Transcript TAPCo Academy MS ELA

TAPCO ACADEMY
MS ELA
September 9th-13th, 2013
Middle School ELA Yearly Standards
DAY ONE
Summarizing Text
RESPONSIBILITIES THIS WEEK
TAPCo academy is a week intensive crash course
on the most important ELA skills. This week you
should be taking notes and following very close
attention as you will use these skills all year
long. The skills you learn in the following week
are the essence to what makes us all excellent
readers and writers.
 One period of lesson
 One period of practice and implementation
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GOALS FOR WEEK
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Monday: SWBAT summarize
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Tuesday: SWBAT annotate and close read complex text
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Wednesday: SWBAT develop a claim supported by evidence
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Thursday: SWBAT draft and peer-edit an essay
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Friday: SWBAT publish essay and complete baseline
TEXTS THIS WEEK
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“How to Make Sure Facebook Doesn’t Ruin Your
Life” by Ilisa Cohen
“Exposed to the Max” by Leah Paulos
YOU WILL NOW HAVE 15
MINUTES TO READ THESE
ARTICLES
WHAT MAKES A GOOD SUMMARY?
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CONCISE
COMPLETE
OBJECTIVE
A summary is a condensed version of a text. A good
summary is concise, focusing on the relevant
ideas, and leaving out much of the irrelevant details
of the text.
A good summary is also complete, covering all
of the important ideas found in the text.
A summary should be objective; the goal should
be to cover the text fairly, without inserting your own
opinion or perspective.
WRITING A CONCISE SUMMARY
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A concise summary is one in which the author's
main ideas have been captured in a few wellchosen words, and supporting details that
explain the article. A good strategy for capturing
the key ideas is to go through the entire text and
write the main point of each paragraph in the
margin or on note paper. Then, go over your
notes and ask yourself how each paragraph fits
into the author's overall main idea. After going
over each paragraph, you will need to determine
what the relevant information is vs. the
irrelevant information.
WRITING A COMPLETE SUMMARY
Though the goal in summary writing is to be concise and
eliminate irrelevant supporting details, it is also important not
to leave out important sections of an author's text. If an author
spends a substantial amount of time and space on a topic, a
summary should include at least a brief explanation of why that
section is there. A complete summary is one that does not skip
over key points.
Irrelevant Information
Relevant Information
MONDAY SEPTEMBER 9TH
WRITING AN OBJECTIVE SUMMARY
It is important in summary writing to resist the
temptation to writing personal examples, and
opinions. Even seemingly innocent adjectives
used to describe an author's work, such as
“good work" or “interesting insight" are not
correct in a summary. A summary should be an
objective and open-minded paraphrase of an
author's work.
 In other words, do not tell the reader how you felt
about the piece. Look from an “objective point of
view” at the work.
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TASK
Using the steps you have learned today, during
your next ELA period, write a summary of the
texts using the guidelines learned today. This
summary should be 3 paragraphs long. Each
paragraph should be well developed and should
follow the standards of summary writing learned
today.
CONCISE
 COMPLETE
 OBJECTIVE
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DAY TWO
Close Reading and
Annotating Text
ANNOTATING AND CLOSE READING
COMPLEX TEXT
A close reading is an intensive analysis of a text
in order to come to terms with what it says, how
it says it, and what it means.
 Important to become an excellent reader
 Ask questions
 Annotating
 Requires a text to be read multiple times
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TUESDAY SEPTEMBER 10TH
READ WITH A PENCIL IN HAND!
Annotate the text.
 Underlining or highlighting key words and
phrases
 Anything that strikes you as surprising or
significant, or that raises questions
 Making notes in the margins.
 When we respond to a text in this way, we not
only force ourselves to pay close attention, but we
also begin to think with the author about the
evidence—the first step in moving from reader to
writer
WHAT ARE ANNOTATING FOR?
Inferences
 Making connections (text, self, world)
 Predictions
 Opinions
 Things you notice
 Vocabulary (figure it out in context)
 Things that seem important to you
 Conclusions you draw
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MOST IMPORTANT PART OF CLOSE
READING
Ask yourself questions!
 Challenge the author and their conclusions
 Why?
 How?
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TASK
Using the steps you have learned today, during
your next ELA period, do a close reading of the
texts using the guidelines learned today. Your
articles should be SMOTHERED in annotations.
Re-read
 Annotate
 Ask questions, make predictions, draw
inferences etc.
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DAY THREE
Developing Claims
Supported by Evidence
DEVELOPING CLAIMS SUPPORTED
BY EVIDENCE
Developing a claim about a text is one of the most
important things an engaged writer can do.
 Done in college
 Make a conclusion about a text
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WEDNESDAY SEPTEMBER 11TH
MAKING A CLAIM ABOUT AUTHOR’S
POV
Use academic language
 Example: In the article “Timeless” by John
Smith, he examines the topic of aging and the
effects it has on women. Smith argues that
women are becoming more and more interested
in their appearance because of society’s obsession
on youth.
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In this example, the writer states the name of the
article, the author, a sentence summarizing it,
and the conclusion that the author has drawn.
FINDING RELEVANT SUPPORTING
EVIDENCE
Relevant Evidence
Irrelevant Evidence
ANALYZING EVIDENCE
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Once you have developed a claim and decided
what evidence is relevant to support the claim,
the next step is analyze the evidence.
This is the bulk of an essay
What is the author trying to say? Why is the
author saying it?
TASK
During the remainder of the period, begin to
develop a claim about what Cohen and Paulos
are saying. What is the main idea of their
articles? What are they trying to say?
 When you finish developing your claim, look for
evidence. Fill out the relevant and irrelevant
evidence chart.
 When you arrive to the second ELA period, begin
to analyze the evidence. What is the author
saying? Why is the author saying it? You must
have at least 5 pieces of evidence that support
your claim.
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DAY FOUR
Drafting and Peer-editing
DRAFTING AND PEER-EDITING
Important steps to being an excellent writer
 Essays must have drafts
 Multiple drafts
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THURSDAY SEPTEMBER 12TH
THE WRITING PROCESS
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Prewriting- Time to think
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First Draft- Time to write it down
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Revising and Peer-editing- Time to improve my writing
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Publishing- Time for my final product
PREWRITING
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Prewriting- time to think
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What is my claim?
What is my evidence?
Do I have prior knowledge?
Did I write an outline?
What do I want to say?
Did I brainstorm?
How will I say it?
Will I use a graphic organizer?
Who is my audience?
What is my purpose for writing?
FIRST DRAFT
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First draft- Time to write it down
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What are my details?
Which ideas do I want to develop?
Is my vocabulary colorful?
What is my evidence?
Is it relevant and analyzed sufficiently?
Am I supporting my claim?
Remember: don’t waste time fixing and editing. This is the
time to let your ideas flow freely. You will have a chance
to fix them later!
REVISING AND PEER-EDITING
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Revising and peer-editing- Time to Improve my Writing
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Is my introduction clear?
Does my conclusion wrap up the essay?
Did I reread my work?
Did I support my claim and stay on track?
Did I analyze my evidence?
Are my details clear?
Can I fix my grammar?
Did I give it to at least three people to look at and revise?
Have I checked all of my spelling, grammar, capitalization,
and punctuation?
PUBLISHING
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Publishing- time for my final product
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Typed: Size 14 point font, time new roman, double spaced
Formatted correctly (MLA)
Do I feel confident about my work?
Is it the best work that I can possibly do?
Did I write multiple drafts?
TASK
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During your next ELA period, you will write the outline and
first draft of your essay. This essay will be due during
tomorrow after your baseline assessment.
Using the claim that you developed and evidence that you
have collected this week about the main idea that the author
is presenting, write a well-developed five paragraph essay.
You do not need to write a finished essay, this is simply the
first draft with revisions.
Be sure to
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Show evidence of learning from the entire week
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understanding of the text from the summarizing and close reading
Proof of revisions, drafting, and peer-editing
Use of clear and relevant detail
Understanding of author’s point
Neat and well-written
Your best work
Tomorrow you will have a chance to write your final draft.
This will be graded and will count as your baseline essay for
the year.
DAY FIVE
Publishing an Essay/
Baseline
PUBLISHING AN ESSAY/ WRITING THE
FINAL DRAFT
Publishing an essay gives you a chance to
showcase your work.
 The final draft of an essay is your writing after
sufficient drafting, revisions, and editing.
 Your final draft should NEVER be the first thing
that comes to mind. The point is that is has a lot
of work and thought to it.
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FRIDAY SEPTEMBER 13TH
BASELINE TASK
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Today you will have three periods of ELA. This period and two other
periods. During these periods you are to write the final draft of the
task from yesterday.
Task:
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Using the claim that you developed and evidence that you have
collected this week about the main idea that the author is presenting,
write a well-developed five paragraph essay. Using the first draft
with all of the edits from yesterday, write the final draft of your
essay.
Be sure to
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Show evidence of learning from the entire week
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understanding of the text from the summarizing and close reading
Proof of revisions, drafting, and peer-editing
Use of clear and relevant detail
Understanding of author’s point
Neat and well-written
Your best work