Monday, August 17 How can the acquisition of English world?

Monday, August
th
17
Day 4, 81 to go until the end of the semester!!!
Essential Question of the Day:
How can the acquisition of English
skills prepare me to influence my
world?
GRAB THE HANDOUTS ON YOUR TABLE IN THE FRONT OF
THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
We’ll spend HALF of the period finishing your
posters from Thursday.
• Find the group of 4 that you worked with on Thursday. Posters are on
the table in the front.
• Remember: the guiding question is : How does the acquisition of
English skills prepare me to influence my world. Use this question to
create the poster.
• Follow all directions on the handout to receive full points. A poster
that contains all the required elements starts at an 85%; to reach the
90% and higher range, it must be especially creative and insightful.
• All group members names should be on the back of the poster for
credit.
What is my responsibility to society (and the
greater world)?
•“Lost Generation” Poem
• http://safeshare.tv/w/JGuKcPXxMF
Tuesday, August
th
18
Day 5, 80 to go until the end of the semester!!!
Essential Question of the Day:
What do I have to do to earn the
grade I desire in this class?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
The 1-9 Rubric
Inspired by the AP Writing Scoring Rubrics

The 1-9 scoring rubric is currently in use by AP teachers
at the high school campuses.

It is a rubric designed by the College Board to
encompass all elements of writing (ideas, organization,
word choice, sentence fluency, conventions, and voice)
Overview
High-Level Papers/Products: These
papers/products have accomplished all
components of the task
Contains elements of both high and low
Low-Level Papers/Products: These
papers/products have missed at least one or
more component of the task (either through
omission or execution)
Even scores
are
determined
by content
and
organization
Odd scores
are
determined
by ‘maturity’
elements:
sentence
fluency,
conventions,
word choice,
and voice

A score of 5 indicates levels
of both ends of the rubric
spectrum.

It tunes in and out; they
are in essence, the spotty
signal papers.
What about the 5?
Same content as 8, more mature writing
Successful
Same content as 6, more mature writing
Satisfactory
Inconsistent
Inadequate
Same content as 4, less mature writing
Little Success
Very little of the task is present to score
Task:
In your team, match the sentences
with their corresponding number.
*The writing task was to write a sentence
about a girl thinking about her favorite
movie.
In preparation for the impending collaborative strategy, the contented girl
reflected on her recent film experiences and arrived at a favorite to share.
The girl thought contentedly about her favorite movie in preparation for the
impending ice breaker activity.
Thinking about her favorite film, the girl was blissful.
The happy girl was thinking about her favorite movie.
The intelligent girl was thinking thoughtfully about a movie.
The girl was thinking.
The gyrl wuz thinking.
The girl stood up.
Girl

As I read each statement, determine whether it is true,
false, true with modifications, or unable to determine
based on information provided.
Research has proven that the best way to give
as many
as
possible.
A
Conventional
A
Apaper
student
paperstudents
without
that
whoanswers
errors
misunderstands
conventional
always
the comments
prompt
place
errors
the
aatpaper
prompt
is
a always
basic
inbut
the
level
going
writes
lower
is to
a
anscore
excellent
higher
paper
than
halfwill
aofpaper
receive
the
6. scale.
with
a lower
a few half
errors.
score.
Quick Quiz!
So what is my grade?
Rubric
Score
9
8
7
6
5
4
3
2
1
Scale 1
Scale 2
Scale 3
Students have minimal experience
with the writing task
Students have moderate
experience with the
writing task
Students have extensive
experience with the
writing task
100
97
94
91
88
85
82
79
76
100
95
90
85
80
75
70
65
60
100
93
86
79
72
65
58
51
44
Using the rubric you just learned,
assign a grade, 1-9, to the essays
provided by me…





Refer to the handout for the prompt, and
evaluate based on the task
Remember, a paper must answer the prompt
to be awarded a 6 or above
An inconsistent paper is a 5
Convention errors generally pull the score
lower
Great vocabulary and stylistic details pull a
score higher
Wednesday, August
th
19
Day 6, 79 to go until the end of the semester!!!
Essential Question of the Day:
Can I determine the grade an essay earns
based on the 9 pt. AP Rubric?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!

As I read each statement, determine whether it is true,
false, true with modifications, or unable to determine
based on information provided.
Research has proven that the best way to give
as many
as
possible.
A
Conventional
A
Apaper
student
paperstudents
without
that
whoanswers
errors
misunderstands
conventional
always
the comments
prompt
place
errors
the
aatpaper
prompt
is
a always
basic
inbut
the
level
going
writes
lower
is to
a
anscore
excellent
higher
paper
than
halfwill
aofpaper
receive
the
6. scale.
with
a lower
a few half
errors.
score.
Quick Quiz!
Today you will read and evaluate 3 AP essays…
• Each group will be given ONE copy each of 3 essays.
1. Have someone in the group read the essay out loud.
2. Based on the rubric training yesterday, determine the grade each
essay would earn.
3. Write down the grade for each essay on a piece of paper, and
give 3 reasons your group feels the essay earned the grade given.
4. Be ready to share your scores and rationale with the whole class
after reading and evaluating each essay.
Thursday, August
th
20
Day 7, 78 to go until the end of the semester!!!
Essential Question of the Day:
What steps do I need to take to write a
successful argument essay?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
3 corners activity:
• Take out your notes on the essays you evaluated yesterday.
• If you believe 1A was the strongest essay, go to the corner by Mrs.
Williams’ desk
• If believe 1B was he strongest essay, go to the corner by the trash can
and back cabinet.
• If you believe 1C was the strongest essay, go to the corner by the
freshmen board.
• Be prepared to give your reasons for grading the essays as you did.
Before you begin your timed write, let’s look at the
prompt…take out the prompt and a Cornell Note
page…
• Any questions with words?
• Write down what the prompt is asking you to argue on your Cornell
Note page.
• Where do I find evidence to prove my point?
You are asked to give “evidence” for your
position.
• Give your argument a foot to stand on by using TOES!
• TOES = Types Of Evidence
• Remember this acronym: Lovers of CHocolate Probably Seem Pretty
Happy! For your evidence, find examples to back your claim in:
• Literature
• Current events and History
• Personal experiences
• Societal observation
• Pop culture
• AVOID the Hypothetical!!!
Friday, August
st
21
Day 8, 77 to go until the end of the semester!!!
Essential Question of the Day:
What steps do I need to take to write a
successful argument essay?
GRAB THE HANDOUTS ON YOUR TABLE IN THE
FRONT OF THE CLASS
Warm ups…
• Please start the the warm-up as soon as you hear the bell ring. We
will go over the answers after 5 minutes of class.
• Answers to the warm-up questions: PLEASE CORRECT YOUR WORK!!
Continue writing your argument essay.
• Remember, give your argument a foot to stand on by using TOES!
• TOES = Types Of Evidence
• Remember this acronym: Lovers of CHocolate Probably Seem Pretty
Happy! For your evidence, find examples to back your claim in:
• Literature
• Current events and History
• Personal experiences
• Societal observation
• Pop culture
• AVOID the Hypothetical!!!