COPY Sixth Grade Writing: Writing an Extended-Response Essay, Text-Based
Fifth and Sixth Grade Writing Rubric:
| 3-8.ela.common.core.writing.rubric.pdf |
Homework Due Tuesday, January 27, 2015: None.
Classwork, Monday, January 26, 2015:
- As a class, we will discuss the differences of the genres biography and autobiography.
- We will analyze articles on pages 187-189 in the Ready New York CCLS workbook.
- While discussing similarities and differences of the text, we will first discuss the author's purpose of each text.
Homework Due Thursday, and Friday, January 29, and 30, 2015:None.
Classwork, Wednesday, and Thursday, January 28, and 29, 2015:
Classwork, Wednesday, and Thursday, January 28, and 29, 2015:
- As a class, we will continue to discuss the differences of the genres biography and autobiography.
- We will analyze articles on pages 190-191 in the Ready New York CCLS workbook.
- While discussing similarities and differences of the text, we will first discuss the author's purpose of each text.
- We will notice and circle the titles and authors of the text. What does knowing the names of the author's tell us about the text? (Biography or autobiography.)
- We will follow the prompts on those two pages and answer the questions on page 192.
Homework Due Monday, February 2, 2015: None.
Classwork, Friday, January 30, 2015:
Classwork, Friday, January 30, 2015:
- As a class, we will read the steps to writing an extended-response essay, found on page 197 of the Ready New York CCLS workbook.
- With a partner, students will discuss the steps that they feel they do well. What strategies do you use to do those steps well?
- Students will discuss the steps that they are uncomfortable with. Which is the most difficult step for you?
- What strategies could you use to help you improve these steps?
- We will discuss Step 1 in detail. (page 198)
- In pencil, students will underline the steps that the students already follow.
- What steps will you begin following?
- From now on, students will always put a box around the key words. Students will use these key words in each paragraph.
- The two key questions that the students will begin asking themselves with every prompt is: 1) What passages do I need to write about? 2) What kind of essay am I supposed to write?
- We will complete pages 198 together.
Homework Due Wednesday, February 4, 2015: Complete pages 199-201 in the "Writing an Extended-Response Essay" packet.
Classwork, Tuesday, February 3, 2015:
Classwork, Tuesday, February 3, 2015:
- We will review what we discussed about author's purpose from last week.
- Students will complete page 199 in partners.
- Students will complete pages 199-201 for homework.
- As a class we will brainstorm and come up with a list of transition words. Students will write these words in their notebooks.
Homework Due Thursday, February 5, 2015: Several students did not complete last night's homework well. Students have the opportunity to redo the homework to gain back half of the points that were lost the night before.
Classwork, Wednesday, February 4, 2015: We will not have class today due to Project Know.
Classwork, Wednesday, February 4, 2015: We will not have class today due to Project Know.
Homework Due Friday, February 6, 2015: None.
Classwork, Thursday, February 5, 2015:
Classwork, Thursday, February 5, 2015:
- We will go over the answers and the corrections to pages 199-201.
- As a class, we will complete as much as we can starting on page 202 in the packet.
Homework Due Monday, February 9, 2015: Students will complete page 206 in the packet. Use loose-leaf if there isn't enough room in the packet for your answer. This is for a grade.
Classwork, day, , 2015:
Classwork, day, , 2015:
Homework Due Thursday, February 12, 2015: Complete the question in the Spider-Man packet...the packet that includes the two articles.
Classwork, Week of February 9, 2015:
Classwork, Week of February 9, 2015:
- Students will write an compare and contrast essay using the prompt found in the packet.
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Homework Due Tuesday, February 24, 2015: None.
Classwork, Monday, February 23, 2015: Substitute teacher.
Classwork, Monday, February 23, 2015: Substitute teacher.
- Since the students had a full week of challenging writing the week before break, I decided to give them a light day today. Students may have a “free write” day. Please tell the students that if they did not hand in the Spider-Man essay and the social studies Abraham and Moses compare and contrast essay that they are NOT to have a free write and that they are to work on those other two essays.
- IT WILL BE SILENT IN THE ROOM!!! The students agreed that they would be.
- Free write can be:
· write about what you did over break
· write a poem
· write a comic strip including dialog
· write about anything else that they want to write about (school appropriate - If students are not able to be quiet, give them the article called “America’s First People” and tell them to compare and contrast the two Native American groups. Please write down the names of students who are required to write the compare and contrast essay.
Homework Due Wednesday, February 25, 2015: None.
Classwork, Tuesday, February 24, 2015:
Classwork, Tuesday, February 24, 2015:
- Go over homework.
- Share extra credit projects.
Homework Due Thursday and Friday, February 26, and 27, 2015: Opinion essay due Friday morning at 8:00 on loose-leaf.
Classwork, Wednesday and Thursday, February 25 and 26, 2015:
Classwork, Wednesday and Thursday, February 25 and 26, 2015:
- In pairs students will discuss the difference between an opinion and an argument.
- When are their times in your life when you had to provide a convincing argument with friends or family? Make a list.
- When do people write persuasive essays? Newspapers, magazines, politicians, teachers, people in power, websites, etc.
- Brainstorm as a class topics for arguments.Some ideas may be: school uniform, longer school day, extended learning time, four-day weekends, Hip Hop in school, cell phone use in school, wearing hats in school, should students be allowed to publish whatever they like in a school newspaper or school newsletter.
- Word choice and tone: how does this help reveal an author's perspective and biases?
- Identify claims, reasons, and evidence. Evaluate effectiveness of claims. Are the claims supported by evidence?
- An effective argument includes sound reasons and evidence to prove claim. Reasons and evidence. Example: My son Aidan and cell phones...everyone has one.
- What do you think his point of view on the topic is? What do you think my point of view on the topic is?
- Who is your audience? Who are you trying to convince? How does knowing your audience affect your tone?
- Choose a topic. Begin listing your opinions about the topic.
- Decide who your audience is. What will your tone sound like?
- Write your claim.
- What words will you choose to use?
- Brainstorm and write a list of reasons to support your claim.
- Begin to write your essay.
- Focus on:
- introduction
- claim
- reasons to support your claim
- transition words
- conclusion
Homework Due Monday, March 2, 2015: None.
Classwork, Friday, February 27, 2015: Jump Rope for Heart
Classwork, Friday, February 27, 2015: Jump Rope for Heart
Homework Due week of March 2, Monday-Friday, March 2-6, 2015: None.
Classwork, week of March 2, Monday-Friday, March 2-6, 2015: Analyzing the New York State writing rubric.
Classwork, week of March 2, Monday-Friday, March 2-6, 2015: Analyzing the New York State writing rubric.
- As a class we will analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring it to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze their own writing and decide what they can do to improve their writing.
Homework Due week of March 9, Monday-Thursday, March 9-12, 2015. DUE FRIDAY, MARCH 13, 2015: "How to Improve My Writing" Essay.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
- As a class we will continue to analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring our writing to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze model essays and discuss what score on the NYS rubric they think each part of the essay should receive. Students will be able to give examples of why the author chose certain words, phrases, and styles of writing in the text. Students will give examples of why the text deserves the score that the student gave it.
- Students will analyze their own writing and decide what they can do to improve their writing.
- In essay form, paragraph form, students will write an essay that explains which areas on the NYS rubric they plan on improving and the exact steps how they will improve their writing.
- Students will refer to the packet that we have been using in class to take notes as we analyze our writing.
In what ways can you improve your writing? Analyze your writing using the New York State rubric. Use details from the New York State rubric to support your response.
In your response, be sure to
· analyze your writing samples using the New York State rubric
· give examples of how you can improve your writing in each section of the rubric
· use the rubric as you are writing this essay to be sure this is the best work you can do
We Were Here, Too: Model Text
| we.were.here.too.pdf |
Homework Due Monday, March 16, 2015: "How to Eat an OREO Cookie" Essay due on Monday.
Classwork, Friday, March 13, 2015: “How to Eat an OREO Cookie”
Classwork, Friday, March 13, 2015: “How to Eat an OREO Cookie”
- As students enjoy the delicious taste of the one and only Oreo cookie, we will list adjectives that come to mind.
- We will generate a class list of these adjectives.
- We will then generate a list of verbs that we could use instead of "eat.
- Students will be given one more cookie to enjoy as they write their essay.
- Students will write an essay describing the steps taken of how to eat an OREO cookie.
- Students will write at least 5 paragraphs.
Homework Due Tuesday, March 17, 2015: None
Classwork, Monday, March 16, 2015:
Classwork, Monday, March 16, 2015:
- As a class we read an article called "Olekoeks" and answered questions that would help us to practice close reading and finding the main idea.
Homework Due Friday, March 20, 2015: College Essay
Classwork, Thursday, March 19, 2015: College Essay
Classwork, Thursday, March 19, 2015: College Essay
- We will begin thinking about our "Dream Unit."
- Students were given a copy of the SUNY College Application.
- We discussed the sections of the application and realized that the application is not that difficult to fill out.
- Students may fill out the sections of the application for fun. (Most of the sections will not be able to be filled out but students may DREAM and imagine what the answers might be.)
- We also looked at and discussed the essay prompts for the Common Application which is found online. Many colleges use the Common Application to evaluate students.
- Students also received a list of words that can be used in the essay to describe themselves.
- Students will choose one of the writing prompts from the Common Application and write the essay as a rough draft in the writing notebook.
College Application Essay:
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WEEK OF MARCH 23, MONDAY THROUGH FRIDAY, MARCH 23-27:
DUE TO THE UPCOMING NEW YORK STATE ASSESSMENTS, WE WILL BE CLOSE READING SEVERAL ARTICLES AND ANALYZING IMPORTANT DETAILS AND IDEAS OF THE ARTICLES. BECAUSE OF THE INTENSE CLASSWORK, I AM STRIVING TO NOT ASSIGN ANY EXTRA HOMEWORK THIS WEEK. If a student does not complete the questions that follow the article, it is the students responsibility to complete the questions for homework. See individual articles below.
Classwork, Monday, March 23, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 1 (page 33). New York State test sample questions, August 2014.
Classwork, Tuesday, March 24, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 2 (page 40). New York State test sample questions, August 2014.
Classwork, Wednesday, March 25, 2015: Be sure to complete the assignment before class tomorrow. Read Excerpt from In Caverns of Blue Ice. Complete Short Response question number 1, page 76. Read "Shackleton's Stowaway." New York State test sample questions, August 2014.
Classwork, Thursday, March 26, 2015: Be sure to complete the assignment before class tomorrow. Finish reading "Shackleton's Stowaway." Complete Short Response questions number 2 and 3, pages 59 and 66. New York State test sample questions, August 2014.
Classwork, Friday, March 27, 2015: Complete the Extended-Response Essay on page 83 of the packet. This is to be completed by the end of class. New York State test sample questions, August 2014.
DUE TO THE UPCOMING NEW YORK STATE ASSESSMENTS, WE WILL BE CLOSE READING SEVERAL ARTICLES AND ANALYZING IMPORTANT DETAILS AND IDEAS OF THE ARTICLES. BECAUSE OF THE INTENSE CLASSWORK, I AM STRIVING TO NOT ASSIGN ANY EXTRA HOMEWORK THIS WEEK. If a student does not complete the questions that follow the article, it is the students responsibility to complete the questions for homework. See individual articles below.
Classwork, Monday, March 23, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 1 (page 33). New York State test sample questions, August 2014.
Classwork, Tuesday, March 24, 2015: Be sure to complete the assignment before class tomorrow. Excerpt from We Were There, Too! Short Response question number 2 (page 40). New York State test sample questions, August 2014.
Classwork, Wednesday, March 25, 2015: Be sure to complete the assignment before class tomorrow. Read Excerpt from In Caverns of Blue Ice. Complete Short Response question number 1, page 76. Read "Shackleton's Stowaway." New York State test sample questions, August 2014.
Classwork, Thursday, March 26, 2015: Be sure to complete the assignment before class tomorrow. Finish reading "Shackleton's Stowaway." Complete Short Response questions number 2 and 3, pages 59 and 66. New York State test sample questions, August 2014.
Classwork, Friday, March 27, 2015: Complete the Extended-Response Essay on page 83 of the packet. This is to be completed by the end of class. New York State test sample questions, August 2014.
Spring Break!!!!!
Mrs. Looney is not assigning any homework over spring break. You are very welcome to complete an extra-credit project. See the homepage for ideas. If you owe back-work, be sure to have it completed before we return to school.
Mrs. Looney is not assigning any homework over spring break. You are very welcome to complete an extra-credit project. See the homepage for ideas. If you owe back-work, be sure to have it completed before we return to school.
Homework Due Wednesday, April 8, 2015: None.
Classwork, Tuesday, April 7, 2015:
Classwork, Tuesday, April 7, 2015:
- Complete the Questions Sheet for "Dear Mother Earth: An Earthly Advice Column."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 2 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to use the RACE Organizer. Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
Article:
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Questions Sheet:
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Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays
will be about three or four pages. Each student should write an
outline with bullet points. The outline should be completed by
Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
"Challenges of Being a Firefighter" Essay:
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
"Challenges of Being a Firefighter" Essay:
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Homework Due Tuesday, Wednesday, Thursday, and Friday, April 14-17, 2015: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday, April 15-16, 2015: Attending to Details in Multi-Media.
Guiding questions:
"Two Wolves, a Cherokee Legend":
Classwork: Monday, Tuesday, Wednesday, and Thursday, April 15-16, 2015: Attending to Details in Multi-Media.
Guiding questions:
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What ideas stand out to me as I view the PowerPoint video? What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart.
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed."
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
"Two Wolves, a Cherokee Legend":
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Homework Due Monday, April 20, 2015: Students are expected to make revisions and additions to their Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
- Students were given back their Challenges of Firefighters Essay.
- Each student received extensive written individual feedback as to how they can specifically bring their writing to a higher level.
- We also had a class discussion about common ways that students can enhance their essays.
- Students also worked in pairs as they helped each other improve their writing.
- All students (with the exception of three students who received full credit for their essay) are encouraged to make revisions to their essays in order to improve their writing skills. Students who take the time will earn a higher grade accordingly.
- If students have misplaced their Challenges of Firefighters packet, the five articles can be downloaded from the files above.
Homework Due Wednesday, May 6, 2015: Be sure to have read all of the Cesar Chavez articles. Be sure to have organized notes to be able to write an outline in class on Wednesday.
Classwork, Tuesday, May 5, 2015:
Classwork, Tuesday, May 5, 2015:
- Read and reread all of the articles about Cesar Chavez that are found in the packet.
- Students will decide on which character trait that they wish to write about in reference to Cesar Chavez.
- Students will highlight, underline, and take notes of details that will support their claim of the character trait that describes Cesar Chavez.
- Students must have all of their notes completed by tomorrow in order to be able to write an outline in class tomorrow.
Homework Due Thursday, May 7, 2015: Cesar Chavez Outline due tomorrow. THIS IS FOR A GRADE.
Classwork, Wednesday, May 6, 2015:
Homework Due Friday, and Monday, May 8, and 11, 2015: None.
Classwork, Thursday, and Friday, May 7, and 8, 2015:
Classwork, Wednesday, May 6, 2015:
- All students should have already read the Cesar Chavez articles.
- Students are to write a detailed outline that includes several facts and several quotes from all of the articles.
- Students may use the outline that Mrs. Looney used as a model and AS A START for the outline. STUDENTS MUST ADD THEIR OWN INFORMATION (QUOTES AND FACTS) IN ORDER TO GET FULL CREDIT.
Homework Due Friday, and Monday, May 8, and 11, 2015: None.
Classwork, Thursday, and Friday, May 7, and 8, 2015:
- Students will begin typing up their essays.
Homework Due Week of May 11, 2015: Students will be reading articles, taking notes, and writing their essays. The Cesar Chavez essay is due Wednesday, May 20, 2015.
Classwork, Thursday, and Friday, May 7, and 8, 2015:
Classwork, Week of May 11, 2015:
Characterization of Cesar Chavez Essay Directions:
Classwork, Thursday, and Friday, May 7, and 8, 2015:
Classwork, Week of May 11, 2015:
- Students will begin typing their essays.
Characterization of Cesar Chavez Essay Directions:
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Cesar Chavez Articles:
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Due Tuesday, February 25, 2014: Homework: Finish Esther essay. See below for more details.
Classwork: Monday, February 24, 2014
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Thinkers and writers: Lucy Calkins says on page 139 in the book A Curriculum Plan for the Writing Workshop that "writing can be a way to not only hold on to one's thinking about a particular subject or about a text but also clarify and elaborate on that thinking."
· Read "Esther, Queen of Persia."
· Ask yourself the question, "What idea do I have about this article that I can write about in an essay?"
· Tell readers an idea that you have about the article.
· Show evidence that supports the idea using details from the text.
Be sure to:
· include your claim/inference/thesis in the introduction
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· conclusion which restates the original claim and provides added insight
Classwork: Monday, February 24, 2014
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Thinkers and writers: Lucy Calkins says on page 139 in the book A Curriculum Plan for the Writing Workshop that "writing can be a way to not only hold on to one's thinking about a particular subject or about a text but also clarify and elaborate on that thinking."
· Read "Esther, Queen of Persia."
· Ask yourself the question, "What idea do I have about this article that I can write about in an essay?"
· Tell readers an idea that you have about the article.
· Show evidence that supports the idea using details from the text.
Be sure to:
· include your claim/inference/thesis in the introduction
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· conclusion which restates the original claim and provides added insight
Due Wednesday, February 26, 2014: Homework: Finish essay plan. See below for more details.
Classwork: Tuesday, February 25, 2014
Classwork: Tuesday, February 25, 2014
- Students will write a plan for the essay that they will write tomorrow in class.
Thursday, February , 2014: Homework: Complete the "Ester, Queen of Persia Essay."
Classwork: Wednesday, February 2, 2014
Classwork: Wednesday, February 2, 2014
- Students will write an essay that will include the two questions at the end of the "Esther, Queen of Persia" article.
- The essay will be written on loose-leaf.
- Extended-Response, Prompted Essays, text-based:
- Reread "Esther, Queen of Persia."
- Write an essay that answers the following questions:
2) In your opinion, would you have rather been in Mordecai’s position or Esther’s position? Explain why.
Be sure to:
- include your claim/inference/thesis in the introduction
- include the title of the article in the introduction
- include some background information about Esther either in the
introduction or first paragraph
- provide one example of evidence/proof/details from the text to support
your claim
- provide another example of evidence/proof/details from the text to
support your claim
- provide another example of evidence/proof/details from the text to
support your claim
- provide as many paragraphs that are necessary to include as much
evidence as possible to support your claim.
- conclusion which restates the original claim and provides added insight
- write your essay on loose-leaf
- hand in the essay before writing class is over
- Reread "Esther, Queen of Persia."
| essay.esther.questions.docx |
| essay.esther.questions.pdf |
Classwork: Thursday, February , 201 and Friday, February , 201: Isaac and Ishmael characterization essay.
Due day, February , 201: Homework: Complete writing plan for tomorrow's essay.
Due day, March , 201: Homework: None.
Due day, February , 201: Homework: Complete writing plan for tomorrow's essay.
Due day, March , 201: Homework: None.
- Students will read the biography about Isaac and Ishmael.
- While reading and rereading, search for evidence that describes one main character trait for both Isaac and Ishmael.
- Students will gather text-based evidence and details to support the claim.
- Students will complete a writing plan for the essay that will be written in class on Friday.
- The plan can be an outline, an evidence web, a t-chart, or other plan that will enable students to write an organized essay filled with details and evidence from the text.
- On Friday the essay will be written in class in the 42 minute time period. Essays must be turned in before class is over. Essays must be written on loose-leaf. Rubrics must be stapled to the essay.
| essay.isaac.and.ishmael..docx |
| essay.isaac.and.ishmael..pdf |
| writing.rubric.2013.xlsx |
| writing_sheet1.pdf |
Due Week of March 3: Monday, Tuesday, Wednesday, Thursday, Friday, March 3-7, 2014: Homework: None.
Due Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: Homework: None.
Classwork, Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: NYS ELA Practice Tests.
Due Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: Homework: None.
Classwork, Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: NYS ELA Practice Tests.
Classwork: Monday, March 24, 2014: Read Greek myths and create bulleted list of similarities between the myths.
Due Monday, March 25, 2014: Homework: Greek Myth bulleted list.
Classwork, Tuesday, March 25, 2014: Bulleted list of characteristics of personal narratives.
Due Wednesday, March 26, 2014: Bulleted list of characteristics of personal narratives.
Classwork, Wednesday, March 26, 2014: Argument Essay.
Due Thursday, March 27, 2014: Argument Essay.
Classwork, Thursday, and Friday, March 27 and 28, 2014: Sports Argument Essay. Should there be gender equality in school sports?
Due Monday, March 31, 2014: Sports Argument Essay.
We will not have our typical writing class the week of March 31, 2014 due to the NYS ELA Assessments. There will be no writing homework the week of the assessments.
Due Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: Homework: None.
Classwork, Week of March 10: Monday, Tuesday, Thursday, Friday, March 10-14, 2014: NYS ELA Practice Tests.
Due Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: Homework: None.
Classwork, Week of March 17: Monday, Tuesday, Wednesday, Thursday, Friday, March 17-21, 2014: NYS ELA Practice Tests.
Classwork: Monday, March 24, 2014: Read Greek myths and create bulleted list of similarities between the myths.
Due Monday, March 25, 2014: Homework: Greek Myth bulleted list.
- Students will begin to read two or three Greek myths that are in the packets.
- Students are to write a bulleted list of the similarities between the myths (including literary similarities). This list should be written in the writing notebook. If you finish reading two or three, you should read the remaining myths in the packet and add to your bulleted list.
- The list is due on Tuesday.
Classwork, Tuesday, March 25, 2014: Bulleted list of characteristics of personal narratives.
Due Wednesday, March 26, 2014: Bulleted list of characteristics of personal narratives.
- Students will write a bulleted list of as many characteristics as they can think of pertaining to personal narratives.
Classwork, Wednesday, March 26, 2014: Argument Essay.
Due Thursday, March 27, 2014: Argument Essay.
- Students will refer to their list of characteristics of personal narratives.
- Students will write an argument essay about which type of essay is more fun to write: myths or personal narratives.
Classwork, Thursday, and Friday, March 27 and 28, 2014: Sports Argument Essay. Should there be gender equality in school sports?
Due Monday, March 31, 2014: Sports Argument Essay.
- Using the packet, prompt, and graphic organizers, students will write an argument essay in their writing notebooks about whether or not there should be gender equality in school sports.
We will not have our typical writing class the week of March 31, 2014 due to the NYS ELA Assessments. There will be no writing homework the week of the assessments.
End-of-the-year Writing Assessment: Due Friday, April 11, 2014, 8:00 AM.
Compare and Contrast Gandhi with Cesar Chavez.
Directions:
· Take notes as you watch video footage of Rosa Parks on The Biography Channel website.
· Read “Remembering Rosa Parks” and a written biography of Rosa Parks from The Biography Channel website.
· What is one character trait of Rosa Parks? Write an essay that describes one character trait of Rosa Parks.
· In your essay, write an inference/claim that describes one character trait of Rosa Parks.
· List evidence from the texts to support your inference/claim.
· Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper. However, only use the front side of the loose-leaf so I can photocopy your work. DO NOT STAPLE YOUR PAGES.
· In your writing, make sure you:
-Write your inference/claim in your introduction.
-Use transition words to start new paragraphs and to introduce new examples from the text.
-Give as many examples from the text as you can as evidence to support your inference/claim.
-Write a conclusion.
· Check your writing for:
-spelling
-capitalization of proper nouns
-capitalization of the beginning of sentences
-punctuation
-indentation of each new paragraph
-sophisticated word choice
See the rubric for more details of expectations.
Compare and Contrast Gandhi with Cesar Chavez.
Directions:
· Take notes as you watch video footage of Rosa Parks on The Biography Channel website.
· Read “Remembering Rosa Parks” and a written biography of Rosa Parks from The Biography Channel website.
· What is one character trait of Rosa Parks? Write an essay that describes one character trait of Rosa Parks.
· In your essay, write an inference/claim that describes one character trait of Rosa Parks.
· List evidence from the texts to support your inference/claim.
· Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper. However, only use the front side of the loose-leaf so I can photocopy your work. DO NOT STAPLE YOUR PAGES.
· In your writing, make sure you:
-Write your inference/claim in your introduction.
-Use transition words to start new paragraphs and to introduce new examples from the text.
-Give as many examples from the text as you can as evidence to support your inference/claim.
-Write a conclusion.
· Check your writing for:
-spelling
-capitalization of proper nouns
-capitalization of the beginning of sentences
-punctuation
-indentation of each new paragraph
-sophisticated word choice
See the rubric for more details of expectations.
Directions Handout:
| 6.eoy.inference.writing.assessment.2014.docx |
| 6.eoy.inference.writing.assessment.2014.pdf |
Rosa Parks packet, two articles included in the packet:
| eoy.rosa.parks.article..docx |
| eoy.rosa.parks.article..pdf |
Writing Rubric:
| eoy.writing.rubric.2014.xlsx |
Videos:
Homework Due Tuesday, April 22, 2014: Sunshine essay due tomorrow. Begin to work on poem.
Classwork, Monday, April 21, 2014: Sunshine essay.
Homework Due Wednesday, April 23, 2014: Original Poem. Be sure poem is complete. Final copy must be turned in by Thursday.
Classwork, Tuesday, April 22, 2014: Poetry.
Homework Due Thursday, April 24, 2014: Work on essay.
Classwork, Wednesday, April 23, 2014: Opinion/Argument Writing.
Classwork, Thursday, April, 24 2014: Continue to work on opinion/argument essay.
Homework Due Monday, April 28, 2014: If you haven't presented your essay in class, be prepared to share your essay on Monday.
Classwork, Friday, April 25, 2014: Read essays in class.
Week of April 28, 2014: Due to the NYS math tests that are this week, there will not be any writing homework.
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Classwork, Monday, April 21, 2014: Sunshine essay.
- Watch "Sound of Sunshine" video by Michael Franti.
- Write a two page essay that describes how the sunshine affected your life over the break. This essay is due tomorrow.
- For homework, students will begin to think about and write an original poem to submit to the poetry contest.
- It would be best if poems are typed.
Homework Due Wednesday, April 23, 2014: Original Poem. Be sure poem is complete. Final copy must be turned in by Thursday.
Classwork, Tuesday, April 22, 2014: Poetry.
- Students will read their Sunshine essays.
- Students will continue to revise and shape the poems.
Homework Due Thursday, April 24, 2014: Work on essay.
Classwork, Wednesday, April 23, 2014: Opinion/Argument Writing.
- Students will chose a topic to write an opinion piece.
- Topics may be, but are not limited to, the following ideas:
- Choose a daring activity from the ideas below or think of one of your own. Form an opinion about the safety of the activity.
- -Should you and your friends climb down into a mystery hole? Choose a position and persuade others to agree with you.
- -Walking on Top of a Fence
- -Riding a Bike While Pulling Someone on Skates Behind You
- -Hanging Upside Down From a High Tree Branch
- Which would be the more interesting hobby to pursue?
- -Collecting Autographs
- -Collecting Coins
- -Collecting Stamps
- -Collecting Baseball Cards
- -Collecting Books
- -Collecting Postcards
Classwork, Thursday, April, 24 2014: Continue to work on opinion/argument essay.
Homework Due Monday, April 28, 2014: If you haven't presented your essay in class, be prepared to share your essay on Monday.
Classwork, Friday, April 25, 2014: Read essays in class.
- Students will read the essays that they completed for homework to the whole class.
Week of April 28, 2014: Due to the NYS math tests that are this week, there will not be any writing homework.
- Be sure you check the PowerSchool Gradebook to see if you owe any back-work.
- Be sure to have your argument essay, sunshine essay, and myth versus personal narrative essay proofread and revised.
- Be sure to practice reading all three essays so you can read them to the class.
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- Fifth grade Thursday: students will take turns reading their essays to the class. If they can cooperate there won't be homework. If students are not choosing to cooperate students will...Sixth grade: thursday-The sub will read page 179 in the Evaluating an Argument packet. As a class students will complete page 179 together. In pairs, students will complete pages 180-181. THIS IS FOR A GRADE! -Do not forget to compete the Close Reading task found in the margins on page 181.-Answer the multiple choice question and answer the Show Your Thinking question on page 181.-Don't forget to compete the task on the bottom of the page: With a partner, discuss other reasons the author could have included to support her claim.-students will complete page 183 for homework.
Fifth grade:
Friday: 6th grade: read and complete pages 184-186. - .
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