Mr. Stone shared Psalms 42:1 and a story for devotional time.
Students used a peer edit checklist to help them review a classmates revised draft. Mr. Stone worked on checking revised drafts, peer critiques, and revision plan sheets.
Students were directed to begin reading the introduction to Gerald Graff and Cathy Birkenstein's They Say/I Say: The Moves That Matter in Persuasive Writing when they completed their peer editing. They need to complete a study guide for the introduction as they read it. This is currently not a homework assignment.
Homework: Prepare a final draft of the remembering an event essay for tomorrow.
Wednesday, August 31, 2011
Monday, August 29, 2011
Sixth Class: Classification Folders & Syllabus
Devotional Thought: "If you want a quality, act as if you already have it." William James
Mr. Stone distributed a blue classification folder to each student with their name on it. He explained how the six-flaps of the folder keep the student's writing organized. Students hole-punched their prewriting and the rough draft of their remembering an event essay and placed them in their folders.
Mr. Stone distributed class syllabii and emphasized its most important content and the students' responsibility to read the document.
Students received questions to help them process their reading of the dialogue handout.
Homework: Complete dialogue worksheet.
Mr. Stone distributed a blue classification folder to each student with their name on it. He explained how the six-flaps of the folder keep the student's writing organized. Students hole-punched their prewriting and the rough draft of their remembering an event essay and placed them in their folders.
Mr. Stone distributed class syllabii and emphasized its most important content and the students' responsibility to read the document.
Students received questions to help them process their reading of the dialogue handout.
Homework: Complete dialogue worksheet.
Thursday, August 25, 2011
Fifth Class: Discussion of SAT Essay Grading Rubric
After prayer, Mr. Stone discussed the SAT essay grading rubric with the class and returned their essays from last week with marks for their review.
Students submitted the rough draft of their remembering an event essay.
Homework: Read the dialogue handout passed out in class for a quiz on Monday.
Students submitted the rough draft of their remembering an event essay.
Homework: Read the dialogue handout passed out in class for a quiz on Monday.
Wednesday, August 24, 2011
Fourth Class--Evaluating Remembering an Event Prewriting
After a prayer, students took a quiz over yesterday's description lecture (Notes Quiz 2).
Students worked with a partner to evaluate their selection of a topic for their remembering an event essays.
Students received a handout listing the basic features needed for their remembering an event essay. Their final essay needs to be 2 1/2 to 3 pages long.
Students finished taking notes on how college writing looks and how does writing make a difference.
Homework: Write the rough draft of your remembering an event essay. The rough draft must be at least two double-spaced pages to receive full credit.
Students worked with a partner to evaluate their selection of a topic for their remembering an event essays.
Students received a handout listing the basic features needed for their remembering an event essay. Their final essay needs to be 2 1/2 to 3 pages long.
Students finished taking notes on how college writing looks and how does writing make a difference.
Homework: Write the rough draft of your remembering an event essay. The rough draft must be at least two double-spaced pages to receive full credit.
Tuesday, August 23, 2011
Third Class
Mr. Stone shared Proverbs 15:1 with the class and prayed before a quiz over the previous day's notes. Students graded a peers quiz in class and reviewed their own scores.
The class read and discussed Jay Allison's "Back at the Ranch."
Students took notes on description.
Mr. Stone checked the students the topic invention list and gave them a series of questions to help them evaluate their topic options.
Homework: Review class notes for a quiz and using the evaluative questions provided in class, determine which personal narrative you wish to use for your essay.
The class read and discussed Jay Allison's "Back at the Ranch."
Students took notes on description.
Mr. Stone checked the students the topic invention list and gave them a series of questions to help them evaluate their topic options.
Homework: Review class notes for a quiz and using the evaluative questions provided in class, determine which personal narrative you wish to use for your essay.
Monday, August 22, 2011
The Second Class: The Writing Process--An Introductory Review
Mr. Stone prayed after sharing a personal experience he would have chosen to discuss in response to last week's SAT essay practice prompt.
Students had five minutes to review "God in the Doorway" and "Calling Home" and then completed two corresponding quizzes.
Mr. Stone lectured on the writing process. Students were instructed to take notes.
Homework: Complete the prewriting topic invention sheet for the remembering an event essay and review today's lecture notes for a quiz tomorrow.
Students had five minutes to review "God in the Doorway" and "Calling Home" and then completed two corresponding quizzes.
Mr. Stone lectured on the writing process. Students were instructed to take notes.
Homework: Complete the prewriting topic invention sheet for the remembering an event essay and review today's lecture notes for a quiz tomorrow.
Thursday, August 18, 2011
First Class
Devotional Text: John 1:1
Students spent 25 minutes writing an essay in response to a practice SAT prompt.
Mr. Stone shared the address for the class blog and announced the second essay the students will write will be a narrative essay/remembering-an-event essay. In preparation for this essay, he read aloud Annie Dillard's "God in the Doorway" and the first part of "Writing God in the Doorway." The class briefly discussed Dillard's "God in the Doorway." The students noted the multiple narratives contained in the essay and its moral ending.
Mr. Stone talked about his own college English composition teacher and her emphasis on the use of "concrete and specific" details.
Homework: Finish reading Dillard's "Writing God in the Doorway" and Jean Brandt's "Calling Home." There will be a quiz on Monday.
Students spent 25 minutes writing an essay in response to a practice SAT prompt.
Mr. Stone shared the address for the class blog and announced the second essay the students will write will be a narrative essay/remembering-an-event essay. In preparation for this essay, he read aloud Annie Dillard's "God in the Doorway" and the first part of "Writing God in the Doorway." The class briefly discussed Dillard's "God in the Doorway." The students noted the multiple narratives contained in the essay and its moral ending.
Mr. Stone talked about his own college English composition teacher and her emphasis on the use of "concrete and specific" details.
Homework: Finish reading Dillard's "Writing God in the Doorway" and Jean Brandt's "Calling Home." There will be a quiz on Monday.
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