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Honors English 9

Honors English 9. Week 7: February 13-17, 2012. Monday, February 13, 2012. Due Today : Brainstorm and Class Mentor Text Noticeings. Walk-In : Pick up a white binder and turn to a new sheet of paper Learning Objective:

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Honors English 9

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  1. Honors English 9 Week 7: February 13-17, 2012

  2. Monday, February 13, 2012 Due Today: Brainstorm and Class Mentor Text Noticeings • Walk-In: Pick up a white binder and turn to a new sheet of paper • Learning Objective: • Students will record noticeings in a definition essay mentor text related to main idea/theme, ideas and organization, craft and style, and conventions. • Agenda: • Class Mentor Text #3 • Topic Review Homework: Continue gathering research. Outline of draft due Blockday

  3. Setting the Stage • Please write the title of the Definition essay on top of your own sheet of paper. • Pre-Reading Discussion • What is your definition of success? • How and where is this used in context in our everyday lives? • What different meanings are associated with this term? • What influenced your definition? • What personal experiences? • What learned (or researched) experiences? • What potential biases do you have toward this term or definition? • After listening to our discussion, how was your definition similar or different than that of the class and your peers.

  4. Setting the Stage • While reading second class Mentor Text, please record information and what you notice about the ideas, organization, craft and style, and conventions. • Use the questions and sentence starters on your handout to help your record what you notice on your own sheet of paper.

  5. Mentor Text #3: Definition Essay Ideas Organization • Definitions – How many different definitions are given? How is this subject defined? (Are these personal, historical, cultural, literary, etc…) • ORGANIZATION – What patterns do you notice? Is it formal or informal? How does the piece flow?

  6. Mentor Text #3: Definition Essay Ideas Organization • Main Idea/Theme or Realization - What is being said about the subject? Why should this be defined (what is the purpose)? • Introduction/OpeningWhat techniques are used to engage the audience? (Hook)

  7. Mentor Text #3: Definition Essay Ideas Organization • Title:How does the title support the purpose, main idea or realization? How do you think the author came up with their title? • Body/ MiddleHow does the author explain or support/defend their definitions? What support is presented? (personal, historical, cultural, literary) How was the information acquired? Is there a balance of sources? What sequence or order is used?

  8. Mentor Text #3: Definition Essay Craft and Style Organization • Who is the target audience? What words would you use to describe the tone? What mood would this piece put the reader in (How would a reader react)? • Conclusion/EndingHow does the essay come to a close? Does the reader need to infer the realization or does the author present a realization?

  9. Mentor Text #3: Definition Essay Craft and Style Organization • Who is the target audience? What words would you use to describe the tone? What mood would this piece put the reader in (How would a reader react)? • Conclusion/EndingHow does the essay come to a close? Does the reader need to infer the realization or does the author present a realization?

  10. Mentor Text #3: Definition Essay Craft and Style Creativity and Curiosity • Sentence Fluency: How is the essay formatted? How does the author strategically manipulate the format, transitions, sentence structures or punctuation to help support their purpose and/or tone? Is there something unique to the format that contributes to the tone/purpose? • Questions or Wonderings– Why did the author do this? • It is confusing when the author does/says… • I wonder why the author included… • I don’t understand why the author… • It would have been helpful/easier to understand if the author…

  11. Mentor Text #3: Definition Essay Craft and Style Creativity and Curiosity • Voice: What words does the author use to help create tone? • Favorite Noticings– What did I like about this piece? Is there something I might want to use in my essay? Craft and Style • Conventions: Where does the author use different types of punctuation? Why does s/he do so? What purpose does it serve? How does it support the big ideas?

  12. Due Today: Tuesday, February 14, 2012 • Walk-IN: Pick up a white binder and take out a new sheet of paper. • Learning Objective: • Students will record noticeings in a definition essay mentor text related to main idea/theme, ideas and organization, craft and style, and conventions. • Students will determine techniques that must always, sometimes, and never appear in a definition essay. • Agenda: • Informal Class Noticeings • Definition Essay Expectations Homework: Page 19-26 vocabulary workbook Outline of definition essay

  13. Immersion • Pre-Reading Discussion • What is your definition of security and girl? • How and where is this used in context in our everyday lives? • What different meanings are associated with this term? • What influenced your definition? • What personal experiences? • What learned (or researched) experiences? • What potential biases do you have toward this term or definition? • After listening to our discussion, how was your definition similar or different than that of the class and your peers.

  14. Informal Noticeings • After reading “Security” and “Girl” what are some informal noticeings that you can make about these definition “essays”? • How are they similar and how are they different from the ones we have read so far?

  15. Definition Essay Always, Sometimes, and Never Chart

  16. Definition Essay Always, Sometimes, and Never Chart

  17. Definition Essay Always, Sometimes, and Never Chart

  18. Definition Essay Always, Sometimes, and Never Chart

  19. Essay Outline • Introduction • Hook • Background Context • Definition (explicit or implied) • Body • Multiple Paragraphs • Each paragraph focuses on one example • Examples can focus on misuse of definition • Examples can focus on redefining the word in a variety of ways • These should be a combination of personal, cultural, historical, or literary • Conclusion • Explains the significance or importance behind redefining the word

  20. Wednesday/Thursday, February 15-16, 2012 Due Today: Final Definition Essay • Walk-IN: Pick up a white binder and take out your outline of your definition essay. Put your vocab workbook in the box. • Learning Objective: • Students will revise to create and engaging opening;create a smooth transitions; create a conclusion that connects back to and reflects on the purpose of redefining your word; use precise words and phrases, showing details, and figurative language to convey vivid pictures of the experiences and events; refine the expression of voice and tone in a text by selecting and using appropriate vocabulary; and show knowledge of phrases and clauses to build sentences for a particular effect (e.g., intentionally varying sentence rhythm, showing relationships, and directing reader’s attention) • Agenda: • Always sometimes never chart • Drafting • Revision • Publishing • Test return and review Homework: Nothing. Have a nice long weekend.

  21. Definition Essay Always, Sometimes, and Never Chart

  22. Definition Essay Always, Sometimes, and Never Chart

  23. Definition Essay Always, Sometimes, and Never Chart

  24. Definition Essay Writing Day Step 1: Write a draft—just get it out! Step 2: Revision Find a mentor text to use to incorporate techniques. Use your Always, Sometimes, Never chart. Find a quiet place to reflect on your own. Come up an ask me a direct question. Step 3: Publishing Incorporate Revisions Format Essay Print out—staple rubric on top, mentor text noticeings, word searches, etc…planning and drafts, and final on the bottom.

  25. Revision Step 3: Look at your Always, Sometimes, and Never Chart. Re-read your essay and revise accordingly. Step 4: Look at the following options of revision below and determine if you need to address any of the following. • Entertain a new perspective related to your purpose • Explain a detail in more depth • Provide additional examples for points you make • Add a story, an example, or more facts • Notice a contradiction someone might raise to your ideas and purpose and revise • Develop your voice or add another voice to support your own: quotes, paraphrases, summaries from outside sources (research) Step 5: Revise according to the six traits included among the four organizing concepts in the rubric.

  26. Revision Day 2 • MLA formatting including: • Right Justified Header: Name Page# • Left Justified Heading: Name, Teacher, Class, Period, Date • 1 inch Margins • 12 point Times New Roman Font • Double-space, check box to NOT add space between paragraphs

  27. Friday, February 17, 2012 Due Today: • Walk-In: • Learning Objective: • Agenda: • No School—teacher workday Homework: .

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