Students explored how to improve their essay writing clarity and cohesion through using the TLQ format. TLQ_-zlfrjr
T = transition
L = lead in
Q = quotes
Stunts were given a handout and practiced identifying in a variety of paragraphs.
Students WARM UP was to write a paragraph regarding their comprehension of advertisements. Afterwards, they revised their initial paragraph to incorporate TLQ, in order to show understanding of the new concept. If the revision was not completed in class, it is to be completed for homework.
Students analyzed the purpose, claims ad techniques used in advertisements.
Students analyzed and discussed advertisements of commonly used products and how it affects consumers.
Students viewed advertisements featuring celebrities, and then discussed how they affect consumers.
Afterwards, on page 105, in Springboard they had to write a well-developed paragraph answering the question: Why can celebrities have a significant influence on consumer choices?
WEDNESDAY – FRIDAY
Students will be reviewing how to write an effective paragraph, to include:
ALL STUDENTS WERE GIVEN A MEDIA CHOICE BOARD PROJECT ASSIGNMENT!
People choose to do something, buy something, or think a certain way for many reasons. Often, it’s because they have seen something in the media promoting it. In this unit, you will analyze print, visual, and film texts that are common in the media and advertising. You will also investigate how advertising influences the lives of youth by critically reading and viewing informational text and film. You will analyze the components of argumentation by reading argumentative essays, news articles, and speeches. By the end of the unit, you will become a skilled reader and writer of a variety of nonfiction texts, an engaged collaborator in discussion groups, and an effective argumentative writer.
Embedded Assessment 1: Writing an Explanatory Essay and Participating in a Collaborative Discussion.
Your assignment is to write an explanatory essay that explains the role of advertising in the lives of youth and then to exchangeideas in a collaborative discussion. For your essay, you may use as sources the articles in this unit and at least one additional informational text that you have researched.
For the next three (3) weeks we will be discussing mythology. We will be reading several short stories in Springboard. The students will analyze plot elements, character traits, symbolism – color, animals, Greek/Roman Gods & Goddesses.
Embedded Assessment 2: Creating an Illustrated Myth
Your assignment is to work with a partner to create an original myth that explains a belief, custom, or natural phenomenon through the actions of gods or heroes. Be sure that your myth teaches a lesson or a moral and includes illustrations that complement the myth as it unfolds.
describes a natural phenomenon and includes the idea of choice while cleverly teaching a lesson
skillfully uses story elements to engage the reader and lead to a satisfying resolution
includes vivid visuals that use effective symbolism for the ideas in the myth.
explains a natural phenomenon and teaches a lesson
uses story elements to hook the reader and create a satisfying resolution
includes visuals that connect the ideas in the myth.
does not explain a natural phenomenon or teach a lesson
is hard to follow and does not include sufficient narrative elements to aid the reader
includes few if any visuals to demonstrate the ideas in the myth.
does not tell about a natural phenomenon or teach a lesson
does not use narrative elements
has no visuals to support the myth or demonstrate ideas.
is well organized and clearly follows the plot structure of a story
uses transitions to skillfully guide the reader.
uses essential story elements and follows a plot structure
uses some transitions to move between ideas.
is not well organized and includes only some elements of plot structure
includes few, if any, transitions.
is disorganized and difficult to follow
does not follow plot structure
includes no transitions.
Use of Language
effectively uses figurative language and sensory details to vividly “show” the incident
has few or no errors in grammar, spelling, punctuation, or capitalization.
includes details to enhance the descriptions of characters and setting
contains few errors in grammar, spelling, punctuation, or capitalization, and they do not detract from meaning.
includes details that do not fit the story or descriptions that are not complete
contains mistakes in grammar, spelling, punctuation, and capitalization that detract from meaning.
describes details in confusing language
contains errors in grammar, spelling, punctuation, and capitalization that interfere with meaning.
Students will be introduced to their first summative assessment: Narrative Writing
Students will be going through the Writing Process to draft, edit and revise their narratives. A typed final draft will be submitted.
This is the rubric that will be used to grade their final draft.
skillfully describes an incident and a choice made, and thoroughly reflects on the lesson learned
shows clear evidence of skillful revision to improve meaning, clarity, and adherence to narrative style
includes thoughtful reflection with explanations for changes.
describes a choice, explains the consequences of the decision made, and reflects on the lesson learned
outlines and implements an appropriate revision plan that brings clarity to the narrative
includes reasons for the changes made.
is missing one or more elements of an effective personal narrative (the incident, the choice, the consequences, and/or the reflection)
includes no clear outline or implementation of a plan for revision
is minimal and/or unclear.
does not describe or develop a personal incident
shows little or no evidence of revision to improve writing, communication of ideas, or transitions to aid the reader.
has an engaging beginning that hooks the reader and reveals all aspects of the incident
has a middle that vividly describes the series of events leading to the incident as well as the narrator’s feelings, thoughts, and actions
has a reflective ending that examines the consequences of the choice.
includes a beginning that introduces the incident
includes a middle that adequately describes the narrator’s feelings, thoughts, and actions
provides an ending that examines the consequences of the choice.
reflects very little revision to the first draft’s organizational structure
may not include a beginning, a middle, or a reflective conclusion
may include an unfocused lead, a middle that merely retells a series of events, and/or an ending with minimal reflection and closure.
begins unevenly with no clear introduction or lead
may be missing one or more paragraphs describing the incident and the narrator’s feelings about it
has an inconclusive ending that does not follow from the incident or the narrator’s choices.
Use of Language
effectively uses sensory details and figurative language to vividly “show” the incident
contains few or no errors in spelling, punctuation, or capitalization.
uses sensory images and details to make the incident clear
contains spelling, punctuation, and capitalization mistakes that do not detract.
does not use sensory images and details to make the incident clear
contains mistakes that detract from meaning and/or readability.
does not clearly describe the incident or provide details
contains mistakes that detract from meaning and/or readability.
Think about all of the choices you can make in a school day. Brainstorm some of the choices you make at school and the consequences you face as a result. Using your brainstorm, think of a specific time you had to make a choice at school. Write a short personal narrative with an incident, response, and reflection. Be sure to:
Use transitions to organize the incident, response, and reflection.
Use sensory details and/or figurative language.
Incorporate parallel sentence structure.
Check to make sure you have correctly spelled and punctuated possessive nouns and pronouns.