Week 7: February 13-17, 2012

Honors English 9

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 #3Topic Review

Monday, February 13, 2012Due Today:

Brainstorm and Class Mentor Text Noticeings

Homework:Continue

gathering research. Outline

of draft due Blockday

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.

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.

Setting the Stage

Ideas 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?

Mentor Text #3: Definition Essay

Organization

Ideas Main Idea/Theme or

Realization - What is being said about the subject? Why should this be defined (what is the purpose)?

Introduction/Opening What techniques are used to engage the audience? (Hook)

Mentor Text #3: Definition Essay

Organization

Ideas Title: How does the title

support the purpose, main idea or realization? How do you think the author came up with their title?

Body/ Middle How 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?

Mentor Text #3: Definition Essay

Organization

Craft and Style

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/Ending How does the essay come to a close? Does the reader need to infer the realization or does the author present a realization?

Mentor Text #3: Definition Essay

Organization

Craft and Style

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/Ending How does the essay come to a close? Does the reader need to infer the realization or does the author present a realization?

Mentor Text #3: Definition Essay

Organization

Craft and Style

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…

Mentor Text #3: Definition Essay

Creativity and Curiosity

Craft and Style

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?

Mentor Text #3: Definition Essay

Creativity and Curiosity

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?

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 NoticeingsDefinition Essay Expectations

Tuesday, February 14, 2012Due Today:

Homework:Page 19-26 vocabulary

workbookOutline of

definition essay

Pre-Reading DiscussionWhat 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.

Immersion

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?

Informal Noticeings

Definition Essay Always, Sometimes, and Never Chart

Organizing Concept

Always Sometimes Never

Ideas and Organization

Craft and Style

Conventions

Definition Essay Always, Sometimes, and Never Chart

Organizing Concept

Always Sometimes

Never

Ideas and Organization

Opening uses a strategy or technique to hook the reader and connects to the concept being defined.

The writing provides a context or explanation of why the concept needs to be defined;

Each paragraph builds the definition and demonstrates an understanding of the definition; paragraphs focus on one example at atime

 Conclusion explains the significance of accepting the definition that was presented in a convincing, relatable way.

Opening may use a definition, question, figurative, language, anecdote, to hook the reader

The extended definition is supported using fresh, well-chosen, relevant, and sufficient facts, such as personal, cultural, historical, or literary evidence Reasoning is included which drives the reader to the desired purpose; this may be cause and effect, problem/solution, or classification and division

Definition Essay Always, Sometimes, and Never ChartOrganizing Concept

Always Sometimes Never

Craft and Style

Transitions establish a flow that connects the examples to the overall definition

Uses an academic tone and vocabulary that bolsters the definition of the subject.  Language communicates the writer’s voice and enhances the purpose of the piece.

Sentence structures are varied and purposeful; the writer clearly takes risks with punctuation and style.

The transitions are purposeful. May use repetition, ask questions, use punctuation to enhance transitions.

Writers make choices between using descriptive adjectives, anecdotes, and figurative language (simile, metaphor, hyperbole…)

May start and finish with long paragraphsMay start and finish with short paragraphs.

Body paragraphs may contrast intro and conclusion (in size) or build up to a longer paragraph in the middle.

Definition Essay Always, Sometimes, and Never ChartOrganizing Concept

Always Sometimes Never

Conventions

The writer clearly takes risks with punctuation and style.

The punctuation is always purposeful and contains minimal, if any at all, mistakes.

The writer may incorporate the semi-colon, dash, hyphen, parenthesis, colon

The punctuation may be crucial to the transitions.

The punctuation may reinforce or bring attention to important ideas.

The punctuation may be crucial to controlling the pace of the essay.

IntroductionHookBackground Context Definition (explicit or implied)

BodyMultiple ParagraphsEach paragraph focuses on one exampleExamples can focus on misuse of definitionExamples can focus on redefining the word in a variety of

waysThese should be a combination of personal, cultural,

historical, or literaryConclusion

Explains the significance or importance behind redefining the word

Essay Outline

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

Wednesday/Thursday, February 15-16, 2012Due Today:

Final Definition Essay

Homework:Nothing. Have a

nice long weekend.

Definition Essay Always, Sometimes, and Never Chart

Organizing Concept

Always Sometimes

Never

Ideas and Organization

Opening clearly and skillfully uses a strategy or technique to hook the reader in a way that connects to the concept being defined.

The writing provides a context or explanation of why the concept needs to be defined; this context is clear and appropriate for the audience of the essay.

Each paragraph builds the definition and demonstrates an understanding of the definition in a profound way.

 Concluding section explains the significance of accepting the definition that was presented in a convincing, relatable way.

Opening includes a definition of the concept that is the subject of the essay.

The extended definition is supported using fresh, well-chosen, relevant, and sufficient facts, concrete details, and other examples that are appropriate to the audience’s knowledge of the topic.  Reasoning is included which drives the reader to the desired purpose; no extraneous information is used.

Definition Essay Always, Sometimes, and Never ChartOrganizing Concept

Always Sometimes Never

Craft and Style

The seamless transitions establish a consistent flow between the major sections of the text and each element of the essay is cohesive.

Uses an academic tone and vocabulary that bolsters the definition of the subject.  Language communicates the writer’s voice and enhances the purpose of the piece.

Sentence structures are varied and reflect the writer’s style; the writer clearly takes risks with punctuation and style.

Writers make choices between using descriptive adjectives, anecdotes, and figurative language (simile, metaphor, hyperbole…)

The writer may end most paragraphs will short sentences or start with short sentences; the writer may incorporate repetition.

May start and finish with long paragraphsMay start and finish with short paragraphs.

Body paragraphs may contrast intro and conclusion or build up to a longer paragraph in the middle.

Definition Essay Always, Sometimes, and Never ChartOrganizing Concept

Always Sometimes Never

Conventions

The writer clearly takes risks with punctuation and style.

The punctuation is always purposeful and contains minimal, if any at all, mistakes.

The writer may incorporate the semi-colon, dash, hyphen, parenthesis…

Often times the punctuation mimics the action described in the story.

The punctuation may relate to the intensity of the story.

The punctuation may be crucial to the transitions.

The punctuation my reinforce or bring attention to important ideas.

Definition Essay Writing Day

Step 1: Write a draft—just get it out!

Step 2: RevisionFind 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 RevisionsFormat EssayPrint out—staple rubric on top, mentor text noticeings, word

searches, etc…planning and drafts, and final on the bottom.

RevisionStep 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 purposeExplain a detail in more depthProvide additional examples for points you makeAdd a story, an example, or more factsNotice a contradiction someone might raise to your ideas

and purpose and reviseDevelop 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.

Revision Day 2MLA formatting including:

Right Justified Header: Name Page#Left Justified Heading: Name, Teacher, Class,

Period, Date1 inch Margins12 point Times New Roman FontDouble-space, check box to NOT add space

between paragraphs

Walk-In:

Learning Objective:

Agenda:No School—teacher workday

Friday, February 17, 2012Due Today:

Homework:.