work.)

The word of the day on Thursday, May 2 is "caveat."  Today we did a self-edit / fine-tuning exercise on the research essay.  Students will take their essays home and make changes/corrections and fine-tune them.  The FINAL, final draft of the research essay is now due on MONDAY, MAY 6.  In addition to bringing the final draft, you will hand in the following on Monday:

first edited draft
peer-edit sheets
second (self-edited) draft
7 text-marked articles

Word of the day on Monday: "Persnickety." Today we reviewed the requirements for the research essay that is due on Thursday, May 2.  Then we reviewed the grading rubric for this essay, and we reviewed how to correctly do MLA formatting and Works Cited page.

DUE DATE: THURSDAY, MAY 2: Research essay with Works Cited Page

First draft of research essays were due in class Thursday.  We peer-edited them.  Then we learned MLA format for the Works Cited page and looked at a sample Works Cited page.  The final draft, with a Works Cited page is due on Thursday, May 2.

On Monday, the word of the day was "surreal." Then we read another sample research essay and looked at how to format essays correctly.  Then we watched a powerpoint presentation on correct MLA formatting.

DUE DATE: First draft of the research essay is due Thursday, April 25 in class.  We will be peer-editing in class.

Today in Writer's Workshop, the word of the day was "diaphanous."

Then we looked at a sample outline for a research paper and then we looked at a sample research essay based on that outline.  We discussed the outline and essay.  Then I handed out a model outline and another model outline with a template.  Then I returned students' research that they handed in on Monday and for the last half hour of class, students wrote their own outlines for their research essay.  The first draft of this essay is due on Thursday, April 25.

On Monday, April 15, the Word of the Day was superfluous.  We then brainstormed (wrote) about everything we knew about our research topic and then I collected the 7 text-marked articles.

On Tuesday, April 16, the Word of the Day was ingratiate.  We then had WITS lesson #5.  Students should see me for the make up work.

UPCOMING DUE DATES:

On Thursday, April 18, we will complete an outline for the research essay IN CLASS.  You will be given sample outlines and your articles will be returned to you so that you can write your outline in class.

On Thursday, April 25, the first draft (including citations and works cited page) of your research essay is due. We will peer-edit in class on this day.

Don't forget these due dates:

Monday, April 15: 7 text-marked articles
Thursday, April 18: Essay Outline
Thursday, April 25: First Draft of Essay
Thursday, May 2: Final Draft of Essay

On Thursday, the word of the day was "garrulous."  We had our 2nd WITS session on Thursday.  Students will have to see me for make-up work.

On Tuesday, April 2, the word of the day was "sacrosanct".

We had our first session with WITS (Writers in the Schools program run by Portland Literary Arts).  Students will need to see me for make-up work.

Word of the day today is "behemoth."  We reviewed the calendar of due dates (see the March 22 post) for the research essay and then students created thesis statements and/or research questions to guide their research.

The first major due date is Monday, April 15 when 7 text-marked articles are due.  These are articles that you have printed out IN FULL, and that will most likely end up being used in your paper, and they should be marked up according to these guidelines:

• underline or highlight significant/important ideas or facts
• write notes in the margins about how you might use these underlined pieces or why you think these pieces are important/significant for your argument
• underline or highlight any counterarguments
• write notes in the margins about how you will use these counterarguments and how you will refute them

On Thursday, March 21, the word of the day was "ruminate."  The librarian came to our class and demonstrated how to do research using the OSLIS Database and Multnomah County Library Database ("Academic Search Premier.")  To access OSLIS from home, you need to go to "oslis.org" and then use the username "port" and password "oslis."  I handed out instructions/guidelines for the Persuasive  / Research Essay. We then went to the library and began researching essay topics.



Due dates for this assignment:

Monday, April 1: Thesis Statement
Monday, April 15: 7 text-marked articles
Thursday, April 18: Essay Outline
Thursday, April 25: First Draft of Essay
Thursday, May 2: Final Draft of Essay

Word of the day today is "fetter."  We watched Jamie Oliver's Food Revolution Episode 1, Part 3, Episode 1, Part 4 and Episode 2, Part1.  Then we read an article defining processed food and we discussed it.  On Thursday, the librarian will demonstrate how to conduct research and then we will go to the library to do research.

Word of the day today was "voracious".  We then watched a couple of segments from Jamie Oliver's Food Revolution" (Episode 1, parts 1 and 2.) You can find these segments on Youtube (search for Jamie Oliver's Food Revolution Episode 1, parts 1, 2, 3, and 4.)  No homework.

Word of the Day is mucketymuck.  We finished Supersize Me and then we discussed possible research topics that could grow out of the film.  Next week the librarian will train students on research methods and they will start to collect sources and research their topics.  Due dates will be announced next week.

Monday's Word of the Day was "cachinnate."  Period 1 met the Writers in the Schools ("WITS") writer who will be working with the class after Spring Break.  Periods 3 and 4 watched Supersize Me up to the 51:21 mark.

Tuesday's Word of the Day is "indoctrinate."  We continued to watch Supersize Me (up to the 1:16:57 mark  for period 1, and 1:22:00 for periods 3 and 4.)

If you did not add notes to the Note-Taking Sheet for Supersize Me, make sure to do so.

On Thursday, March 7, the Word-of-the-Day was "meritorious."  I handed back some homework and the group essays and we discussed the grades and expectations.  Then we continued to watch and take notes on Supersize Me. (most classes got to about the 38 minute mark in the film.  There is no homework.

On Tuesday, the Word-of-the Day was "paltry." We finished reading the excerpts from Malcolm Gladwell's book Outliers, and we discussed the implications of the "10,000 hour rule" for being successful in school and life.  Then we reviewed the concepts of ethos, pathos, and logos, and we began watching and taking notes on Supersize Me.


On Monday, the Word-of-the Day was "mellifluous."  We then finished the article on Julian Newman and discussed what character traits he has that will carry him through, whether or not he plays in the NBA.  Then we began reading a excerpt from Malcolm Gladwell's book Outliers.

Today we shared and discussed the notes that students made on the Paul Tough chapter (homework from Tuesday). We focused on identifying examples of grit and zest in the story of Kewauna Lerma.

Then we watched 2 short Youtube videos video #1 and video # 2 read the article from the New York Times about 11 year-old basketball protege Julian Newman.  We will finish our discussion of this article on Monday.

On Monday, we wrote a Free Write about failure and then read a short article about "Grit" and how failure can help you to succeed.

On Tuesday, Feb 26, we read through and discussed a list of Character Strengths.  Then we started reading a chapter from Paul Tough's book called "How Children Succeed".  Finish reading this chapter and do the following: highlight or underline places that are interesting to you, or where you have questions or are surprised.  ALSO, highlight/underline and make notes about where the character (Kewauna) exhibits the character strengths of zest and grit (refer to the list of character strengths for this).  This is due in class on Thursday, Feb. 28.

On Monday, we wrote a Free Write about failure and then read a short article about "Grit" and how failure can help you to succeed.

On Tuesday, Feb 26, we read through and discussed a list of Character Strengths.  Then westarted reading a chapter from Paul Tough's book called "How Children Succeed".  Finish reading this chapter and do the following: highlight or underline places that are interesting to you, or where you have questions or are surprised.  ALSO, highlight/underlight and make notes about where the character (Kewauna) exhibits the character strengths of zest and grit.  This is due in class on Thursday, Feb. 28.

On Thursday, Feb. 21, we grouped up and discussed the articles and homework on the "Marshmallow" articles.  Then we took a "Grit Survey" and watched a short video about the concept of "Grit."  There is no homework over the weekend.

Today we followed up on the TedTalk from Thursday, Feb. 14 and read two articles and responded to sets of questions about them.

These are the articles:

"Marshmallows and Public Policy"
"Reconsidering the Marshmallow Test"


And these are the questions for each article:

Responding to "Marshmallows and Public Policy"
Responding to "Reconsidering the Marshmallow Test"

These articles and questions should be completed for Thursday's class.  We will discuss these pieces in class on Thursday.

On Thursday, we finished the presentations of the group essay and then completed a self-evaluation.  We then wrote about "What it Takes to Succeed" in the free-write section of the notebook and we shared and discussed these free-writes in class.  Then we watched a TedTalk about a key to success. There is no homework.

PERIOD 1 WRITING WORKSHOP: We will complete the self-evaluations on the group essay IN CLASS (not as homework for Thursday) on Thursday.

Today, we reviewed the checklist for all of the requirements for the group persuasive essay and then went to the library to finalize the essay and prepare for the presentation.  The essays will be presented on TUESDAY, FEB. 12.  THERE WILL BE NO MORE CLASS TIME DEVOTED TO THE WRITING/EDITING/PREPARING PRESENTATION OF THIS ESSAY.  It's now on your own time!

DUE DATE: TUESDAY, FEB. 12: final draft of the group persuasive essay and presentation

On Monday, we compiled a Writing Portfolio, which we will finish next Monday, Feb. 11.  On Tuesday, we reviewed the requirements for the group persuasive essay  (on an education topic) and we reviewed a model body paragraph.  For the remainder of class, groups worked on writing their essay.  On Thursday, we will have about the first 40 minutes of class in the Library computer lab to finalize and edit/proofread the essay.  Groups will then present their essays to the class in the second half of class on Thursday, Feb. 7.

NOTE: DUE DATE FOR GROUP PERSUASIVE ESSAY IS THURSDAY, FEB. 7

The final exam in Writer's Workshop is on Thursday, January 31.  It will consist of a multiple choice test in three parts: Part 1 will be matching "word-of-the-day" definitions to words; Part 2 will be "word-of-the-day" fill in the blank sentences (multiple choice); and Part 3 will be identifying narrative and poetic devices in a set of textual passages (multiple choice.)  Here is the study guide for all three parts of this exam: Study Guide for Writer's Workshop Final Exam Semester 1.

Today, we started working on the Group Persuasive Essay.  The first step is to respond briefly to six prompts that address different topics in education.  The six prompts are here.  After writing in response to these prompts, choose one topic that you would like to do further thinking, research, and writing on.  For each topic, I have a packet of reading for you to use in writing your group essay.  The packets are linked here:
Topic #1 Year-round Schooling
Topic #2: SAT Tests
Topic #3: NCAA Athletes Being Paid
Topic #4 Grammar
Topic #5 Single-sex education
Topic #6 Should Everyone go to College?

As you read and mark/highlight/take notes on your packet, you should complete the worksheet that is linked here: Education Worksheet.

Your completed reading and worksheet is due in class on Tuesday, January, 29.

There are no assignments in Writer's Workshop right now.  Students should be preparing for the Word-of-the-Day exam that will be given during Final Exam period.  You should create flash cards and quiz yourself on the definitions and how to use the words in sentences.  You should also review the poetic and narrative devices that we have learned this semester, as well as the terms ethos, pathos, and logos.

Today we started the following assignment in class and the completed assignment is due at the beginning of class on Thursday, January 17:  Write a 300+ word letter persuading me to not assign over the weekend a 5-page research essay on the topic of School Reform Movements over the last 100 years.

Final letter is due Thursday, Jan 17.

We have been doing activities and exercises on persuasive writing in class this week and we will continue these next week and beyond.  No major writing assignment has been assigned.

Note: part of the final exam for this class will be a vocabulary test on the Word-of-the-Day, so you should begin preparing (flashcards are a great place to start when learning and reviewing vocabulary!)

This week, we started a new unit on Persuasive Writing and we are learning some key concepts related to persuasive writing.  Students who have been absent need to see me about the material.  Currently there are no major writing assignments due in Writer's Workshop.