Greetings Students!
Today was a wild adventure–for me at least! Trying to fit in instruction AND time to actually write in a writer’s workshop is a challenge! My hope is that the more we do it, the more efficient we will get. Some had tech challenges with slow internet connection–I appreciate students rolling with the punches as we may have some trial and error as we figure it out as we go.
We started the day with a QuickWrite. A short text by Rick Reilly called “I Really, Really, Really Miss Sports” written during the pandemic served as our mentor text. We observed how the writer used anaphora–repetition of the beginning of sentences for emphasis as well as rhythmic language. After they added those Craft Moves to their charts, students tried their hands at writing about something they “missed.” As they shared a word, a sentence or a phrase from their writing, I heard some students trying the craft moves we had highlighted together!
We covered a lot of ground in the writing portion of the class. The first item of business was introducing Essay 2. This is a process analysis essay where students will research a process, decide on an audience and explain the process step by step. It will feature a diagram which illustrates the process. Students will need to research and include MLA citations. They were given some time to brainstorm and pre-write. They now have two essays going and should be working on both of them at home.
How we submit writing and conduct writer’s workshops this year is new, so we took some time to discuss these procedures. The slideshow we walked through is posted on Google Classroom along with a video tutorial that takes students step-by-step through the process of pre-writing, conferring, peer review, rough drafting and final drafts.
Because of the time we invested in learning the procedures, we didn’t get to the workshop for Essay 1 or conferences. Students will need to come to my office hours to confer next week→Tuesdays 12-1 and keep working on both their essays!
For literature, we did a check-in for Peace Like A River. Some students seemed fuzzy on the main climatic event, so I heartily recommend they get going on their reading. For homework, they will read chapters 4 & 5 and do 3 Reader Responses.
Last, for the grammar portion, students were given the KEY to all the grammar worksheets for this semester. I explained that as we work through our grammar–parts of speech and phrases–they will need to correct their own work. There is alot of learning that happens in that process! The KEY is also posted on Google Classroom–I won’t be handing out another one. For the most part, I will teach grammar mini-lesson and they will have some in class time to complete their worksheets. This works well so I can answer any questions they might have while we are all together. Today, we reviewed nouns, pronouns, adjectives and adverbs. They have two worksheets.
Whew! We covered a lot of ground today. Please reach out if you have any questions!
Blessings,
Mrs. G
Homework
Rough Draft to Final Draft video tutorial
Essay 2 How Does This Work? Rough Draft
Keep working on Essay 1–My Favorite Mistake
Confer with Mrs. G Monday 12-1 (if you are ready).
Peer Review (when you are ready)
Read Chapter 4 & 5 PLAR
Links for this week
About Essay 2–How Does This Work?
Writer’s Workshop Procedures slideshow
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