Dec 1st
11:30 Garret Schwartz
11:45 Jose Mejia
12:00 Bron Sampson
12.15 Lizbeth Valentin
12.30 Abigail Gomez
Dec 3rd
11:30 Zach Ewing
11:45 Stephenny Lopez
12:00 Bacelicia Leon
12.15 Iliana Aguilar
12.30 Robert Bates
Dec 8th
11:30 Roger Guzman- Angelo
11:45 Neil Smith
12 Daniela Diaz
12.15 Veronica Garcia
12.30Kathy Armstrong
Dec 10
11:30Alexus Rogers
11:45 Caroline Giovingo
12 Maria Hernandez
12.15: Yahir Mendoza
12.30 Enrique Montalvo
Thursday, November 12, 2015
Final Project Overview and Explanation.
Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes
Explain:
Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
Define: I can write and read to ask, learn, think, and communicate in different ways.
Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources
Define: I can find research materials and determine if they are appropriate to use for my writing and I can use them in my writing.
Define: I understand that writing takes many tries.
Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
Define: I have many ways to complete my writing tasks.
Learn to give and to act on productive feedback to works in progress
Define: I can work with others and help them complete their writing projects.
Knowledge of Conventions
Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
Define: I have practiced over and over and now I can write in SWE.
Practice applying citation conventions systematically in their own work
Define: I'm able to employ in text and in sentence citation and a works cited.
Practice Entry:
Rhetorical Knowledge;
Explain: I have read different types of essays in the class, and I’ve also read two novels. I read Bron’s problem/solution essay, and I’ve read Robert’s rba. Both of these helped me understand the conventions of those types of essays, but more importantly, I’ve written my own as well, and I know that different writing tasks have different rules. For example, in my journals, there are no rules, and I often abbreviate or break the rules of grammar, because that writing is just for me. Here is an example from my Journal: “……………………………………………..” What’s more, I have even combined genres in my article essay. I had to use description, narration, research, and problem/solution, plus a little argument when I wrote, “……………………………………..” This is an example of description. In the same essay, when I wrote, “………………………………………………..” this is an example of research. All of these examples show that I understand that different rules apply to different things.
Find a reader for your essay, turn it in on Tuesday.
Rhetorical Knowledge
Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes
Explain:
Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
Critical Thinking, Reading, and Composing
Define: I can write and read to ask, learn, think, and communicate in different ways.
Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources
Define: I can find research materials and determine if they are appropriate to use for my writing and I can use them in my writing.
Processes
Develop a writing project through multiple draftsDefine: I understand that writing takes many tries.
Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
Define: I have many ways to complete my writing tasks.
Learn to give and to act on productive feedback to works in progress
Define: I can work with others and help them complete their writing projects.
Knowledge of Conventions
Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
Define: I have practiced over and over and now I can write in SWE.
Practice applying citation conventions systematically in their own work
Define: I'm able to employ in text and in sentence citation and a works cited.
Practice Entry:
Rhetorical Knowledge;
Gain experience reading and composing in several
genres to understand how genre conventions shape and are shaped by readers’ and
writers’ practices and purposes
Define: This means I have read and can write different types of things, and I understand how the rules for those things are created by what other writers do.
Define: This means I have read and can write different types of things, and I understand how the rules for those things are created by what other writers do.
Explain: I have read different types of essays in the class, and I’ve also read two novels. I read Bron’s problem/solution essay, and I’ve read Robert’s rba. Both of these helped me understand the conventions of those types of essays, but more importantly, I’ve written my own as well, and I know that different writing tasks have different rules. For example, in my journals, there are no rules, and I often abbreviate or break the rules of grammar, because that writing is just for me. Here is an example from my Journal: “……………………………………………..” What’s more, I have even combined genres in my article essay. I had to use description, narration, research, and problem/solution, plus a little argument when I wrote, “……………………………………..” This is an example of description. In the same essay, when I wrote, “………………………………………………..” this is an example of research. All of these examples show that I understand that different rules apply to different things.
Find a reader for your essay, turn it in on Tuesday.
Tuesday, November 10, 2015
Working, working.
We are in the lab or library, finishing articles that are due in class on Thursday.
Thursday, November 5, 2015
Tuesday, November 3, 2015
Portfolio List
Easy Portfolio
List: In order from first to last,
mostly.
Many Journals + Notes + plus in class work.
Thinking
Skills Review- Questions
Thinking Skills Practice- Hink Pink
Thinking Skills Practice- Hink Pink
Thinking
Skills notes
Lateral
thinking skills
Editorials
and ?’s
P/S plan
P/S Essay
with a star, and drafts
Writing
Process Notes
And then
There were none, test 1
Essay
Test, ATTWN, in class
Pantry
Pamphlet
Vocab
Test
Rules of
Laws and justice overturned essay, ATTWN
Descriptive
essay plan, drafts and essay with star
Proverbs
work, Things fall apart
Reading
Quiz- TFA, three paragraphs.
In class
TFA essay, typed from the lab.
RBA/Article
plan, drafts, and essay with star
Final
project.
Working, working.
Continuing work....Article.
Earning Stars on P/S or Desc.
Next class- NO CLASS. Work on your own- Visit the blog for an assignment.
Next, Next, class- Lab.
Next, Next, Next, essays due.
Earning Stars on P/S or Desc.
Next class- NO CLASS. Work on your own- Visit the blog for an assignment.
Next, Next, class- Lab.
Next, Next, Next, essays due.
Thursday, October 29, 2015
Tuesday, October 27, 2015
Brief Notes, RBA
1.
Only 10% of your essay should be quoted,
paraphrased or summarized.
2.
Any time you use another’s information, you have
to cite.
3.
3-4 pages.
4.
Works Cited.
5.
If it’s not common knowledge cite it.
6.
Topics should be local, small, and pertain to
you.
Website/;research is library only--- Academic journal- .gov/edu.
no morality
Have an actual, real audience.
Combine genres
RBA = Article
Sample Plan-
Teacher treatment PUSD-
Work Conditions-
Hours, Expectations, the Amount of work, Size of classroom,
After school, Tests, Meetings, PD. Duty contract hours.
Problem: not fair… Comparisons with other jobs, baby sitter
comparison.
Offers solutions and call for change….
Readable for another, REAL AUDIENCE, School board.
Teacher’s time is treated as valuable.
Works Cited Help- https://owl.english.purdue.edu/owl/resource/747/12/
Basic Guidelines: https://owl.english.purdue.edu/owl/resource/747/05/
Noodlebib: http://www.noodletools.com/logon/signin
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