The Week Ahead: March 26th to 30th

Three days…that is all we have to work through!

There is NO SCHOOL on Monday and Friday this week!

In class on Tuesday, students will be introduced to the AP Seminar Task 2 Elevator Pitch. They will the work on producing their elevator pitch. They will then give their pitch on Wednesday in class. The pitch must be 2 minutes or less. The directions can be found here. Then, on Thursday, we will review the AP Seminar IWA rubric and students will begin writing their essay. Here is the presentation that we reviewed in class on Thursday to help prepare to begin writing.

If students are absent for the speech then they will be required to make it up next week in the morning or after school. If they do not make it up by next Friday, April 6th, it will go into the gradebook as a zero.

Here are some upcoming due dates that students should keep an eye out for:

IWA 800 Word Check – 80 points – Tuesday April 3 in class

IWA 1500 Word Check – 70 points – Friday April 6 in class

IWA 1800 to 2000 Word Check & Peer Edit – April 9 in class

FSA Reading Test – Morning of April 16th & 17th in the Theater

IWA Presentations – April 18th to April 25th


Next week we will begin to prepare for the General Paper exam. The current event assignments will be replaced with writing assignments that use old General Paper prompts.

We will also continue to work on CommonLit practices until the FSA exam.

The Week Ahead: March 12th to March 16th

It is the final week of Quarter three!

Spring Break is NEXT WEEK!

Homework will be light this week, but the in class activity MUST be spot on!!!

On Monday we will finalize grades and add extra credit to the gradebook. We will also participate in a socratic seminar about the final stimulus materials. This will help you to create your research questions.

Our search and create process will continue through to Tuesday. By the time you leave to class on Wednesday you will hand me a research question and rationale as to why you believe it will work for this project. Remember that great research questions are single and debatable. Your goal is to create an argument that will allow you to write an essay and also make a presentation.

Thursday and Friday you will be starting your research and working through the initial process of research and argument formation.

You will need to put some effort in over spring break and do some research. It will make a major difference in your essay and when you return to class. There will be a post towards the end of the week of what you will need to accomplish over break to prepare for the week we return!


This week is also Safety Week!

Each day you dress up, you get 2 extra credit points for quarter 4.

Monday: Safety – wear first responders attire/yellow/safety awareness

Tuesday: Anyone Can Be a Hero – wear superhero attire & hat day for St. Baldricks! Bring a $1 and get a sticker from me or Miss Call!

Wednesday: Memorial for Marjory Stoneman Douglass – wear maroon (buy a shirt from me for $10)

Thursday: Mental Health Awareness – wear Green

Friday: Walk A Thon – wear Bobcat shirts & colors — ​Walk A Thon will take place after lunch, all students will be invited to participate.​

  • Students will be walking 17 laps on the track to honor the victims of the Stoneman Douglas shooting
  • Students must receive 17 dollars in donations in order to attend (one dollar per lap)

FSA Writing Review 2018

So…you are going to be taking your FSA Writing 9 test tomorrow….and you are looking for a way to review! Well, here is your one stop shop of writing review elements!

This post is going to be split into a few sections:

  • logistics & timing
  • prompt analysis
  • structure/purpose, focus, organization
  • evidence + elaboration
  • conventions of standard English
  • samples/practices

Let’s get started!


Logistics & Timing

For the FSA 9 reading you will meet me, Miss K, outside the Media Center starting at 8:20 on Monday March 5th, 2018. You will find me there with a treat and your seat. You will then go inside, find your seat. From there, Mr. O’leath will lead your through the directions and set up. Remember, this is a STATE test and you can be disqualified for not following the directions. This will then lead you into Intensive Reading next year.

You have 120 minutes to read your materials, plan your essay, and then write it out on the computer. Take your time. Use the planning paper to HELP you – don’t lose its value. You can take notes on it – you can map out your essay – you can ask yourself questions you can to go back to later – you can write out a check list of what you need to accomplish….just make sure you use it.

Make sure you come with a writing utensil, some water, a [quiet] snack, and NOTHING ELSE! Leave your smart phones, and watches, and socks, and headbands at home or in your locker. Last year a someone took out a calculator and it disqualified them from the ENTIRE exam! Do not bring anything extra into the room. There are lots of clocks – there is even one on your computer. If you finish early, then re-read your essay, outline it backwards, check for spelling and word choice, make sure you cited, or if all else fails, put your head down!

I will be there walking around…proctoring. Therefore, I will be there to answer question like “How do I highlight?” and “May I go to the bathroom?” You will not be alone in there 🙂


Prompt Analysis

Step 1: READ THE PROMPT.

This is a key step to the whole process, because without reading the prompt, you don’t know what your goal is…and then you can’t write the proper type of essay.

You will be either given an argumentative prompt or an informative prompt.

Watch out for key words to figure out which type you are looking for:

ARGUMENTATIVE: should, would, could, argument

INFORMATIVE: what, how, explain, inform

Another key way to use the prompt is to use prompt language as you are writing to increase your purpose, focus and organization from top to bottom.

NOW, once you have sorted what you need to write about, you will need to begin planning….


Purpose, Focus, Organization

Here are some excerpts from the FSA rubrics…my notes in pink

Argumentative

The response is fully sustained and consistently focused within the purpose, audience, and task (who are you writing to, for, and about?); and it has a clear claim and effective organizational structure (is there flow from one claim to the next?) creating coherence and completeness. The response includes most of the following:

 Strongly maintained claim with little or no loosely related material …aka your main claim

 Clearly addressed alternate or opposing claims* …aka your counter claim

 Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas (then, next, also, which leads, etc)

 Logical progression of ideas from beginning to end with a satisfying introduction and conclusion (hook them at the beginning and keep them thinking at the end — ask questions, think beyond the text, etc)

Informative

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:

 Strongly maintained controlling idea with little or no loosely related material

 Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas

Logical progression of ideas from beginning to end with a satisfying introduction and conclusion

^ almost exactly the SAME as argumentative, but it does not ask you to provide a counter claim to the essay! 

Evidence + Elaboration

Argumentative

The response provides thorough, convincing, and credible support, citing evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response includes most of the following:

 Smoothly integrated,thorough, and relevant evidence, including precise references to sources …think MLA style in text citations friends! It will work the same and help them know where your information came from…

 Effective use of a variety of elaborative techniques to support the claim, demonstrating an understanding of the topic and text …tell them why you used this evidence and how is SUPPORTS your ideas…

Clear and effective expression of ideas, using precise language prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….

 Academic and domain-specific vocabulary clearly appropriate for the audience and purpose ,,,prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….prompt language….

 Varied sentence structure, demonstrating language facility

Informative

The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:

 Smoothly integrated,thorough, and relevant evidence, including precise references to sources

 Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text

 Clear and effective expression of ideas, using precise language

 Academic and domain-specific vocabulary clearly appropriate for the audience and purpose

 Varied sentence structure, demonstrating language facility

Hey-o – It’s the same as above! 

Conventions of Standard English

The response demonstrates an adequate command of basic conventions. The response may include the following:

 Some minor errors in usage but no patterns of errors

 Adequate use of punctuation, capitalization,sentence formation, and spelling

*This is the easy one – use your grammar skills that we have reviewed with NoRedInk! Read for spelling and punctuation. Remember to use QUESTIONS MARKS and CAPITALIZE proper nouns & the first word of sentences & the word “I”!!!!!!!!!! Please don’t make Miss K go insane by forgetting these reminders. *


Here are the samples that we looked at in class on Friday from Achieve the Core:

Argumentative:

Text Set

Student Sample (plus annotations from graders)

Informative:

Text Set

Student Sample (plus annotations)


Here are a few additional samples for you to review! They have been annotated. Give them a read and see how they look against the rubrics, which you can find here.

Argumentative Sample 1

Argumentative Sample 2

Informative Sample 1


 

You are going to rock tomorrow! Remember to come and find me outside of the media center to get your treat and seat! You are going to write the morning away and blow the readers away!

Best,

Miss K