1B
1. Freewrite. 5 minutes.
2. Return work. Students received their rough drafts back today with a check, check-plus, or check-minus. Check means you did the assignment and understood; check-plus means you understood the assignment on a deep level and pushed yourself; check-minus means you may not have completely mastered the material. These short writings were homework grades.
3. Copyediting marks. In preparation for our writer’s workshop, we learned the copyediting marks used by editors everywhere. Here they are on the internet! We took notes on these symbols on W2: Copyediting Marks using this powerpoint and the “smart” board (meaning the dry erase board with the projector):
4. Workshop Procedure. We talked through the workshop procedure outlined on W3: Memoir Workshop Guidelines. Students selected their core value and compared their value with their groups. Then, students watched videos of Ms. G’s former students doing step 1 (listening/reading). Finally, we modeled what steps 2-5 would look like as a whole class on Ms. Garvoille’s place piece (left).
5. Workshop groups. Students moved their desks into their workshop groups, chose one of the pieces (setting, character, or dialogue) to revise, and answered the pre-workshop questions on their Writer’s Workshop Checklist. Then, students read and listened, taking plus/delta notes as they listened and giving constructive commentary.
HW: Revise the piece you workshopped. Your revision should be verydifferent from your rough draft. Do everything on the checklist you made in class. Bring in your revision on Monday with all of the drafts and your checklist. The revision should be typed and printed: 12-point, Times New Roman, 1″ margins, with an MLA-format header on the left. If you need more feedback email Ms. Garvoille and she will provide some: agarvoille@york.ycsd.va.us
Absentees: Choose one of the three pieces you wrote this week (or the one that you have with you at home). Revise one by reading it aloud to a parent, older sibling, or other adult. Have them follow the feedback procedures on W3. Then, revise (meaning add, change, delete, etc. in a major way) your writing. Type up the revision (see formatting requirements on the back of W3) and print it out for Tuesday. If you can’t get feedback from someone, email your rough draft to Ms. Garvoille and she will email you feedback.
2AB
1. Freewrite! 3 minutes. We are getting much better at it!
2. Workshop groups. Students moved their desks into their workshop groups, chose one of the pieces (setting, character, or dialogue) to revise, and answered the pre-workshop questions on their Writer’s Workshop Checklist. Then, students read and listened, taking plus/delta notes as they listened and giving constructive commentary.
HW: Revise the piece you workshopped. Your revision should be verydifferent from your rough draft. Do everything on the checklist you made in class. Bring in your revision on Monday with all of the drafts and your checklist. The revision should be typed and printed: 12-point, Times New Roman, 1″ margins, with an MLA-format header on the left. If you need more feedback email Ms. Garvoille and she will provide some: agarvoille@york.ycsd.va.us
Absentees: Choose one of the three pieces you wrote this week (or the one that you have with you at home). Revise one by reading it aloud to a parent, older sibling, or other adult. Have them follow the feedback procedures on W3. Then, revise (meaning add, change, delete, etc. in a major way) your writing. Type up the revision (see formatting requirements on the back of W3) and print it out for Tuesday. If you can’t get feedback from someone, email your rough draft to Ms. Garvoille and she will email you feedback.
4B
1. Freewrite! 3 minutes.
2. Return work. Students received their rough drafts back today with a check, check-plus, or check-minus. Check means you did the assignment and understood; check-plus means you understood the assignment on a deep level and pushed yourself; check-minus means you may not have completely mastered the material. These short writings were homework grades.
3. Copyediting marks. In preparation for our writer’s workshop, we learned the copyediting marks used by editors everywhere. Here they are on the internet! We took notes on these symbols on W2: Copyediting Marks using this powerpoint and the “smart” board (meaning the dry erase board with the projector):
4. Workshop Procedure. We talked through the workshop procedure outlined on W3: Memoir Workshop Guidelines. Students selected their core value and compared their value with their groups. Then, students watched videos of Ms. G’s former students doing step 1 (listening/reading). Finally, we modeled what steps 2-5 would look like as a whole class on Ms. Garvoille’s place piece (left).
5. Workshop groups. Students moved their desks into their workshop groups, chose one of the pieces (setting, character, or dialogue) to revise, and answered the pre-workshop questions on their Writer’s Workshop Checklist. Then, students read and listened, taking plus/delta notes as they listened and giving constructive commentary.
HW: Revise the piece you workshopped. Your revision should be verydifferent from your rough draft. Do everything on the checklist you made in class. Bring in your revision on Monday with all of the drafts and your checklist. The revision should be typed and printed: 12-point, Times New Roman, 1″ margins, with an MLA-format header on the left. If you need more feedback email Ms. Garvoille and she will provide some: agarvoille@york.ycsd.va.us
Absentees: Choose one of the three pieces you wrote this week (or the one that you have with you at home). Revise one by reading it aloud to a parent, older sibling, or other adult. Have them follow the feedback procedures on W3. Then, revise (meaning add, change, delete, etc. in a major way) your writing. Type up the revision (see formatting requirements on the back of W3) and print it out for Tuesday. If you can’t get feedback from someone, email your rough draft to Ms. Garvoille and she will email you feedback.
ALEXA GARVOILLE 