1st per, Pre-College Language and Literacy 2-Mon & Thurs 8:30-9:30 Assignments

I have a Guided Draft assignment all set up for you in NoRedInk. Right now the points for this assignment are for meeting the deadlines for each component:
-The due date here has been updated to reflect that your Conclusion is due Thursday, 3/11
Remember, your draft doesn't have to be perfect- just complete, as in, all 5 paragraphs have to exist. Thanks!

The attached slide has your group's Meet links, plus a link to the prompt you all came up with last Thursday.
You also have your own copy of the Super Basic Outline here. Please ask your group for help if you are stuck!

What are the elements of a strong Literary Analysis essay? In other words, if you were the teacher grading the essay, what would you look for?

Today you were introduced to our final writing project for this term: a literary analysis essay on the theme of identity in your group's book.
What do you anticipate will be easy for you in this essay?
What will be your challenges?

Here is a copy of the short story "Fish Cheeks" by Amy Tan. You also have a copy of the assessment questions. Do your best!

We have really focused on analyzing literary texts, specifically on making inferences (Level 2), or "reading between the lines" at what the author is implying rather than stating outright.
How much growth do you think you have made in this area? How do you know? (If you can, think of a specific example from "Just Walk on By," "Geraldo No Last Name," or "Fish Cheeks.")

Since many students were not happy with their NoRedInk quiz score, here is your chance to prove that you have learned how to identify and correct run-on sentences. Everyone must complete the quiz, even if you were happy with your previous score. I will use the higher of your two scores.
The quiz opens at the end of class today, and is due next Tuesday (since we don't have school Monday).

Since many students were not happy with their NoRedInk quiz score, we are going to break it down to one skill at a time. For now, focus on correct run-ons, or fused sentences (when multiple complete sentences are punctuated as though they are one sentence).

1. Why do you think I chose this story as part of our unit on Identity? (Level 3)
2. What did you learn today about answering Level 2 Questions (making inferences)?

Until now, I have been giving you a completion grade (full points when you get the practice done).This time, you will receive points based on how many answers are correct. Don't be nervous, but do your best!

If you haven't completed the previous Practice assignments on these topics, I recommend doing those first! You have until our next class to get this done.

We continue our journey toward sentence clarity by using correct punctuation when a compound sentence incudes a THAMOs (therefore, however, also, moreover, otherwise).

We continue our journey toward sentence clarity by using correct punctuation when a compound sentence incudes a FANBOY (for, and, nor, but, or, so).

1. How did your group discussion go?
2. Was it better before or after I gave you the questions? Explain.

Based on our work in NoRedInk, plus last term's writing assignments, we need to practice our sentences.
Here is your NoRedInk login again (feel free to bookmark your NoRedInk page.)
When you get there, you will see the "Run-On Sentences" Practice assignment. Please complete it before we meet again on Monday, 1/25 (it's designed to take you 15-30 minutes).

We will read this aloud during class, and then you will begin the textual analysis assessment questions on the Google Form attached here. Remember, Google Forms don't save, so you'll need to complete it now.

Be sure to click "Turn In" here in Google Classroom after you have submitted your Google Form.

P.S. The Google Form is will not be open to responses until AFTER we've read the text once together, so don't try to start it until it's time for everyone to start.

P.P.S. Even though this is a quiz in Google Forms, I have to manually grade each item. So at first it will say zero points, but don't freak out! I will try to have them graded by the next time we have class.

Work as a group to set page # or chapter # due dates for yourself.
EVERYONE in the group must complete this, but the Recorder (Person 3) should also present theirs for the sake of clear communication within the group.

As we watch the video of this poem, consider:
1. What is one moment or line that stood out to you?
2. What connection can you make to what we’ve been learning about writing poetry, or to our theme of identity?

Our work on the Diagnostic Assessment hows that many of us can use some practice when it comes to understanding verbs. Here is your NoRedInk login again (feel free to bookmark your NoRedInk page.)
When you get there, you will see the "All About Verbs" Practice assignment. Please complete it before we meet again on Thursday, 1/21 (it's designed to take you 20-30 minutes).

Please follow the link to NoRedInk, and complete the prompts for the Grammar Diagnostic.
When you finish, please click "Turn In" here so it gets marked as done.
Thank you!

We analyzed the Mentor Texts, and brainstormed for our own poems today. Your job is to complete your own poem now at the bottom of this document. It's due by the time we have our next class. Thank you!

Please copy and paste your draft onto this document, proofread it and make any improvements you think necessary.
I have attached the rubric to this assignment, so take a moment to look at that as you think about your final draft.
I have also attached the directions for when we share in our small groups.

Please read the syllabus and watch the 3 minute video. The question you need to respond to is part of the video (so you have to watch it!)

All instructions for this activity will be given during class time.