Transcript Freshmen Week 2 PPT

Monday, August
th
17
Day 4, 81 to go until the end of the semester!!!
Essential Question of the Day:
How will you as an individual make
a difference in your world?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
“Lost Generation” Poem
• http://safeshare.tv/w/JGuKcPXxMF
• Everybody get out a pencil, highlighters, and a copy of the poem
ready.
ESSENTIAL QUESTION: How will I make a difference in my world?
Follow these instructions as you reread the poem silently.
Diction: Specific
Word Choice
Syntax: Sentence
structures
Imagery: Images
that appeal to the
five senses
Tuesday, August
th
18
Day 5, 80 to go until the end of the semester!!!
Essential Question of the Day:
What do I have to do to earn the
grade I desire in this class?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
The 1-9 Rubric
Inspired by the AP Writing Scoring Rubrics

The 1-9 scoring rubric is currently in use by AP teachers
at the high school campuses.

It is a rubric designed by the College Board to
encompass all elements of writing (ideas, organization,
word choice, sentence fluency, conventions, and voice)
Overview
High-Level Papers/Products: These
papers/products have accomplished all
components of the task
Contains elements of both high and low
Low-Level Papers/Products: These
papers/products have missed at least one or
more component of the task (either through
omission or execution)
Even scores
are
determined
by content
and
organization
Odd scores
are
determined
by ‘maturity’
elements:
sentence
fluency,
conventions,
word choice,
and voice

A score of 5 indicates levels
of both ends of the rubric
spectrum.

It tunes in and out; they
are in essence, the spotty
signal papers.
What about the 5?
Same content as 8, more mature writing
Successful
Same content as 6, more mature writing
Satisfactory
Inconsistent
Inadequate
Same content as 4, less mature writing
Little Success
Very little of the task is present to score
Task:
In your team, match the sentences
with their corresponding number.
*The writing task was to write a sentence
about a girl thinking about her favorite
movie.
In preparation for the impending collaborative strategy, the contented girl
reflected on her recent film experiences and arrived at a favorite to share.
The girl thought contentedly about her favorite movie in preparation for the
impending ice breaker activity.
Thinking about her favorite film, the girl was blissful.
The happy girl was thinking about her favorite movie.
The intelligent girl was thinking thoughtfully about a movie.
The girl was thinking.
The gyrl wuz thinking.
The girl stood up.
Girl

As I read each statement, determine whether it is true,
false, true with modifications, or unable to determine
based on information provided.
Research has proven that the best way to give
as many
as
possible.
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higher
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receive
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with
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score.
Quick Quiz!
So what is my grade?
Rubric
Score
9
8
7
6
5
4
3
2
1
Scale 1
Scale 2
Scale 3
Students have minimal experience
with the writing task
Students have moderate
experience with the
writing task
Students have extensive
experience with the
writing task
100
97
94
91
88
85
82
79
76
100
95
90
85
80
75
70
65
60
100
93
86
79
72
65
58
51
44
Using the rubric you just learned,
assign a grade, 1-9, to the essays
provided by me…





Refer to the handout for the prompt, and
evaluate based on the task
Remember, a paper must answer the prompt
to be awarded a 6 or above
An inconsistent paper is a 5
Convention errors generally pull the score
lower
Great vocabulary and stylistic details pull a
score higher
Wednesday, August
th
19
Day 6, 79 to go until the end of the semester!!!
Essential Question of the Day:
How do writers combine diction, syntax and
imagery to create a distinct tone and unique
voice?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
“What’s in a Name?” handout…
• Team member #1: Read Speaker #1’s description out loud.
• Team member #2: As team member #1 reads, HIGHLIGHT the
specific DICTION used by Speaker #1 to create his/her unique voice.
• Team member #3: As team member #1 reads, UNDERLINE and
ANNOTATE next to the selection the specific SENTENCES Speaker #1
uses. Notice if they are short, long, complex, etc…
• Team member #4: As team member #1 reads, CIRCLE any imagery
(words/phrases that appeal to the 5 senses) that Speaker #1 uses.
• AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s
in a Name” with the Diction, Syntax, and Imagery your team
members found. DECIDE AS A TEAM, What is the tone of the
selection? What can you infer about Speaker #1?
“What’s in a Name?” handout…
• Team member #2: Read Speaker #2’s description out loud.
• Team member #3: As team member #2 reads, HIGHLIGHT the
specific DICTION used by Speaker #2 to create his/her unique voice.
• Team member #4: As team member #2 reads, UNDERLINE and
ANNOTATE next to the selection the specific SENTENCES Speaker #2
uses. Notice if they are short, long, complex, etc…
• Team member #1: As team member #2 reads, CIRCLE any imagery
(words/phrases that appeal to the 5 senses) that Speaker #2 uses.
• AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s
in a Name” with the Diction, Syntax, and Imagery your team
members found. DECIDE AS A TEAM, What is the tone of the
selection? What can you infer about Speaker #2?
“What’s in a Name?” handout…
• Team member #3: Read Speaker #3’s description out loud.
• Team member #4: As team member #1 reads, HIGHLIGHT the
specific DICTION used by Speaker #3 to create his/her unique voice.
• Team member #1: As team member #1 reads, UNDERLINE and
ANNOTATE next to the selection the specific SENTENCES Speaker #3
uses. Notice if they are short, long, complex, etc…
• Team member #2: As team member #1 reads, CIRCLE any imagery
(words/phrases that appeal to the 5 senses) that Speaker #3 uses.
• AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s
in a Name” with the Diction, Syntax, and Imagery your team
members found. DECIDE AS A TEAM, What is the tone of the
selection? What can you infer about Speaker #3?
“What’s in a Name?” handout…
• Team member #4: Read Speaker #4’s description out loud.
• Team member #1: As team member #4 reads, HIGHLIGHT the
specific DICTION used by Speaker #4 to create his/her unique voice.
• Team member #2: As team member #4 reads, UNDERLINE and
ANNOTATE next to the selection the specific SENTENCES Speaker #4
uses. Notice if they are short, long, complex, etc…
• Team member #3: As team member #4 reads, CIRCLE any imagery
(words/phrases that appeal to the 5 senses) that Speaker #4 uses.
• AFTER THE SELECTION HAS BEEN READ, fill in the chart for “What’s
in a Name” with the Diction, Syntax, and Imagery your team
members found. DECIDE AS A TEAM, What is the tone of the
selection? What can you infer about Speaker #4?
Thursday, August
th
20
Day 7, 78 to go until the end of the semester!!!
Essential Question of the Day:
How do writers combine diction, syntax, and
imagery to create a distinct tone and voice?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
Friday, August
st
21
Day 8, 77 to go until the end of the semester!!!
Essential Question of the Day:
How do writers combine diction, syntax, and
imagery to create a distinct tone and voice?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
If you have not finished presenting your
“Descriptions by a Mystery Persona,” you will do
this at the beginning of class…
• After the presentations, take out the handout entitled
“Spotlight;” you probably grabbed it yesterday.
• I will read it out loud first; read along.
• In your note margin, write HOW you think the girl feels in the
lunch room this first day of high school. Why do you think that
is?
• After hearing the back story of the excerpt, write in your notes
what the girl might be thinking and feeling, and explain why you
think so. Is your impression of her behavior different after
learning about her experience?
MARKING YOUR TEXTS…FOLLOW THESE
INSTRUCTIONS:
• Write down the TONE of the piece in the notes, and highlight the tone
word(s) you have chosen.
• Write down the girl’s VOICE, using several adjectives. Highlight her voice in
a different color.
• Read through the excerpt silently; as you read, find at least TEN examples of
diction (word choice) and syntax that build the girl’s VOICE. HIGHLIGHT
these words, AND IN THE MARGIN, WRITE HOW THESE WORDS CREATE HER
VOICE!!
• Read AGAIN, this time looking for FIVE examples of words or phrases that
create the TONE of the piece.
• Underline or highlight FIVE examples of imagery; in the margins, explain
why the imagery is effective.
Monday, August
th
24
Day 9, 76 to go until the end of the semester!!!
Essential Question of the Day:
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
Tuesday, August
th
25
Day 10, 75 to go until the end of the
semester!!!
Essential Question of the Day:
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!