1A
1. Freewrite.
2. 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).
3. 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 very different from your rough draft. Do everything on the checklist you made in class. Bring in your revision on Wednesday 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@ycsd.york.va.us — please send an email instead of sending a message through Edline since Edline doesn’t provide your email address to me so I can’t respond!
Absentees: Choose one of the three pieces you wrote last 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 Wednesday. If you can’t get feedback from someone, email your rough draft to Ms. Garvoille and she will email you feedback.
2AB
1. Freewrite.
2. Turn in revision. Students passed in their work. Any students who did not have their printed revision today will receive a late grade deduction unless the computer malfunction or printer explosion is explained by a note from the parent.
3. Vocabulary notes! Students received vocab notes on the first three word parts in Lesson 1 of our vocabulary. If you were absent, download, print, and hole-punch the notes here: V1 first day notes (you will continue on notebook paper) and here: V2 first day notes.
4. Planning memoir. Students received this planning sheet to help them decide what to write their longer memoir about. Ms. Garvoille did an example for the class. All students should finish this for tomorrow: M My Plot Diagram hon.
HW: Finish My Plot Diagram packet for tomorrow.
Absentees: Turn in your revision, rough draft, and checklist to Ms. Garvoille as soon as you get back to school. Download and print the vocabulary notes to put in the vocab section of your binder: V1 first day notes, V2 first day notes. Download and print My Plot Diagram. Follow the directions and fill it out a.s.a.p.
4A
1. Freewrite.
2. Turn in revision. Students passed in their work. Any students who did not have their printed revision today will receive a late grade deduction unless the computer malfunction or printer explosion is explained by a note from the parent.
3. Vocabulary notes! Students received vocab notes on the first three word parts in Lesson 1 of our vocabulary. If you were absent, download, print, and hole-punch the notes here: V1 first day notes (you will continue on notebook paper) and here: V2 first day notes.
4. Editing practice. Students received W4 to help them practice copyediting marks: Copyediting Practice. We focused on “fluff” removal. Students spent about 3 minutes doing this.
5. Planning memoir. Students received this planning sheet to help them decide what to write their longer memoir about. Ms. Garvoille did an example for the class. All students should finish this for Wednesday: M My Plot Diagram hon.
6. Memoir examples. Students picked one of five freshman memoirs to read: “Curtain Call,” “The Thing About Being Mormon,” “Contrast,” “The Fruit of My Labors,” or “My First Best Friend.” These are all real student writing from previous years that were published. Students could spend the rest of the period either reading the example to help them know how to divide their memoir into chapters, or they could work on planning.
HW: Finish My Plot Diagram / Chart for Wednesday. Read the example memoir you chose during class. There will be a short reading comprehension quiz on it just to make sure you are being given credit for the work you’re doing.
No one was absent.
ALEXA GARVOILLE 