Transcript The Journey - Nampa School District

The Journey
Where have you
come from?
Where are you
going?
The Journey
• This will be the over-riding theme for this class
this year.
• We will be looking at many kinds of journeys:
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Travel/Destinations
Spiritual, Emotional and Moral
Coming of Age/Growing up
Epics
Survival
Self-awareness
And many other possibilities as well
The Journey
• One of my favorite writers, Ursula K. LeGuin, once
said:
“It is good to have an end to journey toward,
but it is the journey that matters in the end.”
Take a few moments to reflect on what LeGuin might
be trying to say with this passage.
The Journey
• One of my favorite writers, Ursula K. LeGuin, once
said:
“It is good to have an end to journey toward,
but it is the journey that matters in the end.”
Take thirty seconds to share your thoughts with
someone sitting near you and another thirty
seconds to hear their thoughts.
The Journey
I’m curious about you.
I’m curious about your journey so far.
I’m curious about what you are journeying towards.
The Journey
On a piece of notebook paper, answer
the following questions about your
journey so far.
Put a header on the page that looks like this:
Your Name
Mr. Watson
English 4B
21 August 2012
The Journey—so far
Please write the question and your answer
1.
2.
3.
4.
5.
6.
7.
8.
Where have you lived?
Who joins you in your journey? (i.e., parents, siblings,
additional family or friends, pets)
What accomplishment or talent are you most proud of?
What do you do for fun/entertainment? (hobbies,
sports, music, movies, etc.)
How has school played a role in your journey?
In what ways has reading and writing played a role in
your journey?
Where have you traveled or vacationed to?
What is something that others would find surprising or
unique about your journey so far?
The Journey—What’s in your future
Please write the question and your answer
1. Where would you like to live?
2. What are your hopes for family and friends in
the future?
3. What do you see as major life goals for your
future?
4. How will you support yourself in the future?
5. What do you see as the role of
school/education beyond high school
graduation?
6. What’s on your bucket list?
The Journey
Getting to Know You
1. Find a partner-preferably someone you don’t know
already
2. Take five to eight minutes to share your answers with
your partner.
3. You might want to take a few notes concerning what you
learn about the other person because…
The Journey
Getting to Know You
4.You will be introducing your partner to the
class in about 10 minutes.
You will introduce them by name (first and last)
You will share one interesting fact about their journey
so far
You will share one interesting thing about their plans
for the future
The Journey
An Essay Writing Exercise
The Assignment:
Create a multi-paragraph expository
essay in which you explain your journey
to your English teacher. Include an
introductory paragraph, body
paragraphs, and a concluding paragraph.
Purpose:
As your teacher, I would like to get to know you better;
as your English teacher, I need to know how you write.
Think of this essay as an opportunity to introduce
yourself to me while at the same time showing me what
you know about the writing process.
The Journey
An Essay Writing Exercise
Suggestions:
•Go back to the questions you answered
earlier for ideas of where this paper might
go.
•Add other pertinent information that you
feel is important for me to know.
•Subtract irrelevant information that
would detract from the organization and
purpose of this essay.
•Look for logical patterns to this
information that will help you organize
your thoughts in a meaningful way.
The Journey
An Essay Writing Exercise
Standards Assessed:
Writing Standard 2a:
Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. *MLA formatting
Language Standard 2c:
Spell Correctly.
Writing Standard 2d:
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Writing Standard 2a:
Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. *MLA formatting
What are the three things this standard is asking you to
do?
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Writing Standard 2a:
Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. *MLA formatting
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Writing Standard 2a:
Introduce a topic; organize complex ideas, concepts,
and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension. *MLA
formatting
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Writing Standard 2a:
Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
*MLA formatting
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Writing Standard 2a:
Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. *MLA formatting
4. Introduces a topic in an engaging way; organizes complex ideas, concepts, and information
to make important connections and distinctions; include formatting, graphics, and multimedia
when useful to aiding comprehension*
3. Introduces a topic; organizes complex ideas, concepts, and information to
make important connections and distinctions; include formatting,
graphics, and multimedia when useful to aiding comprehension*
This
is the
“C”
2. Introduces topic; organizes ideas, concepts, and information, and formatted correctly*
1. Introduces topic; organizes ideas poorly or includes formatting errors
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Language Standard 2c:
Spell Correctly.
4. No spelling errors
3. Minimal spelling errors that do not distract from meaning
2. Spelling errors distract from meaning
1. Spelling errors inhibit meaning
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Language Standard 2c:
Spell Correctly.
Example Sentence:
The quick brown fox jumps over the lazy dog.
4. No spelling errors
3. Minimal spelling errors that do not distract from meaning
2. Spelling errors distract from meaning
1. Spelling errors inhibit meaning
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Language Standard 2c:
Spell Correctly.
Example Sentence:
The quik brown fox jumps over the lazy dog.
4. No spelling errors
3. Minimal spelling errors that do not distract from meaning
2. Spelling errors distract from meaning
1. Spelling errors inhibit meaning
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Language Standard 2c:
Spell Correctly.
Example Sentence:
The quik brown fox jump over the lazy dawg.
4. No spelling errors
3. Minimal spelling errors that do not distract from meaning
2. Spelling errors distract from meaning
1. Spelling errors inhibit meaning
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Language Standard 2c:
Spell Correctly.
Example Sentence:
The quk bran fax jump ofer the lacy dog.
4. No spelling errors
3. Minimal spelling errors that do not distract from meaning
2. Spelling errors distract from meaning
1. Spelling errors inhibit meaning
The Journey
An Essay Writing Exercise
Scoring Rubrics:
Writing Standard 1d:
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
4. Establishes and maintains a formal style and objective tone;
demonstrates a grade-level mastery of English language norms and
conventions
3. Establishes and maintains a formal style and objective tone;
demonstrates a command for English language norms and
conventions
2. Establishes but does not maintain formal style and objective tone;
demonstrates a basic understanding of the English language norms
and conventions
1. Uses informal style or tone or does not demonstrate an
understanding of the English language norms and conventions