default

CardinalCon: Common Writing Errors

WELCOME TO CARDINALCON!!!!!!

Hello everyone! You’re here in my room because your English teacher thought you could use some extra help with errors in your writing. Today we will be learning about common errors in writing and how to fix them!

Standard: 

ELAGSE9-10L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  1. Use parallel structure.*
  2. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Learning Target: Students will examine common writing errors and work together to fix them.

Activator: 

Ok, everyone! So, let’s get things started with a little quiz….no not that kind of quiz! A fun one! This is called the Grammar Income Test. Based on how good you are at writing and at catching errors, you can predict what your income will be when you’re grown! Pretty cool, right? Let’s see how well you score!

(Ok, it’s not 100% accurate. I didn’t get any wrong, and I sure don’t make that much money, LOL!)

After we’ve done the Grammar Income Test, I’m going to pass out two things to you – one, a sheet of twelve common writing errors and two, an essay with a whole lot of mistakes! Let’s start out by trying on our own – take a few minutes to work on the front page and see how many errors you can catch and correct. Then, when you get to the back, find a partner and work with them to find all the errors on the back half!

After everyone has had a chance to go through the bad essay example, we’re going to go over it together while I make corrections on the document camera 🙂

Once that’s done, if we have time, everyone will get a chance to trick their neighbors – I want you to write a sentence with an error or two in it, and then trade with your neighbor. Neighbors, you have to correct your partner’s sentence!

Stick your corrected sentence sticky notes up on the board when you’re done 🙂

And that’s today, everyone! I hope you had a fabulous CardinalCon session!!

default

Impromptuesday

Welcome to Tuesday, everyone!

Hey, by the by, just to update you on the schedule for the week – today we will be writing an impromptu essay about The Metamorphosis, tomorrow we will be reviewing for our unit test, our test is Thursday, and on Friday we are doing something super special where you’ll all go to a different class than normal. AND THEN IT’S FALL BREAK!!!!

Standard: 

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: Students will practice citing evidence from The Metamorphosis in order to validate or refute the claim that Gregor is a monster.

Activator: 

Today we’re going to be writing an impromptu essay…sort of. So, for the last couple of essays in here I’ve cut you loose and asked you to make an argument. This time around, we’re going to focus in on a specific part of an argument, citing evidence. Did you do this in 9th lit? I hope so….

Each of you will write an essay in class today, but you’re going to do it using a frame I’ve created for you. Yes, you do have to copy down all the words, and fill in the blanks with your own.

  • The first two blanks should be filled with quotes from the story.
  • The second two blanks should be fill with paraphrases from the story.

For each quote or paraphrase, you will write the page number down in the small blank in the parentheses.

Here’s the essay frame if you’re writing from home: Metamorphosis essay framework

After we take some time to do this essay together, we are going to check out some book covers:

bookcover2 bookcover4

bookcover3

bookcover1

After we view each of these book covers, I want you to complete the following ticket out the door:

Closing Session

  • Choose one of the book covers we reviewed in class. Describe what is happening on that cover. Then, write down ten adjectives that go with the cover.
  • For example, “I chose cover 4. It shows Gregor waking up as a giant bug. Adjectives: scary, weird, abnormal…”
  • Turn it in to the basket!

Differentiation: Process – printed frame given as needed; Product – quote/paraphrase requirements lowered as needed.

Assessment: Impromptu essays be graded.

default

Workday Thursday and Friday!

Standard:

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Learning Target: Students will have a work session to make some progress on their Metamorphosis picture books.

Activator: I’m pretty sure this song is ridiculous and I love it.

Work Session: Today you guys are going to have a whole work day to make some headway on your picture books. I can send students 5 at a time to the media center to type – so that means one from half the groups can go during the first half of class, and one from the other half of the groups can go during the second half of class. (You ever write a word so much it starts to look wrong? That just happened to me with “half”.) You can only go after you show me your hand-written draft! I’m not sending people to the media center just to fiddle around 😛

For those who are here, I’ll pass out the art supplies and your papers and show you how to fold them to make the pages of your books. I’ll be laminating them when all is said and done, so you don’t need to worry about gluing the pages together or anything 🙂

Don’t forget to work on your cover art! Make it awesome!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

default

The Story of Wednesday!

Standard:

  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will finish reading The Metamorphosis and continue working on their picture books.

Activator: THUG NOTES!!!

Work Session:

Welcome to Tuesday! We are going to continue reading The Metamorphosis today, using the same strategy we did yesterday – and we are gonna finish the book today!! What what, we are DONE reading it!!! Now we just get to work on our picture books and discussion before we do our essay and test next week! (Yep, essay. I must be a glutton for punishment because those suckers take 5ever to grade, and yet I keep assigning them….)

Anyway, we will read to the end of the page and then I’ll ask you guys a question, then reset the timer and check for understanding. This way things are chunked up a little but. BUT, because I have to raise the bar, we are doing 6 minutes per page this time instead of 8 like we had yesterday!

After we finish, I want you guys to get into your groups and work on your picture books. Remember, you need to have your story draft and storyboard (rough draft of illustrations) done TODAY!!! Tomorrow we will have a whole day work session for your picture books, so be ready!

Closing session: Picture book check in!

Differentiation: Learning Style – visual learners can draw, writers can write, kinesthetic learners can work on book assembly.

Assessment: Formative checks for understanding, picture books will be graded.

default

Picture It: Monday

Standards

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activator

Learning Target

Students will begin part III of The Metamorphosis make a draft and storyboard for their picture book project, detailing the writing and illustrations to go on each page.

Work Session

Okay, nobody panic, but I’m about to put you into assigned groups. Don’t freak out! I do know who your friends are, generally! So get with your groups… Today we’re going to read the first half of part III in the book. YAY!! This means we’re ALMOST DONE!

Read with your group pages 1095-1101 (all the way to the bottom of the page). Then, answer the following questions:

  1. Who becomes Gregor’s caretaker?
  2. What are three things the family does to earn money?
  3. What draws Gregor out of his room?

After everyone has turned in these three questions (consider it a ticket to move onto the next activity),I’ll give you guys a big group assignment, which is….

A picture book!!!

Here’s the skinny:

The Picture Book Project!
For this project, you will plan, write, illustrate, and produce your own original children’s picture book.

You will be working in pre-assigned groups of 3. Your picture book should meet the following requirements:

  • The story must be a retelling of Franz Kafka’s story The Metamorphosis, written for children.
    • You must use the same characters as The Metamorphosis.
    • The story must follow the plot of The Metamorphosis.
  •  Your story should be 300-500 words.
  • Your book should be at least 10 pages, but no more than 20 pages.
  • The text of your book should reflect proper grammar, conventions, and spelling. The text may be typed or hand-written.
  • The illustrations should be fully colored and show effort, creativity, and neatness. I understand that not everyone is Rembrandt, but everyone is capable of putting time and energy into his or her artwork.
  • You must complete and turn in the following components:
    • Story Draft (20 points) – Due tomorrow, Tuesday, September 13th
    • Storyboard (20 points) – Due tomorrow, Tuesday, September 13th
    • Finished Product (60 points) – Due Friday, September 16th
  • The Picture Book Project – metamorphosis.docx

Closing Session

Check in – Picture Book Project

Assessment

Reading ticket, informal assessment of picture book work/brainstorming/drafting.

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading levels.

© Osborne 10th Grade World Literature
CyberChimps