Quarter+1+ONLY

//Week 1 Objectives//
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Apply knowledge of language to make effective choices for meaning or style//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters//

Review wiki and class expectations free-writing: explain the purpose and practice of private and focused free-writing Together, read "First Thoughts" and "Writing as Practice" Natalie Goldberg's //Writing Down the Bones// (pp. 8-13); discuss initial thoughts and reactions Today's prompt: Start writing, and don't stop....til the bell.
 * Tues 9/6--**Writer's Survey [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://reimerexpos.wikispaces.com/file/view/writing+survey.doc"]] [|writing survey.doc]

Share comments from yesterday's survey Read "Summer Rituals" by Ray Bradbury; what lines stand out? What is the chief mode of imagery? How does this memory work without dialogue? Diagnostic writing prompt--30 minutes
 * Wed 9/7--**free-writing: your pick! keep going with what you started yesterday, or start over. Remember: "I am free to write the worst junk in the world".

diagnostic for rhetorical strategies individually read "Upgrading your Colors" and "Diction: We are the Words" from //Spunk and Bite; mark it up!// diagnostic essay conferencing
 * Thurs 9/8--**free-writing using the list of words I project--make surprising combinations; we will share! [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://reimerexpos.wikispaces.com/file/view/Write+a+poem+using+as+many+of+the+words.doc"]] [|Write a poem using as many of the words.doc]

discuss reading from yesterday putting it into practice: [|Upgrading Your Diction.doc]; share some on the board What is the function of a college essay? What qualities do we think we should seek when writing? HW: have flash drives by Monday
 * Fri 9/9**--free-writing: your pick!
 * Peruse [|college essays online]. You must read at least 5.
 * Select the one you think is best--print it out.
 * On the print out, point out lines and phrases that you think are awesome!
 * At the bottom, write a few sentences explaining why this is a successful essay.
 * Circle up--everyone shares!

//Week 2 Objectives://
 * //Work with peers to set rules for collegial discussions or decision-making, clear goals and deadlines, and individual roles as needed//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters//
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//

Review standards related to class discussions; based on these standards, have students create categories that should be part of our graded discussion rubric. [|Discussion criteria.doc] [|Expos GD rubric activity.doc]
 * Mon 9/12**--private free writing
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://reimerexpos.wikispaces.com/file/view/Discussion+criteria.doc"]] ||
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Break students up into groups and have each group work on a section of the rubric. Each group must distinguish between "A", "C" and "D/F" skills. Students will fill in a rubric and we will review each section Read a sample argument; observe and analyze craft, identify audience, purpose, and tone If time: start working on your readings and responses

NYU college essay: read and answer: [|NYU_Essay.doc] Create a list of qualities/skills that we are seeking in the college essay. Discuss other possibilties for a narrative that also reflect these qualities. Start writing! //You must write a completely original piece. Select a question and start brainstorming with a focus on story and description. You can choose one from this list, or find one for a college that interests you.// [|College_Essay_Questions[1.doc]]
 * Tues 9/13--**focused free-writing: what do you see yourself doing after high school? If college, where are you interested in going? What are you interested in studying? If not college, what are your plans and how will you accomplish them? Where do you see yourself in 10 years?
 * what personality traits is the author trying to get across? How do you know?
 * is this a successful essay?
 * would you admit the student to NYU?
 * || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://reimerexpos.wikispaces.com/file/view/College_Essay_Questions%5B1%5D.doc"]] ||
 * external image msword.png || ||
 * external image msword.png ||

Read [|"What's in a Name?" by Sufjan Stevens]; how does he create voice? What IS his voice? Why is he writing? Quick write: How would you define yourself? What has shaped your personality? What voice you want to achieve in your college essay? How might you do this in your writing? Keep drafting--with your voice! HW: be prepared for tomorrow's discussion!
 * Wed 9/14--**private free-writing

//**Thurs 9/15--focused free-writing**// Graded Discussion; self-reflection on discussion: Continue drafting your essay
 * 1) How prepared were you for today’s discussion? Explain.
 * 2) Thinking about the whole group: what went well with today’s discussion? What didn’t go so well?
 * 3) Thinking about just you: what went well with today’s discussion? What didn’t go so well?
 * 4) What will you have to do differently next time?

//**Fri 9/16--**private free-writing--10 minutes// 40 minutes: finish drafting your college essay Peer feedback and self-reflection day! Please share your draft with 2 peers and get their feedback using the attached sheet. [|Peer Feedback.doc] Once you've received feedback, review it and start revising over the weekend!

//Week 3 Objectives://
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Develop and strengthen writing as needed by planning, revising, rewriting, editing or trying a new approach, focusing on addressing what is most significant for a purpose or audience//
 * //Evaluate a speaker's, writer's, or creator's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text//

Read "Cruddy First Drafts" and "Perfectionism" from //bird by bird//: What is the purpose of first drafts? How should we view them? What is our goal? What is the role of perfectionism in our writing? Share out. Radical Revision! What does this mean? How do we do it? Go over this concept and select an area for radical revision using the attached sheet. [|Radical Revision.doc] You should select 2 prompts that help you meet your goals based on Friday's feedback session.
 * Mon 9/19**--private free-writing

Continue your radical revision! While you revise, I will be conferencing with you about your essay and will be asking to see your work on the revision prompts; I'm also interested in hearing how this process feels for you!
 * Tues 9/20**--focused free-writing

for the first half of class: finish any radical revisions, and have a solid 2nd draft ready for the second half of class: print out your solid 2nd draft; I will pair you up--as a pair, complete step 5 on your radical revision sheet
 * Wed 9/21**--private free-writing

Introduction to argument! Read pp. 9-16 from (skip the activities for now--we'll do them AFTER you read); annotate as you read, noting points of interest, advice you'd like to return to, or anything that seems important for your process; share out In pairs, complete activity 2.3 (15) HW: your college essay/narrative for next week--remember, you will be submitting to Teen Ink!
 * Thurs 9/22**--focused free-writing: read and respond to [|this editorial;] what argument is the writer making? how does tone affect the piece? what is your personal response to this argument?

HW: see 9/22!!!
 * Fri 9/23**--NO SCHOOL FOR YOU!

//Week 4 Objectives://
 * //Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging//
 * //Evaluate a speaker's, writer's, or creator's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain//
 * //Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate thoughtful, well-reasoned exchange of ideas//

complete prompt 2 for activity 25. on page 17: you may certainly ask for whatever you want =) //Write a letter to your parents asking them for something you know they won't want to give you, for example, a raise in your allowance, a charge card, or a round-trip ticket to Europe.// //What steps can you take to neautralize the objections you know they are going to have?// Audience and Strength of Claims activity: [|Why Shouldnt little Jimmy play with power tools.doc] complete the first one together; half the class does evens, half does odds; share out
 * Mon 9/26--**private free-writing

Rhetorical devices review (return to diagnostic for this)--consider these as you read the next 2 articles: "How Bingeing Became the New College Sport" and "Life is Precious, or It's Not" from Prose Reader; What arguments and assumptions does each author make? What kinds of support are used? What questions or objections do certain claims or support raise for you? Who is the audience for each? Overall, how strong is each argument? [|kingsolver and seaman questions.doc]
 * Tues 9/27--**focused free-writing: you will receive a peer's letter from yesterday; please read his/her letter and do the following:
 * describe the tone--underline words that create tone
 * underline areas where the writer is paying specific attention to audience--where is the writer making the argument more pallatable, or reaching out to a hesitant/hostile audience?
 * look for ethos, pathos, and logos--label these
 * Which piece of support do you believe is most convincing, and why?
 * Which piece of support is least convincing, and why?
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://reimerexpos.wikispaces.com/file/view/kingsolver+and+seaman+questions.doc"]] ||
 * external image msword.png ||

Start discussing possibilities for the argument assessment: shall we have a common topic? A broad topic? Focus on teens, happiness, our generation, etc.? Or, should everyone get to choose their own topic? Should there be a list of "NO-GO" topics? As a class, draft a possible assignment with some assessment criteria. circle up: review questions from yesterday's readings Analyzing an argument--read annotated argument and accompanying craft analysis as a model for analyzing elements of argument [|gamers annotaions.pdf]  [|gamers analysis model.doc] Work on graded discussion prep and/or college essay and reflection HW: Friday is the last day I will accept a narrative/college essay! Complete the reflection to turn in with your paper. [|College Essay Reflection.doc]
 * Wed 9/28--**private free-writing

HW: Friday is the last day I will accept a narrative/college essay with reflection! Be prepared for your graded discussion tomorrow.
 * Thurs 9/29--NO SCHOOL!**

Graded Discussion w/ self-eval
 * Fri 9/30--**Submit to teenink.com
 * 1) How prepared were you for today’s discussion? Explain.
 * 2) Thinking about the whole group: what went well with today’s discussion? What didn’t go so well?
 * 3) Thinking about just you: what went well with today’s discussion? What didn’t go so well?
 * 4) How did you do compared to last time?

//Week 5//
 * //Conduct short, as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text//
 * //Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation//
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problems//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//

Introduce argument assessment; start researching [|Summative Assessment.doc] Review HSPA diagnostics with students and show them the HSPA tools on the wiki; explain how the independent HSPA skill development will work; students should spend the rest of the class doing initial research for the argument and beginning the HSPA skill work
 * Mon 10/3--**private free-writing

Continue argument research; you should be ready to start drafting a thesis by tomorrow! Continue HSPA skill development; be sure to show me what you worked on today during class so we can talk!
 * Tues 10/4--**focused free-writing from p. 43 of //everything's an argument// (evaluating an image as argument)--share out

Thesis statement activity: [|Thesis Claims.doc] Spend the rest of class clarifying your direction for your argument project. Before moving on, answer these questions and submit via email: 1. What questions will guide your research and writing? In other words, what questions have you had to--or will have to--ask yourself in order to flesh out your topic? 2. What questions do you have, or what support will you need to help you accomplish this? 3. Based on your info so far, what is your proposed thesis statement? 4. Where do you plan to submit your argument for an authentic audience? I will be meeting with you to guide you based on your responses; you'll spend today revising thesis statements, filling any holes you might have in your research, and writing.
 * Wed 10/5--**private free-writing

play devil's advocate; in groups of 4, present your argument and reasons; the other people will seek to disprove your arguments, so you need to be on your toes! Now that you know what questions and opposition your audience can raise, get back to researching!
 * Thurs 10/6--**argument do-now: [|thesis statement evaluation] complete and submit for a score; we'll review together afterwards =)

argument research and writing argument conferencing--meet with me to show me your sources and where you are at with your argument; we'll discuss your weekend plan and set some goals HW: you must have a draft of your argument for Tuesday; we'll be doing radical revision again!
 * Fri 10/7--**quick write: (send to me)
 * 1) who is the audience? be as specific as possible
 * 2) why will the audience read the argument?
 * 3) what should the audience be able to do after reading the argument?

//Week 6//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain//
 * //Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate thoughtful, well-reasoned exchange of ideas//
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Develop and strengthen writing as needed by planning, revising, rewriting, editing or trying a new approach, focusing on addressing what is most significant for a purpose or audience//

introductions--strategies and effectiveness; look at models [|Intro and Conc Help.doc] compose argument introduction; this is a good place for dissonance! Also, use an //although thesis// HW: start working on graded discussion readings
 * Mon 10/10--**focused free-writing: what makes for a quality introduction? share out

focus on creating dissonace in your argument (remember our reading from 9/22) conferencing: where is your dissonance, or where can you put it? How? HW: have a complete draft of your essay for tomorrow (conclusions are the only exception)
 * Tues 10/11--**focused free-writing: where is the dissonance in this argument? what is its effect?

complete step 1 on your radical revision sheet [|Radical Revision.doc] Move into step 2--this should be a discussion! Complete step 3 and give your partner the letter Remaining time: work on step 4 of radical revision OR work on graded discussion prep
 * Wed 10/12--**radical revision day 1

Complete step 4 today; again, select 2 prompts to work with HW: be prepared with your notes and annotations for tomorrow's discussion
 * Thurs 10/13--**radical revision day 2

(save your articles and responses for this one--we will be working with this set of articles again soon!) HW: complete step 5 of radical revision over the weekend
 * Fri 10/14--**Graded Discussion #3 w/ peer evaluation

//Week 7 Objectives://
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use technology, including the internet, to produce, publish, and update individual writing products in response to ongoing feedback, including new arguments or information//
 * //Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text//
 * //Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation//
 * //Conduct short, as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.//

//S//ynthesis: what is it, and how do we do it? apples to apples HSPA work and argument conferencing HW: have a revised copy of your speech ready for tomorrow
 * Mon 10/17--**private free-writing

Radical revision #3 for argument--first, incorporate changes from last week's prompts peer feedback round 2 [|Argument Paper feedback.doc] Introduce blog assignment (synthesis) HW: know your blog topic by Thursday
 * Tues 10/18--**focused free-writing

Review [|how and what to quote]; time to create/revise citations in argument. Check with me to be sure you are doing it correctly! Synthesis Model: [|Synthesis paragraph samples-1.pdf] Synthesis with Big Pharma articles: in pairs, complete the "Making Connections" chart
 * Wed 10/19--**apples to apples
 * || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png caption="external image pdf.png" link="http://reimerexpos.wikispaces.com/file/view/Synthesis+paragraph+samples-1.pdf"]] ||
 * external image pdf.png || ||
 * external image pdf.png ||

Using the Making Connections chart, compose 1-2 paragraphs that synthesize the articles' information. Share out synthesis paragraphs from yesterday; peers must identify your use of synthesis. If needed, revise after this process--then submit for a grade! Start setting up your blog OR finalize your argument HW: the last day I will accept your argument is tomorrow!
 * Thurs 10/20--**focused free-writing: what is your blog topic? where might you go with it? what inspired this choice?

Discuss authentic audience--what is it? what benefits could it serve? what are some options? select either your narrative or argument to submit to an authentic audience continue setting up blog
 * Fri 10/21--**
 * Argument Reflection: **
 * 1) Boiled down to 1-2 sentences, what was your argument?
 * 2) What do you feel most confident about regarding this assignment?
 * 3) What was most challenging (not to say that you failed at this) regarding this assignment? What did you do to help yourself overcome this challenge?
 * 4) What would you do differently the next time, if you had this assignment again? Why weren’t you able to accomplish it this time?
 * 5) Overall, what grade do you believe you should receive and why?

//Week 8 Objectives://
 * //Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences//
 * //Use technology, including the internet, to produce, publish, and update individual writing products in response to ongoing feedback, including new arguments or information//
 * //Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation//
 * //Integrate and evaluate multiple sources of information presented in different media (print and electronic) in order to address a question or problems//
 * //Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topics or issue to stimulate thoughtful, well-reasoned exchange of ideas//

view segments of [|Digital Nation]for Friday's GD Blog and HSPA work
 * Mon 10/24--**focused free-writing

Blog and HSPA work and conferencing; be aware of your timelines and show me your work!!!
 * Tues 10/25--**focused free-writing

share out If time: work on blog
 * Wed 10/26--**understanding synthesis: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://reimerexpos.wikispaces.com/file/view/Understanding+Synthesis.doc"]] [|Understanding Synthesis.doc]

HSPA work--last day for this--we conference on Monday! If time: graded discussion prep
 * Thurs 10/27--**focused free-writing

Graded Discussion #4
 * Fri 10/28--**argument check-in--did you get a response from anyone???

//Weeks 9 & 10//
 * //Determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of a text//
 * //Develop and strengthen writing as needed by planning, revising, rewriting, editing or trying a new approach, focusing on addressing what is most significant for a purpose or audience//
 * //Evaluate a speaker's, writer's, or creator's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone use//
 * //Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation//
 * //Conduct short, as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.//


 * Mon 10/31--SURPRISE SNOW DAY!!!**

HSPA conferencing: did you improve in the areas needed? review where you are now and goals for the test at this point
 * Tues 11/1--**Introduce exam assignment--begin working on this; one part craft analysis, one part radical revision =) [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://reimerexpos.wikispaces.com/file/view/Expository+Writing+Final+Exam2.doc"]] [|Expository Writing Final Exam2.doc]

Blog and exam work--again, please show me another example of synthesis so that I know you have several examples working!!!
 * Wed 11/2--**focused free-writing


 * Thurs 11/3--**Blog and exam work; please show me another example of synthesis so that I know you have several examples working!!!


 * Fri 11/4--**your exams are due at the start of class on Monday; please use today to finish that work; if you have any questions, they must be emailed by 3pm today.


 * Mon 11/7--**last day to work on blogs in class; you will get a very thorough self-evaluation and synthesis analysis for your blog on Wednesday. After you complete it, we'll meet regarding your work for a final conference.


 * Tues 11/8--**EXAMS 1 & 2

Print out blog--complete self-evaluation and synthesis analysis [|Blog Final Grade2.doc]
 * Wed 11/9--**EXAMS 3 & 4